Lesson Plan 1

Teacher Candidate: _______Nicholas Sprague____________ Content Area: __Social Studies_________ Date: ___10/31/2011 Grade Level: __11_____

Fundamental Skills/Important Concept(s)/Essential Questions:

How do conflict and progress affect the world? Why is it important to consider all points-of-view?

Authority, Opposition, and Different Perspectives Lesson Title Lesson Focus What is authority? Who gets/has it? How is it given? What is opposition? Where does it come from? What is the result? Progress
Listening/ Speaking

Status quo?

Regression

Core Curriculum Standards and/or NYS Standards and Performance Indicators ~~~~~~~~ (For Literacy-based lesson, can use NCTE/IRA Standards for the English Language Arts) Lesson Objectives
(Blooms Taxonomy; include behavior, conditions, and criteria)

1. Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 911 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. 3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. 4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Visually Representing 1. Graffiti brainstorm

1. Students will learn and examine the difference between authority and
opposition through the use of scaffolding

2. Students will demonstrate ability to work in pairs to generate good examples of

authority/opposition they can personally relate to.

3. Students will begin to compare and contrast different perspectives on one issue.
Students will begin to make connections between personal examples of auth. /opp. and specific historical examples.

---------------------Acceptable Evidence (process and/or product)

----------------------------------------------------------------------------------1. Students can define and distinguish the differences between authority & opp. examples of authority and opposition

2. Students can execute productive pair work to generate and explain personal 3. Students can compare and contrast different perspectives for a specific example 4.
of authority and opposition Students can integrate what they learned in class to help them produce a perspective journal entry from a specific historical example of authority and opposition in US History

"Caring, Competent, Qualified Professionals" Knowledge of Content, Knowledge of Pedagogy, Professional Skills

Instructional Procedure(s) ___________ A. Bell Ringer and Prior Knowledge Activation

This can be together or separately. Also called: set induction, anticipatory set, introduction/review

__________________________________
Quotes from Morrison/Tupac to spark ideas I think I'm a natural-born leader. I know how to bow down to authority if it's authority that I respect. -Tupac Shakur When you make your peace with authority, you become authority. - Jim Morrison (Source: www.brainyquote.com) Graffiti Brainstorm: Who/What is authority? Who/What is opposition?

_______________ B. Teacher input, explanation, & development 1. Specific

2. 3. 4. instructional method(s); Modeling; Guided practice; Check for understanding Independent practice

__________________________________________ 1) Use graffiti brainstorm to formulate class definitions of authority & opposition 2) Choose two opposing ideas from board and construct a model of authority and
opposition: (example: lion tamer vs. lions) What different perspectives do these examples represent? Why? What gave the lion tamer the authority? Is the lion opposed to the lion tamer? Why? Is there conflict? What causes the conflict? What is the result of the conflict? 3) Break into pairs and students discuss and outline personal examples of authority and opposition (at school, home, teams, work, social settings) 4) Homework assignment

5.

Specific students actions

The students will

Assessment (Type and purpose)

--------------------------

read and analyze quotes as a class, construct personal definitions of authority and opposition graffiti brainstorm personal examples of authority/ opposition collectively discuss authority/opposition/(conflict/progress) pair work to produce and explain personal examples further discussion based on group examples understand the assigned homework

Evaluation, if used

Formative: - informal observation & monitoring of individual and pair work in process - personal definitions and examples Summative: N/A --------------------------------------------------------------------1. Homework: Write a perspective journal entry from a specific historical example of authority and opposition in US History "Caring, Competent, Qualified Professionals" Knowledge of Content, Knowledge of Pedagogy, Professional Skills

Closure (5 min)

What are the potential results of authority vs. opposition? - Progress - No change (Status quo) - Regression

Accommodations: 1. Students with exceptional learning needs (ELN); 2. Learning modalities & Learning Styles; 3. Multiple Intelligences

1) Class discussions, modeling, writing on the board, visuals on handouts accommodate all three learning styles (audio, visual, and tactile/kinesthetic) 2) Pair work allows for student expression in multiples intelligences, including but not limited to logical, interpersonal, and intrapersonal intelligences

Markers, handouts, brains, partners

Materials
20 minutes

Duration (time) Curricular and/or Unit Connections

Understanding different perspectives and relating that understanding to the historical context

Adapted with permission by Snowden, P. L. (Fall, 2011) from: Hackett, Sarah. (2010). Enhanced lesson plan template. Plattsburgh, NY: SUNY-Plattsburgh.

"Caring, Competent, Qualified Professionals" Knowledge of Content, Knowledge of Pedagogy, Professional Skills