Lesson Plan One: Causes of WWI
- Subject: History
- Grade: 9th Lesson
- Topic: WWI Causes
- Candidate’s Name: GROUP D
- Site Supervisor:
- Date:
Introduction
Content Standards are as follows supported by several IEP goals: comprehension (predict possible WWI causes and identify the sequence of WWI events), literature (use primary sources and analyze the information found), and writing (make notes and underline the most crucial points).
Learner Outcomes/Objectives
Students should analyze, unite, and determine various WWI causes and use their experience and gained abilities to understand the general role of the war in history. Simple quizzes will be used to define students’ abilities.
Pre-Assessment Activity
- Students share their ideas about the WWI causes;
- Several questions about the WWI causes are asked;
- Cultural aspects of the war are discussed.
Differentiation/Adaptation/Accommodation Strategies
Students are divided into groups according to their special needs and achievements after the assessment activities but not according to their preferences. Each group chooses a leader, who divides responsibilities and demonstrates the results of the whole group.
Resources
Screen and several journals serve as the best primary sources about the WWI causes for students, who can increase their understanding of history and the war in particular.
Learning Activities
A teacher involves students in discussing and making possible predictions about the WWI causes, explains the correct reasons, asks to make notes, and checks for understanding by posing some general questions at the end of the lesson.
Independent Practice
Students create brief presentations about the main war causes. It may be some performances with the main political leaders identified or the development of a particular scene that can explain the beginning of the war.
Assessment/Evaluation
Considering students’ needs and abilities, a teacher focuses on the involvement of each student in the classroom activities and the desire to learn more about the subject.
Closure
Students share their ideas on how to they can introduce and interpret the WWI causes, and a teacher analyzes their approaches.
Lesson Reflection/Assessment
All students demonstrate good listening and analyzing skills. They are eager to offer their visions about the WWI causes. They want to know more about the historical significance of the war.
Lesson Plan Two: About WWI
- Subject: Social Studies
- Grade: 5th
- Lesson Topic: WWI
- Candidate’s Name: GROUP D
- Site Supervisor:
- Date:
Introduction
Students are informed about the place of WWI in history and the participation of their country in the war. Students learn how to distinguish and compare the two sides of the war with its possible negative and positive outcomes using examples from their own lives.
Learner Outcomes/Objectives
Students learn that a war may lead to something negative and positive as well. It is wrong to determine the war as pure evil. It is a chance to change something, and students should learn how to benefit from the war.
Pre-Assessment Activity
Students share their thoughts about war and the activities inherent to that period. They use their background knowledge about WWI and their political leaders. A teacher pays attention to students’ emotional attitudes to the events.
Differentiation/Adaptation/Accommodation Strategies
Students demonstrate two different attitudes to the war: one group supports the war, another group neglects the positive effects of the war. Highly achieving students demonstrate their abilities to forecast and analyze different aspects of the war, and low achieving students see only the superficial aspect of the concept.
Resources
Computers are used to watch video clips about WWI and their effects on people of different social statuses. Students learn better the conditions under which people had to live during the war.
Learning Activities
Students feel in the table about “+”s and “-“s of the war and create pictures on how they see the war.
Independent Practice
Students need to create posters to demonstrate their creating skills and understanding of the subject.
Assessment/Evaluation
A teacher pays attention to the colors used on students’ projects and considers the emotional state of each student.
Closure
Students like to combine drawing and studying new material. They are not forced by learning theoretical content only. They like to entertain during their education.
Lesson Reflection/Assessment
Students demonstrate their interests in studying and entertaining. They are eager to learn more and share their ideas and emotions about the war.
Lesson Plan Three: Causes of WWII
- Subject: History
- Grade: 8th
- Lesson Topic: WWII Causes
- Candidate’s Name: GROUP D
- Site Supervisor:
- Date:
Introduction
WWII touched millions of people from different parts of the world. The lesson aims at discussing the causes of the war and the participation of each country. Students learn how to combine world history with the history of their families.
Learner Outcomes/Objectives
There are many families, who underwent some changes because of the war, and students learn what caused the war. They identified the main political leaders and their activities that led to such aggression and misunderstandings.
Pre-Assessment Activity
True/False activity is chosen to check the level of students’ knowledge. A teacher asks simple questions and considers how students explain their options.
Differentiation/Adaptation/Accommodation Strategies
There are several students with special needs. They have poor vision, this is why they need to sit closer to the desk and screen that are used during the lesson.
Resources
On the screen, several battles (Perl Harbour, e.g.) are shown. On the desk, a teacher creates a list with brief WWII causes. Students have a chance to use vision and audio memory types.
Learning Activities
A teacher explains a new material and asks students to identify the countries that played an important role in the war’s development and created the cause that led to the war.
Independent Practice
Students create brief reports about the causes of WWII and introduce them in the form of debates: one side justifies the causes, another side finds the causes wrong or inappropriate.
Assessment/Evaluation
A teacher creates a quiz using which it is clear whether students understand the new material or need more time to learn it.
Closure
Students ask to feel in the assessment sheets concerning the quality of the lesson and their attitude to the chosen subject.
Lesson Reflection/Assessment
Students like answering questions using their own emotions. Still, they are challenged by the quizzes, where the knowledge of theoretical material is required. It proves that students need additional lessons discussing WWII causes.
Lesson Plan Four: About WWII
- Subject: History
- Grade: 10th
- Lesson Topic: WWII Impact on Nations
- Candidate’s Name: GROUP D
- Site Supervisor:
- Date:
Introduction
Students should know how different nations had to be changed because of World War II. They learn to use their background knowledge and evaluating skills to realize how crucial the war events for the different countries’ relations could be.
Learner Outcomes/Objectives
Students learn how to search the material from different sources and compare the histories of different countries in regards to the same even (WWII).
Pre-Assessment Activity
Students ask to give answers (e.g. “I KNOW”, “I WANT TO KNOW”, “I DO NOT KNOW”) to a list of statements about WWII and such countries like the USA, Japan, the Soviet Union, Spain, and Germany.
Differentiation/Adaptation/Accommodation Strategies
The results of the pre-assessment activity should demonstrate how sufficient the students in the chosen subject area and what their main intentions.
Resources
Pictures with the images of different nations during the war are given to inform the students about the conditions under which people had to live during the war.
Learning Activities
Students are provided with maps to identify the countries, which participated in the war and use different colors of pencils to underline and compare the roles of the countries.
Independent Practice
Students create presentations about a separate country and its role, place, and impact on the war. Each student must choose a different country so that several countries are presented.
Assessment/Evaluation
Students learn to compare, analyze, and evaluate the behavior of different countries under the same conditions to improve their skills and theoretical basis.
Closure
Students like to compare and share their knowledge. Still, they need more time to find interesting material for a lesson.
Lesson Reflection/Assessment
The topic of WWII is interesting for the analysis, and students are free to find a variety of documents in different languages and from different points of view on the same subject.
Chosen Artefact
The artifact chosen is the lesson plan about the causes of WWII that helps the students with poor vision to study new material and consider their special needs in a particular classroom. A teacher needs to take into account this type of students’ needs and think about the location of each student in an individualized education plan. During a lesson, students should not digress on their necessity to look harder and be more attentive with the visual material offered. A teacher should provide students with clear audio information on the chosen subject to make sure the material is clearly explained.
The artifact demonstrates how it is necessary to plan instructions and learn more about the students beforehand. Several services have to be coordinated between a teacher and the students, between the students and a classroom, and between several general education teachers and a particular teacher, who develops a plan. The lesson plan under consideration is a good chance to realize how special needs students influence the development of a lesson and may cooperate with the students without special needs.
In general, the artifact is a good example of how it is necessary to think about the details, learn students and their skills, and pay much attention to instructional planning as an important stage in a learning process. Not all students are always ready to cope with the tasks of their teachers, and teachers have to consider this element in their practice. The lesson plan chosen helps to see how it is possible to use classroom and learning activities in planning.
Reflection on Domain D (TPEs 8 and 9)
Description of the Domain D and the TPEs
The Domain D is about “planning instruction and designing learning experiences for students” (Commission on Teacher Credentialing 2013 15). With the help of this domain, teachers can understand how it is necessary to consider students’ needs and possibilities regarding the conditions set for all students.
There are two TPEs for consideration: the necessity to learn about students (TPE 8) and the importance of instructional planning (TPE 9). TPE 8 states that students may be evaluated through interpersonal interactions and classroom observations (Ysseldyke, Algozzine, and Algozzine 45). Considering the evaluation of students and their needs that can be also based on special tests and informal assessments (Churchill, Mulholland, and Cepello 97), TPE 9 proves that instructional planning cannot be neglected as well. Teachers have to develop relevant plans using students’ backgrounds and interests as well as the content of the lesson. Long-term and short-term goals have to be settled to realize how effective a plan can be.
Application of the Domain D across all TPEs
According to the chosen domain, teachers are free to use either formal or informal methods of education, but they have to consider certain academic abilities of their students. It is not enough to define the presence of some needs, it is more important to realize how it is possible to help students neglect the need he/she has. For example, TPE 9, instructional planning may be implemented through Domain D by the Joy Factor offered by Lemov (442) as one of the teaching strategies. This choice helps to realize that education and entertainment should not be separated as it is a chance to involve students in a learning process and demonstrate their best qualities and possibilities.
Personal Views on the Domain and the TPEs
Domain D plays an important role in a teaching career as it helps to comprehend that each student requires a unique approach and understanding. Students may have various needs, and teachers should know about them and be able to identify them before a lesson takes place. Though the Domain’s TPEs seem to be more like a reason and a consequence, they are properly planned and explained. After reading them, teachers can choose the most necessary steps and find a good practical application for them.
Artifact 1 and the Domain
The first artifact is a lesson plan for students, who have poor vision. The peculiar feature of the chosen artifact is that a teacher should learn his/her students beforehand and think about how to allocate the students in a classroom. Because the lesson is based on the necessity to watch on a screen and learn new material, students should feel comfortable, and a teacher should take care of this point. TPE 8 is considered in this choice as it reminds teachers how to organize their work regarding the students’ needs. This artifact proves that teachers should never neglect a necessity to know their students better to achieve better results in educating.
Artifact 2 and the Domain
The second artifact is a lesson plan concerning World War II for the students of the 5th grade. This document shows how it is necessary to think about each stage of a lesson and consider the importance of a working material (tests, cards, pictures, etc.) to be prepared for a lesson beforehand. Students should know that a teacher knows a lot about the subject and is ready to share information as well as to check their level of knowledge and the desire to learn more. The choice of the artifact is based on the content of the TPE 9 and underlines the importance of instructional planning for a lesson. In general, the analysis of the artifact demonstrates that each plan is good support for a lesson for students of different grades and with different needs.
Works Cited
Churchill, Lisa, R., Mulholland, Rita, and Cepello, Michelle, R. A Practical Guide for Special Education Professionals, Boston, MA: Pearson, 2007. Print.
Commission on Teacher Credentialing 2013, California Teaching Performance Expectations. PDF file. Web.
Lemov, Doug. Teach Like a Champion 2.0.: 62 Techniques that Put Students on the Path to College, San Francisco, CA: Jossey-Bass, 2014. Print.
Ysseldyke, James, E., Algozzine, Bob, and Algozzine, Robert, Effective Assessment for Students with Special Needs: A Practical Guide for Every Teacher, Thousand Oaks, CA: Corwin Press, 2006. Print.