During my student teaching, planning lessons were generally a collaborative effort between my coordinating teacher and myself.

As the semester continued, my responsibility for designing lessons for my tenth grade World History students increased. The average day included bell ringer, opener, mini-lesson, and work session, and the summarizer. The bell ringer was usually a task or activity that was done together as a class to gather the attention of the class which usually last 2-3 minutes. The opener, directly related to the lesson and was a brief introduction to the lesson or a review of what had been taught previously. The mini-lesson, is when students are taking notes while the teacher lectures with usual a visual aid such as a power point or a Smarboard file. The work session is when students were independently working on an activity, simulation, or discussion. And finally, the summarizer is where students answer a question or complete a ticket out the door showing what they learned that day in class. While planning, I often visualize how students will react to the lessons. So, designing lessons I use engaging methods in order capture and retain their attention throughout the lesson. My goal for this lesson was for my students to actually think about the lives women lived during the industrial revolution. Most of the curriculum is centered around powerful men, so I wanted to take this opportunity to really focus on women and their lives. After learning about women, a goal was to have students make connections to womens lives today. I wanted my students to be able to critique todays society to see if the role of women has changed and if so how? The assessment that I assigned my students was a creative response to a prompt following two lessons on Industrialization and its effects on women. The standard we had just finished exploring was SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism. a. Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political

reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women. The lesson surrounded the students learning about different careers that women were in, why women were hired over men, and also how they were treated in the factories or wherever they worked. The prompt was You are a woman during the industrialization period (late 1800s). You work as either a factory worker, maid, etc. some of the different jobs that women had. In this response, you should write about which job you chose and why. How is your life at work? How is your life at home? How is your family? Do you think that there is a way for you to better yourself and get a better job? . I set the expectation that their responses should be no less than 89 sentences. I set the timer for 15 minutes and asked for them to start writing. They were not able to use their notebooks, only what was in their brain. For a good response, I expected students to thoroughly answer all of the questions. By thoroughly answer, I mean answer the question with an explanation on why. So, for the question How is your life at home? for a good response I would expect My life at home is horrible, because I dont make too much money to afford a nice place. So, I live in a small home with three other families with horrible living conditions. I would also expect students to meet the minimum requirement of 8 sentences. My reasoning behind this is with six questions, they should be able to answer those questions easily with that minimum and even go above the expectation. And finally, I would expect the content of the material to be relative. What the student wrote did not necessarily have to be learned in class, but if it was relative to a womans life in late 1800s it was acceptable. The criteria that I set for a bad response was students not attempting the assignment. I didnt want to use not complete sentences as a reason to deem it as a bad response. But it shows the amount of effort that went behind the assignment. Also, with that I also didnt want to

deem it as bad if its only 6 sentences, if those 6 sentences were full a really good content. So most of the bad responses, I deemed was because of content. Both lack of content and all of the questions were not answered. Or students answered the questions as themselves in 2014 and not as a woman in the late 1800s.