Lesson Plan Form

CSUDH Teacher Education Department

Candidate:
Subject:
Grade Level: 10th
Teaching Date:
Jorge Montes
World History
Grade
04/29/15
Standard: 10.7.2 Trace Stalins rise to power in the Soviet Union and the connection between
economic policies, political policies, the absence of a free press, and systematic violations of
human rights (e.g., the Terror Famine in Ukraine).
CCSS.ELA-LITERACY.RH.9-10.2. Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of how key events or ideas develop over the
course of the text.
Description of Content & Content Type (Fact, Procedure, Concept, Principle): This lesson
will consist of an engagement activity, guided notes, a short video, academic conversations, and
propaganda analysis. This lesson will present content focusing on Joseph Stalins rise to power
and the means used to maintain that power in Soviet Russia. In addition, students will also be
presented with the concepts of fear and deception. Understanding these two concepts in the
context of their own lives will make it easier for students to understand the Stalin regime. This
content will be presented through PowerPoint and video. In addition, students will use the content
they are presented with to have academic conversations and analyze Stalinist propaganda.
II. Learning Outcome: Following a lesson consisting of guided notes, a short documentary, and
academic discussions, students will be able to analyze Joseph Stalins use of propaganda to
maintain totalitarian control over Soviet Russia by completing an analysis worksheet; answering
all questions in complete sentences.
III. Curriculum Connection (How lesson fits into larger unit sequence):
This lesson fits into a larger unit focusing on the rise of totalitarian regimes in Europe prior to the
start of World War II. The previous lessons focused on defining socialism and communism, and
causes of the Russian Revolution. The following lessons will trace the rise of fascist dictators
Benito Mussolini and Adolf Hitler.
IV. Instruction
A. Engagement (Motivational Activity): The engagement activity will be a short exercise
in which students will experience fear and deception. This will happen in a series of
steps.
Step 1: Students will walk into class and immediately see a slide projected on the board.
This slide will instruct them to turn in their phones into two plastic bins located at the
front of the room. Students must do this with no questions asked. The teacher will make
sure to note any students that are resistant to these instructions.
Step 2: The teacher will inform students of a short activity. Students will be asked to obey
all of the teachers instructions and remain silent. Students will close their eyes and put
their heads down on the desk. For two minutes students will remain silent while the
teacher plays some soothing music for students to listen to.
Step 3: While music is playing the teacher will quietly pick out any students who are
talking, who open their eyes, and who have been consistently resistant to all instructions
thus far. These students will be taken out into the hallway where they must remain quiet
for breaking the rules.
Step 4: After two minutes the teacher will stop the music and ask students to open their
eyes and pick up their heads. These students will notice that they are missing some of
their classmates and will wonder what has happened to them. The teacher will inform
students that they are going to repeat this same procedure two more times.
This procedure is repeated two more times. The second and third rounds should go by
with students being a lot quieter after they discover the consequences for breaking the

rules. When there are no students talking or opening their eyes, the teacher will pick out
any random students to join the students in the hallway. Through this activity it is
imperative that the teacher consistently remind students to trust them.
Following the third round, the missing students will be brought back into class. Teacher
will initiate a discussion where students will try to identify all parts of the activity in
which the teacher either used fear or deception to control student behavior. Students will
need to explain why these methods are effective in maintaining order. These concepts
will be tied to the Stalinist regime throughout the lesson.

B. Instructional Sequence (Teaching Methodology):

Step #1: Engagement Activity (20 minutes)
a. Students will participate in the engagement activity explained above.
b. The teacher will introduce the concepts of fear and deception.
Step #2: Guided Notes (25 minutes)
a. Students will take guided notes based on a PowerPoint presentation. Here students will
be introduced to the following key terms: totalitarianism, dictator, planned economy,
quotas, dissidents, gulag, and cult of personality.
b. Students will complete guided notes by answering questions and picking out the most
significant information from each slide.
c. Through these guided notes students will understand the rise and rule of Joseph Stalin.
Step #3: Stalin YouTube Clip (20 minutes)
a. Students will watch a 20-minute documentary on Joseph Stalin. Teacher will inform
students to take note of any significant information from the documentary, as they will be
referring back to this video during academic conversations.
b. The documentary will explain some of the methods Stalin used to inflict terror on
Russian society.
Step #4: Academic Conversations (25 minutes)
a. Students will each be paired with a partner. Each pair will be discussing the content
presented in the guided notes and the documentary. Student discussions will be driven by
a question projected on the board.
b. These discussions will be timed and structured allowing both students a chance to
share their responses. Discussions will occur over four rounds. As students engage in
discussion, the teacher will be monitoring around the classroom. The teacher will make
sure all students are on topic and are using proper academic vocabulary.
c. After each round the teacher will randomly select different pairs to share what theyve
discussed. Students may also volunteer to share their discussions with the class.
d. Students are expected to use complete sentences and proper academic language.
Step #5: Propaganda Analysis (30 minutes)
a. Students will complete an analysis propaganda that contributed to Stalins personality
cult. Each student will be given a worksheet consisting a poem, four images, and analysis
questions.
b. Students will annotate and highlight the poem before answering the analysis questions.
Student will chose two of the four images to analyze. While analyzing the images
students will need to explain what message each image is trying to project. Students need
to refer to specific features of the image to support their answers.
c. Teacher will monitor students by scanning the rooming and checking with individual
students.
d. In order to receive 100% on this assignment, students will need to answer all questions
correctly, respond in complete sentences, annotate the poem, and cite specific features of
two images that demonstrate each images internal message.

C. Application Task:
The application task for this lesson will be the propaganda analysis worksheet. By
completing this worksheet correctly students will demonstrate understanding of the days
topic. Throughout the entire lesson the themes of fear and deception have been
continuously, and purposely, present. This assessment will tie those themes with Stalins
role as a dictator and his ability to construct a personality cult to maintain his positive
image in the eyes of Soviet society.
D. Materials & Resources:
This lesson will require the following:
Guided notes
Propaganda analysis worksheet
Joseph Stalin PowerPoint
Music and speakers (for engagement activity)
Joseph Staling YouTube clip: https://www.youtube.com/watch?v=rC1lyk0mPic
Highlighters
V. Assessment Strategies: This lesson will have multiple formative checks for understanding.
During the engagement activity, the teacher will debrief the activity and introduce the themes of
fear and deception. Through a series of questions these themes will be connected to Joseph
Stalins regime. During this debrief session the teacher will randomly call students to answer
questions while employing a no-opt-out strategy; the student must provide a response. The guided
notes portion of the lesson will contain several formative checks for understanding, as students
will be taking notes by answering questions that align with each slide. Many of these questions
ask students to think about the significance of a particular slide, rather than simply have a student
copy what is on the slide. During these critical moments of guided notes the teacher will ask for
volunteers and call randomly on students to share their responses to these reflection questions.
The teacher will use the academic discussions as a formative assessment as well. The questions
that structure each discussion ask students to cite example from the PowerPoint or video clip.
This provides the opportunity to check whether students understood the PowerPoint and the video
clip. In addition, students will also be using this new content create cohesive responses in a few
seconds time, thereby showing that they have understood the new topic. The summative
assessment for this lesson will be the propaganda analysis. This assignment provides students the
opportunity to show that theyve mastered the content. In addition, students will also demonstrate
the ability to analyze primary sources of information and apply the themes learned throughout the
lesson to their analysis.
VI. Accommodations for Individual Learners: For students who have an IEP, the teacher will
abide by all accommodations listed on the students IEP. The engagement activity serves as a
great language support for students who may struggle with English. This activity takes students
through an experience of fear and deception, thereby providing students a different way to
understand the vocabulary rather than the standard mode of having the teacher deliver the
information from the front of the room. The key vocabulary that is reinforced through this
activity includes fear, deception, totalitarianism, and dictator. The teacher will be performing all
four of these in some fashion. Not only does this support students who struggle with language but
it also helps students who are visual or kinesthetic learners. The guided notes supports students
who may not write as fast. Doing notes in this fashion does not require students to copy every
single word on a slide, thereby giving students more opportunity to focus on the lecture itself.
The academic discussions are an accommodation for students who are verbal and auditory
learners. During this activity students do not have to write a single thing; all that is required is for
students to talk and listen to their partners. Lastly, the final summative assessment has an
additional accommodation for visual learners. Instead of just having to read, students will also be
able to analyze an image. Students who prefer to learn visually will be accommodated in this
portion of the assessment. The entire lesson uses a variety of different activities that all require a

different set of skills. These activities are designed to target the strengths of each student in the
classroom.

VII. Homework: Students will complete their propaganda analysis for homework if it is not
completed at the end of class. Assignment will be due first thing the following class.

Lesson Plan Rubric- Please attach to lesson plan

Name:______________________________
Class:_______________________
_____/
5

Resource

Resource brought to class week________.

Standard

Content Standards
English Language Arts Standard and
English Language Development Standard

I. Description
of Content and
Content Type

Describe lesson content using PACT rubric planning 1

_____/
5

_____/
10

II. Objective
_____/
10

_____/
5

(Learning
Outcome)

III. Curriculum
Connection

Objective (should match application activity) is clearly stat

in one sentence and includes:

Audience
Behavior
Condition
Performance
Unit Topic
Previous Lesson
Next lesson

IV. Instruction

_____/
5

A.
Engagement
(motivational
activity)

B.
Instructional
Sequence

Motivational activities are clear and

Activate prior knowledge or experiential backgrounds

interests.
May provide information to the instructor as to what t
learners already know about the content or skills to b
covered.
Do not begin instruction in engagement
Teaching methodology with student activities are well
organized, adequately detailed, and the strategies used are

_____/
20

(teaching
methodology
and student
activities)

Constructivist
_____/
15

_____/
5

_____/
5

_____/
5

_____/
10

C. Application
Activity
(Practice and/
or Reflection)
D. Materials
and Resources

appropriate to the subject matter and standard.

The lesson has a clear focus

Differentiation of instruction provides access for all
students.
Clear strategies for developing academic language.
Minimum of 5 steps with a) specific instruction and b)
active participation/checks for understanding for all
students.
Must include a summary or closure activity where
students summarize newly learned concept and
procedures.
Learners have an opportunity to intellectually engage with
content. There is a difference between participation in lear
tasks, i.e., following instructions to complete the activity, v
intellectual engagement with the learning task, i.e., thinkin
about the content throughout the activity so that new learn
occurs. Plans draw on students prior learning as well as
experiential backgrounds or interests to help students reac
the learning segments standards/objectives.

Effectively provides practice or reflection on the subje

matter and fits with the strategies used.
Knowledge and skills developed in the instructional
sequence are applied in a different context.
How will students apply what they have learned?
Material list is complete and appropriate for the lesson.

V. Assessment
Strategies
(Methods for
Obtaining
Evidence of
Learning)

Assessment strategies should relate directly to the lesson

objective and are appropriate to the subject and teaching
strategies. Include:

VI.
Accommodatio
ns (Strategies
used to
differentiate
instruction
during your
lesson)

Do not include anything that was not written in the

engagement, instruction or application part of instruction.
Explain:

Task Analysis and Diagnosis for the lesson

Formative assessment for the lesson
Summative assessment for the lesson

Language demands including genre

Vocabulary that might be demanding
Strategies for developing academic language
Scaffolds to provide access to content for all students

Extension activity

Accommodations for students with IEP if applicable

VII. Homework
(if applicable)
100 Total

5-Excellent, full accomplishment 4-Good, substantial accomplishment 3Acceptable

2-Fair, partial accomplishment 1-Attempted, little accomplishment 0-No attem