Annotated Lesson Plan Format

Teacher: Craig Williamson

Date/Day: Nov. 13/Day 5

Subject/Course: Grade 7 World History

Unit/Topic: Renaissance

Goal(s):

By the end of this unit students will comprehend that the Renaissance is not a
singular event, but a series of events and decisions that when assembled
together historians have labeled The Renaissance.
Students will be able to identify the three major historical occurrences that
lead to the Renaissance.
o An increase in foreign trade.
o The rise of Humanism.
o The crises in Christendom.
Students will be able to identify how these three events intertwined with one
another and how they helped precipitate one another.

State and National Standards Connections:

NCSS:
Strand 3: People, Places, and Environments- By looking at current events from
around the nation & world the students develop connections between where they live
and the world around them.
Stand 9: Global Connections- The world we live in is more connected globally then
every before. By looking at current events from around the world and seeing how
rapidly and severely those issues can affect us here it helps students better
understand the impact of globalization.
Strand10: Civic Ideas and Practices- Studying current events exposes students to
societal issues that affects us local, nationally, and globally. By addressing and
discussing these issues at an early age students should feel more comfortable as the
mature and become participating adult members of society.
*(Many other strands will also be represented based on the selections for any given day;
however these 3 at a minimum should be well represented in every current event lesson)

STATE of OHIO:
16. The ability to understand individual and group perspectives is essential to
analyzing historic and contemporary issues (p. 24, Govt Strand)- During our
currents events section I will make a constant attempt to connect any of the modern
day issues we are discussing back relevant topics and themes from our unit content.
Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior knowledge or
opinions.(CCSS.ELA-LITERACY.RH.6-8.2) Through the use of their Current
Events Worksheet students must identify the main idea and summarize it, as well as
list 3 important facts that support their main idea.

Student Learning Outcomes (also often referred to as

objectives):

Students will be able to summarize an article, identify the main idea of the
argument, and support the main argument with 3 facts from the article.
Students will be able to relate articles to other related article of the same day,
or from previous current events sessions.
Students will continue to develop proper habits and techniques when
discussing controversial issues in a community environment.

At least one of these events will have generated future interest or questions
about the topic with (hopefully) every student.

Assessment:

I will assess their current events worksheet alongside their article to ensure
that they are properly identifying the main idea, and that their supporting
statements are factually correct and used in the correct context.
I will (through occasionally acting as moderator during the discussions) make
sure that I am asking them leading questions to see if they can connect ideas
and topics to related ideas and topics, as well as to the curriculum from our
unit.
As moderator I can help keep the students engaging one another thoughtfully
and respectfully during our discussions and debates over topics.
Exit slip which asks the students to summarize their point of view on the most
controversial issue, or to explain why they dont feel that was the most
controversial issue.

Rationale:
(Daily Rationale):
It is important for students to be engaged socially with the world around them.
This helps them develop civic minded critical thinking skills which are
necessary in a democratic society.
It is also important for students to be exposed to global issues to understand
how globalization has shrunk the world, and how things that happen
thousands of miles away can have a large impact in both the or nation and
our local communities.
It is important for students to engage their peers in debate and discussion.
This serves three purposes.
o First, it helps reinforce the proper methods to address fellow members
of a community during a discussion or debate which is essential in a
democratic society.
o Secondly it should allow students the opportunity to examine their own
internal beliefs and values concerning moral and controversial issues,
this is especially important with students of this age group.
o Thirdly, debates and discussions over real world issues offer students
contrarian points of view, and should serve to help the students
develop a sense of empathy to points of view that they havent
considered.

Lesson Procedure:
Entry: 10-15 minutes

As students enter the room I will greet them at the door and remind them to
get out their current event articles and accompanying worksheet.
I will collect their current events, and ask the class if anyone had an article
that they were specifically excited about sharing (from previous experience
watching this lesson there are always a few students who volunteer to share).
This serves two purposes:
o First, gives students who are excited by the lesson a chance to lead the
discussion.

Secondly, it gives me time as the teacher to quickly review the topics

of the other current events and allows me to choose 3-5 articles that I
believe either can be connected to our unit objectives or essential
questions.
While I quickly search through the remaining assignments the 2 volunteers
take turns coming to the front of the room. They then read their title,
summary, 3 facts, and tell where and when this happened.
After that, I prompt the student to explain why they believe this event is
important.
I then open the discussion up to the class to respond, and then we discuss any
important ideas or any differences in opinions.
o

Development: 25-35 minutes

After quickly searching for the articles which I think can be tied closely back to
our Unit, or which will be the most socially relevant and will generate the most
debate I will select those articles and then one by one bring the students up to
introduce their articles in the same manner as the initial presenters.
We will then repeat this process until there is approximately 5-7 minutes left in
class.
Some questions that could be asked depending on relevancy:
o Can anyone think of any previous current events we have talked about
which this event reminds you of?
o Do you think this article and (blanks) article are related to each other?
o Have we discussed anything this week in class that this reminds you of,
or seems similar too?
o (If it is a national event) How do you think this event may affect us
here in Ohio/Howland/our middle school?

Closure: Last 5-7 minutes

With approximately 5-7 minutes left I will instruct the students to get out a
half sheet of paper and write 1 paragraph explaining their opinion on the issue
I feel was the most thought provoking or controversial.
o They will be will have to write this article in the PEEL format (the
method they are being taught to write paragraphs with by their
Language Arts teacher)
If they feel this issue was not the most controversial or they feel it wasnt
controversial at all they may also write that, but they must support their
argument with sound critical thinking.
Exit slips will be turned in as the bell rings

Media/Materials:

The students have access all week to newspapers which I and my cooperating teacher provides
Students are always allowed to work on current events at the end of class if
they finish an assignment early.
The Current Event Worksheet is always located in the back of the room
directly next to the stack of newspapers.
o They can also retrieve a digital copy of the worksheet at home by
going to Mrs. Pappass school website.

Assignments:

The assignment for this day is done throughout the week at home and then
brought into class to generate the days lesson.
The students must complete an exit slip; their exit slip must be related to the
topic discussed.
The student should write their exit slip in the PEEL format (used in their LA
classes)
There are no homework assignments based off of todays lesson

Evaluation:

Students under Mrs. Pappass current system receive 10 pts for turning in
their current event.
During my lesson I will break those points up:
o Students will receive 7 points for their Current Event Worksheet being
complete and 3 points for their exit slip response
The exit slip will not be graded on format, spelling, or grammar, students will
solely earn the points for completing it and it being on topic, However:
o This will offer me an opportunity to scaffold their writing by reminding
them they need to be writing all of their paragraphs in complete
sentences and using the PEEL method to promote cross disciple
attention.

Lesson Analysis: