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Secondary Lesson Plan Template

Name of class: YAL I

Length of class: 50 minutes

LEARNING GOALS to be addressed in this lesson (What standards or umbrella learning

goals will I address?):
-Experience a totalitarian government simulation
Iowa State Standards:
Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
Initiate and participate effectively in a range of collaborative discussions (oneonone, in groups, and
teacherled) with diverse partners on grades 910 topics, texts, and issues,building on others' ideas and
expressing their own clearly and persuasively.
Essential Concept and/or Skill: Understand how various political systems throughout the world define
the rights and responsibilities of the individual.
Essential Concept and/or Skill: Use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to the learning
of others.

LEARNING OBJECTIVES (in ABCD format using verbs from Blooms Taxonomy):
The Students will experience a mock utopia situation before watching and analyzing
utopian and dystopian readings and film clips.
RESOURCES/MATERIALS NEEDED (What materials and resources will I use?):
District Handouts
Materials for District projects
-D3, dystopia note sheet
-D8 Flag materials
-D9 Farming techniques worksheets
-D12 Pencil and paper

ASSESSMENT (How will I know if students achieve the learning goals/objectives?):

I will be assessing behavior throughout and listening intently to the comments that the
students are feeling. The students will have ten minutes at the end of the class period to
reflect on the experience. I want to see if they learned anything about the genre throughout
this experience. I also will be interested to see if the students can comprehend the detention
center as a place where they can rebel. The assessment will be ongoing as this was a pretest of sorts

LEARNING PLAN (How will you organize student learning? What instructional strategies will
you use? How will you scaffold for student learning?): 9:09-9:53
1. 9:09-9:15: The students will get an overview of what the rules for the class period will
be as well as a discussion of what a Utopia and Dystopia as well before starting the
simulation. They will be told harsh rules and punishments but will not know the
severity of their outcomes. I am instilling fear in them just as a dynamic leader of a
totalitarian government would do to their civilians.
2. 9:15-9:20: The Reaping (Explain what this is) and the students choose their Districts at
random to determine their place in the classroom for the rest of the period
3. 9:20-10:50: Students do their activities and take notes throughout the class period
based on their like or dislike of their district.
4. 9:50-9:53: Finalize their notecards about what their reflections are and hand in.
__ Did I hook my students by getting them excited about the topic?
__ Did I introduce my learning objectives to the students (even if I just posted them in the
__ Are my learning objectives aligned with my state standards?
__ Did I choose an instructional strategy/activity appropriate to the purpose(s) of the
__ Did I organize my lesson clearly?
__ Did I account for any downtime and/or transitions?
__ Did I model or provide guided practice (if necessary)?
__Did I scaffold student learning (if necessary)?
__ Did I assess my students learning (formative or summative)?
__ Did I successfully bring the lesson to a close within the allotted time?
__ Did I provide a bridge to the next lesson in my unit sequence?
__ Did I provide anchor/enrichment activities for students who complete the lesson early
(if necessary)?
__ Did I differentiate for my individual students needs?