EEI Lesson Plan Template

Name: Damian Liljegren Pima Course: 292A Instructor: Rossman

Subject: U.S. History Topic: 16th-19th Amendments to the Grade Level: 11 Duration: 1 hour
U.S. Constitution
List of Materials, Handouts, Rubrics, and other Documents: [List everything you will need to teach this lesson here, then insert
actual examples in the Appendices below the plan] PPT presentation with content of lesson, laptop computer, and
students with pencils and paper who are present and eager to learn 

Purpose: The highly proficient student can evaluate how key events (Progressive Movement and 16th-19th Amendments)
transformed the U.S. during the late 19th and early 20th centuries.

Components Description of Plan

Content Standard HS.1SS.C6.PO3 – Analyze events which caused a transformation of the U.S. during
Choose ONE standard and type it out the late 19th and early 20th centuries – 16th-19th Amendments. From Beyond
along with the number. Textbook (where we get our standards in the Vail School District)
Learning Objective Bloom’s Level: Analysis
 Choose ONE level of complexity from
Bloom’s Revised Taxonomy Objective: Students will be learn about and analyze the Progressive Movement and
 Write ONE objective that is ONE how it transformed the U.S., and they will be able to identify and describe the 16th-19th
simple sentence with ONE carefully
Amendments to the Constitution.
chosen verb

Est Anticipatory Set Teacher will (TW): Students will (SW):

# of A quick "hook" to grab the
Mins
 1. Ask students to think about and
student's attention
 Activates prior knowledge of
5 the objective
min  Requires active participation
s from ALL learners
 Students must literally interact
with the OBJECTIVE
write down some new snacks for
the school snack shop.
2. Have the class vote on certain
new snacks to sell in the snack
shop.
3. Then inform the class that ONLY
the votes of the girls will be
counted and ask them if that is
fair and why or why not – this
will be a spoiler introduction for
the 19th Amendment.
1. Individually and collectively think
about, discuss, and write down
their favorite snacks.
2. Vote for their favorite snacks
they’d like to see sold in the
school snack shop.
3. The boys will be shocked when I
inform them only the votes of the
girls will count…then be
bummed when I explain this was
just an experiment and not real.

Est Teaching-Input Teacher will: Students will:

# of
Mins
 Using effective and varied 1. Present content (vocabulary, 1. Listen to content and write
strategies, the teacher concepts, etc.) on carefully notes on vocabulary and
provides information and
25- vocabulary students will need
planned PPT and conduct content.
30 in order to grasp the concept, interactive lecture. 2. Think about, discuss, and
min strategy, or skill. 2. Ask students to take notes on answer questions asked of
s  Check for Understanding. specified content. them and ask questions if
3. Ensure students understand they need clarification.
vocabulary and content by 3. Participate in any group
asking questions (individually questions or discussions by
and collectively) and making thinking about and creating
sure they’re writing down the their own responses to
proper notes. specific questions.

Est Teaching-Modeling
# of
Mins
 Teacher demonstrates and
shows examples of what
students are expected to do
10 (how to solve the problem,
min answer the question, do the
s activity etc.).
 Check for Understanding.
Est Guided Practice
# of
Mins
 An opportunity for each
student to demonstrate new
learning by working through
an activity or exercise with the
25- teacher’s guidance.
35
 This is the heart of the lesson
min and should have the most
s minutes assigned to it.
Est Closure
# of  ALL students must engage in
Mins
brief closure activity to cement
learning and optimize transfer.
5  Do not introduce anything
min new during Closure.
s  Check for Understanding.
 Students must re-engage with
the OBJECTIVE
n/a Independent Practice
 AFTER proper closure, it is
important to provide time for
additional practice. It may be
group or individual work in
class or it might be
homework.
 Do not introduce anything
new during Independent
Practice.
Checks for Understanding
 List at least THREE quick, informal
strategies that you used to check
understanding throughout the lesson.
 Checks should be varied (i.e., self-
check, verbal check, written check).
Assessment Options
EEI Lesson Plan Template
Teacher will: Students will:
1. Present facts, viewpoints, and 1. Think about, write down,
pose certain questions about summarize, and/or discuss
relevant information answers to specific questions
pertaining to the Progressive asked by teacher.
Movement and Amendments
16-19.
2. Check for understanding
through the students’
responses and asking follow-
up questions.
Teacher will: Students will:
1. Thoroughly go over 1. Think about and choose a
“Amendment Poster Constitutional Amendment we
Assignment” and examples discussed in class and create
with students. their own poster pertaining to
2. Walk around the room to offer and describing it according to
guidance on certain portions the specified guidelines.
of assignment and ensure 2. Ask teacher any questions
understanding. needed to clarify anything
3. Offer up any suggestions on pertaining to the information
potential options how they just learned about
students can address this Amendments 16-19.
assignment.
1. SW think about and choose one of the provided questions on the 16th-19th
Amendments to write down and be ready to discuss their responses.
2. SW write down and verbally share their responses with the class/neighbor.
3. TW call on a couple students to share their responses with the class.
**Note: Since we don’t really assign homework at PHS, closure is generally
done just before guided/independent practice. Guided practice and
independent practice is merged at PHS.
Students will:
We generally don’t assign homework at PHS. The “Amendment Poster Assignment”
will be thoroughly discussed and, perhaps, started, but will be completed the next day
in class.
1. Asking questions to the students (individually and collectively) and checking their
responses.
2. Verifying to see that students are properly writing down the specified notes.
3. Asking random students to briefly summarize vocabulary and/or key concepts.
Pre- and Post-Assessment of Objective:

 Describe how you will pre- and post-
test students’ understanding of the
objective. These do not need to
happen on the same day as the
lesson.
 Alternative options for diverse
learners should also be provided
Differentiation Options
Describe how you will reach diverse
learners by varying the:
 Content
 Process
 Product
21st Century Learning
Describe how you will incorporate
technology and/or the 4 Cs:
 Critical Thinking
 Creativity
 Collaboration
 Communication
Appendices/Additional Information: [insert materials/links/screenshots below]
I uploaded my PPT as well as a PDF version of it in the dropbox.
EEI Lesson Plan Template
Key vocabulary and concepts (Amendments 16-19) from this lesson will be on
both the test review and mid-term test. Students will have the chance to correct
any incorrect responses they received on the test for 50% of the point value.
Many of these vocabulary words and concepts will show up in future lessons
for reiteration.
Alternative Assessment Options: Accommodations for diverse learners would be more
time to complete the activities and/or tests, reduced or increased guidelines on the
“Amendment Poster Assignment,” depending on the student.
Content – Scaffold: I have multiple questions throughout my lesson for a reason. All
students may not be able to answer them with master proficiency, but all students will
be exposed to them and they will all be able to participate at a level that will enable
them to properly learn the content standard.
Content – Challenge: Some students will be able to answer the higher-level learning
questions in a manner that will challenge their critical thinking skills.
Process – Scaffold: Extra time to complete the assignment will be provided for the
students who need it. Students who prefer typing may do so instead of handwriting
their responses.
Process – Challenge: Students who finish the assignment early will have their work
checked by teacher and be asked to either elaborate further on some details (verbally
to teacher or to help emphasize their point to the class).
Product – Scaffold: Create a discussion with students to have them offer up opinions
on why women were not allowed to vote in the U.S. prior to 1920.
Product – Challenge: Ask gifted students to provide some links between each of the
U.S. Amendments (16-19) adopted during the Progressive Movement.
Technology: Students may use Chrome Books to look up examples and/or ideas to
inspire them for their posters. Students will have the option to type their responses to
certain questions instead of handwriting them.
Critical Thinking: Students will have multiple opportunities and be expected to
exercise critical thinking by pondering numerous questions and providing their
responses to them.
Creativity: Students will have the opportunity and be expected to be creative with
their verbal and written responses.
Collaboration: Students will be expected to discuss and collaborate with others to
share their thoughts on the U.S. Amendments 16-19.
Communication: Students will communicate with each other and the teacher often
throughout the lesson. They will be asked multiple questions and be asked to ponder
and react (verbally and in writing) to covered content about the Progressive
Movement.
 EEI Lesson Plan Template

***Note: This year during 3rd period at PHS we do “Mindful Minutes.” This is a form of meditation/relax time and a way for
students to wind down. There are mixed responses to it so far. Sometimes it is conducted and sometimes it is not. It hasn’t
been consistent. Also, this is a new term so I have different students in this 3 rd period than I had last time you visited, and
they certainly are an interesting dynamic to reach. As always, I will do my best. 