EEI Lesson Plan Template

Name: Damian Liljegren Pima Course: 292B Instructor: Range Glenn, Kim

Subject: U.S. History Topic: Creation of the new Grade Level: 11 Duration: 55 minutes
government (Articles of
Confederation)
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: This lesson will help students understand how the new national government was created.

Components Description of Plan

Content Standard HS.1SS.C4.PO4b – The highly proficient student can analyze and describe how the
Choose ONE standard and type it out new national government was created and explain the difficulties the “founding
along with the number. fathers” faced throughout the process. – Articles of Confederation. From Beyond
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 analyze how the new government was created, be able to
 Write ONE objective that is ONE identify and list three of the Articles of Confederation, and compare / contrast the
simple sentence with ONE carefully
chosen verb
Articles with the concept of federalism found in the U.S. Constitution.

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

# of A quick "hook" to grab the
Mins
 1. Have students view an image on 1. View an image referring to the
student's attention the Civil War and ask them to Civil War.
 Activates prior knowledge of
5 identify the war and the reasons 2. Individually and collectively think
the objective
min it was fought. about, discuss, and write down
 Requires active participation
s from ALL learners 2. Have the students write down any reasons why the Civil War
 Students must literally interact reasons why the Civil War was was fought.
with the OBJECTIVE fought and share with the class. 3. Be aware that the Civil War was
3. Then inform the class that the a result of unfinished business
Civil War was fought as a result from the American Revolution
of unfinished business from the and creation of the Constitution.
aftermath of the American
Revolution and creation of the
Constitution.
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
20- 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
5- (how to solve the problem,
10 answer the question, do the
min activity etc.).
s
 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
15- teacher’s guidance.
20
 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 Articles of asked by teacher.
Confederation.
2. Check for understanding
through the students’
responses and asking follow-
up questions.
Teacher will: Students will:
1. Thoroughly go over “Articles 1. Think about and choose how
or Constitution Writing they’d like to respond in
Assignment” and examples writing, according to the
with students. specified guidelines of the
2. Walk around the room to offer assignment.
guidance on certain portions 2. Ask teacher any questions
of assignment and ensure needed to clarify anything
understanding. pertaining to the information
3. Offer up any suggestions on they just learned about the
potential options how Articles of Confederation or
students can address this the U.S. Constitution.
assignment.
1. SW think about and choose one key point or idea (and its significance) they
got from today’s lesson.
2. SW write down and verbally share their responses with the class and/or
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 “Articles or Constitution
Writing Assignment” will be thoroughly discussed and, perhaps, started, but will
be completed the next day in class. I wrote the description of it in the “Guided
Practice” section, but it will be started after “Closure” and will include their
“Independent Practice” as well.
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]
EEI Lesson Plan Template
Key vocabulary and concepts (Articles of Confederation, Constitutional
Convention, etc.) 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
“Articles or Constitution Writing 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 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
their perspectives on the differences between the Articles of Confederation and
the U.S. Constitution.
Product – Challenge: Ask gifted students to provide some links between the
first two constitutions and why the Civil War was fought.
Technology: Students may use Chrome Books to look up any additional
information they may need for their assignment. Students will have the option
to type their responses to certain questions and/or assignments instead of
handwriting them.
Critical Thinking: Students will have multiple opportunities for this and be
expected to exercise critical thinking by pondering and responding to
numerous prompts/questions.
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 Articles of Confederation and the creation
of the new government.
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 Articles of Confederation.
 EEI Lesson Plan Template

I uploaded my PPT as well as a PDF version of it in the dropbox.

***Note: This year during the last 5 minutes of 2rd period at PHS we do “Mindful Minutes.” This is a form of
meditation/relaxation time and a way for students to wind down. I can elaborate on it further when we have our discussion
after 2nd period.