EEI Lesson Plan Template

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

Subject: U.S. History Topic: The “Founding Fathers” of Grade Level: 11 Duration: 55 minutes
the United States of America
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, mini
whiteboards with markers, and students with pencils and paper who are present and eager to learn 

Purpose: This lesson will help students identify and remember the 7 “Founding Fathers” of the United States of
America and their significances.

Components Description of Plan

Content Standard HS.5SS.C5.PO1 – The highly proficient student can describe how the national
Choose ONE standard and type it out government was created and explain the difficulties the “Founding Fathers” faced.
along with the number. From Beyond Textbook (where we get our standards in the Vail School District)
Learning Objective Bloom’s Level: Remembering
 Choose ONE level of complexity from
Bloom’s Revised Taxonomy Objective: Students will identify and list the 7 U.S. “Founding Fathers” and the roles
 Write ONE objective that is ONE they played in the formation of the new government by using class notes and small-
simple sentence with ONE carefully
group discussions
chosen verb

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

# of A quick "hook" to grab the
Mins
 1. Have students view multiple 1. View images of “Founding
student's attention images of the “Founding Fathers.”
 Activates prior knowledge of
3-5 Fathers.” 2. View images and think about
the objective
min  Requires active participation
2. Have the students verbally state who is in each image.
s from ALL learners who they are from their photos. 3. Think about and write down
 Students must literally interact 3. Ask students to think about and each person they believe is a
with the OBJECTIVE write down the names to all U.S. “Founding Father.”
“Founding Fathers.”
Est Teaching-Input Teacher will: Students will:
# of
Mins
 Using effective and varied 1. Present content (key persons, 1. Collaborate and discuss
strategies, the teacher vocabulary, concepts, etc.) on responses to group questions
provides information and
15- vocabulary students will need
carefully planned PPT via a with students in their groups.
20 in order to grasp the concept, group-based discussion 2. Think about, discuss, and
min strategy, or skill. game (Founding Fathers). answer questions asked of
s  Check for Understanding. 2. Break students into small them and ask questions if
groups for discussions and they need clarification.
ask students to take notes on 3. Participate in any group
specified content. questions or discussions by
3. Ensure small groups thinking about and creating
collaborate, discuss, and their own responses to
participate in responses to specific questions.
questions. Ensure students
understand key content by
asking questions (individually
and collectively) and making
sure they’re writing down the
proper notes.

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).
EEI Lesson Plan Template
Teacher will: Students will:
1. Present facts, viewpoints, and 1. Think about, discuss, and
pose certain questions about write down answers to
relevant information specific questions asked by
pertaining to the “Founding teacher.
Fathers.”
2. Check for understanding
through the students’
responses (groups and
individually) and asking
follow-up questions.
Teacher will: Students will:
1. Thoroughly go over 1. Think about and create their
“Founding Fathers Acronym” own acronym using the letters
assignment and examples of the names of the
with students. “Founding Fathers.”
2. Walk around the room to offer 2. Ask teacher any questions
guidance on certain portions needed to clarify anything
of assignment and ensure pertaining to the information
understanding. they just learned about the
3. Offer up any suggestions on “Founding Fathers.”
potential options how
students can address this
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 are merged at PHS.
Students will:
We generally don’t assign homework at PHS. The “Founding Fathers Acronym”
assignment will be thoroughly discussed and allowed enough time for completion by
the students either in class today or finished at the beginning of class tomorrow. 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 – Group discussions/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 and
provide specific examples.

Assessment Options
 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
Pre- and Post-Assessment of Objective:
Key vocabulary, concepts, and figures (Founding Fathers) from this lesson will
be on both the test review and midterm test. Students will have the chance to
correct any incorrect responses they received on the test for 50% of the point
value. Many of the Founding Fathers and their accomplishments and/or ideals
will show up in future lessons for reiteration, as well as on multiple tests.
Alternative Assessment Options: Accommodations for diverse learners would be more
time to complete the activities and/or tests, reduced or increased guidelines on the
“Founding Fathers Acronym” 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 their
perspectives on the “Founding Fathers” and their achievements and provide
examples to support their perspectives.
Product – Challenge: Ask gifted students to provide some links between the
vocabulary and content (Founding Fathers) learned in the class so far and today’s
government and how it’s run.
Technology: Students may use Chrome Books to look up any additional information
they may need for their assignment (tips on creating acronyms). 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 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, as well as their assignment (creating a unique
acronym based on the letters provided).
Collaboration: Students will be expected to discuss and collaborate with others to
share their thoughts on the “Founding Fathers” and their achievements.
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 multiple questions/statements.