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Lesson Plan Design

Subject: World History Grade: 10
Lesson Topic: Acceleration of Change
Candidate’s Name: Scott Morton 

Site Supervisor: NU Supervisor: Dr. Mary Lawlor
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, fo-
cus learner, create bridges from past learning, behavior expectations)
Academic Content Standards: Rationale:
RH2, RH3, Academic Content Standards:
RST 2, RST5, These are all important skills that
WHST 1A,1B, WHST9 are continually being used and
built on
Bridges from past learning: Connect to past
lessons on industrial revolution and collective Bridges from past learning:
learning. These lessons are connected to-
gether in a way that allows stu-
Behavior Expectations: cooperate with their dents to easily build on informa-
classmates and discuss material and varying tion that they learned in the past
opinions in a respectful manor
Behavior Expectations: it is im-
portant to discuss things in a way
that allows students to express
themselves and understand multi-
ple viewpoints

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will
you measure mastery of the outcome?)
Learning Objectives: Students will discuss the Rationale: Understanding a com-
idea of acceleration in society and how the ad- plex concept like acceleration and
vancements of technology have affected civiliza- being able to apply
tion.

Measuring Objectives: students will respond to

questions and debate with their classmates
3. Pre-assessment Activity: (Determine students’ abilities to achieve the Learner Outcome
and prescribe instruction accordingly. Consider: linguistic background, academic lan-
guage abilities, content knowledge, cultural and health considerations, interests and aspira-
tions, physical development, social development, emotional development. )
Linguistic Background: There are no students Rationale:
in this class that are unable to respond to the de- Linguistic Background: If they
bate in English, though I do have a few students are more comfortable doing this
that speak in Spanish to each other and they can part in Spanish, they are welcome
do so in this lesson. to do so.

Cultural and Health Considerations: Nothing Cultural and Health Considera-

in this area affects this lesson. tions: N/A

Interests and Aspirations: Students have an in- Interests and Aspirations: Any-
terest in technology, so this will help them have thing involving the idea of tech-
some background knowledge and be more inter- nology tends to engage the stu-
ested in the lesson. dents interest.

Physical Development: Nothing in this area af- Physical Development: N/A

fects this lesson
Social Development: There are always students
that are more shy than others, but in a small set-
ting like they will be working there should be
little effect on this lesson.
Social Development: Encourag-
ing students to step out of their
comfort zone and interact more
will help them to develop their so-
cial skills.

Emotional Development: Some students in the Emotional Development: By hav-

class would prefer to work indecently to avoid ing students work in small groups,
the arguments involved with a debate, but as part it makes it easier to step out of
of their development this is important for them to their comfort zone rather than be-
engage in. ing in a large group only.
4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assess-
ments, modify Learning Activities based on learner characteristics to meet the needs of ELL
& special needs students, highly achieving students and low achieving students)
ELL Students: students will be paired with Rationale:
classmates that speak their native language to ELL Students: they will be able to
assist them with anything they need clarification speak in their native language to
on be able to get a better grasp on the
content.
Special Needs Students: students with special
needs will be in groups with high achieving stu- Special Needs Students: by
dents working with higher achieving
students, it will allow students
Low Achieving Students: these students will be with special needs to be integrated
in groups with more advanced students into the lesson

Students with Behavioral Difficulties: students Low Achieving Students: in

will be placed in groups that separate them fromgroup assignments, these students
students that cause them to misbehave will be able to work with their
classmates to accomplish more
High Achieving Students: these students will be Students with Behavioral Diffi-
given the opportunity to lead their discussion culties: often students simply
groups. need to be paired with students
they work more effectively with in
order to avoid groupings that en-
courage poor behavior
5. Resources: (Identify materials needed for this lesson accounting for varying degrees of
skill level)
Technology: The students will need their laptops Rationale
Technology: reading the article on
Resources: they will have an article and ques- the computer allows them to
tions to answer on their google doc change the reading level to fit their
needs better
Handouts: they will receive a debate worksheet
to fill out and turn in at the end Resources: they are very familiar
with assignments of this type as
Activities for students who finish early: stu- they do it regularly.
dents that finish early can work on their little big
history project Handouts: by having something
tangible to turn in, I will be able to
see what they debated without sit-
ting next to them the entire time
6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check
for Understanding)
Introduction/Review: I will introduce the as-
signment and direct them to the assignment on
google classroom.
Direct Instruction: The students answered some after lunch break.
questions yesterday, and they will use that infor-
mation to build their argument about the idea of
acceleration in society and technology. While
they are working on their debate, I will walk
around to individual groups and check in with
them.
Check for Understanding: We will reconvene
as a group at the end and talk about answers
Rationale:
Introduction/Review: Getting the
students to work and making
progress on their work is always
an important step in the first class
Direct Instruction: This activity
is mostly an independent/group
assignment, but making my way
around the room to ensure they are
on task and making progress is
important to ensure they under-
stand and are on task.
Check for understanding: This
is an advanced thinking activity, so
getting everyones feedback and
making sure they understood the
activity is essential.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding

and provide feedback and re-teaching)
Collaborative Practice: The students are going
to participate in a debate based on an activity
they worked on yesterday. They are to take a po-
sition on cultural/technological acceleration and
defend their position to their classmate.
Rationale: By debating with their
classmates, they are required to
think critically about their position
and defend their ideas against their
classmates.

Check for Understanding: They will share their

results with me on paper as well as with the class.
8. Independent Practice: (Provide practice that supports the learning outcome. Note: Inde-
pendent activities are assigned assuming that students understand the concept well enough to
work on their own.)
Independent Practice: The students will work Rationale: It is important for stu-
on their own position in the debate and have time dents to work on their critical
to work on their rebuttals to their debate partners thinking skills independently, not
statements. just in a group setting so they are
not just relying on their class-
Check for Understanding: They will debate mates.
with their partner, which will show them whether
they are coming up with good responses.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’
learning. Describe differentiating assessment strategies you will use for ELL, special needs
students, highly achieving students and low achieving students.)
Whole Class: I will collect their papers about Rationale: Every student will
their debate topics and rebuttals and examine have the opportunity to share their
how well they crafted their arguments. answers with their partners, but I
will not be able to hear them all
EL and Low Achieving Students: They will be out loud, so collecting their papers
graded based on their ideas, but their grammar will help me evaluate whether they
and spelling will not be a factor in their grade. understood the activity without
actually being able to hear all of
Students with Special Needs: These students their responses.
will have shortened assignments and be expected
to only write a few ideas, not the entire argument.

High Achieving Students: These students will

likely speak up during the class wide portions of
the lesson which will prove to me they have a
deeper understand of the material.

10. Closure: (Describe how students will reflect on what they have learned.)
Closure: Students will be given the chance to Rationale: By coming back to-
share any ideas or answers they have developed a gether as a group, I make sure that
a result of their debates and feel they would be the groups working on their own
good to share with the whole class. Having a did not get too far off track and
closing discussion is important because it brings continued to make progress in the
everyone back together and closes out the discus- correct direction.
sion to ensure everyone is on the same page.