2017 Single Subject Program Lesson Plan Template

Lesson Plans 2 & 3 Seminar

Section 1: Background Information and Context

A: The Basics
Name Anastasia White Grade level(s) 10th grade
Date(s) taught 10/28/19-10/29/19 Course/Subject World History
Lesson Title French Revolution Living Time Frame 1 hour Monday, 2 hours block day
Graph Tuesday

B: Central Focus
Big Ideas
Essential questions How did the English, French and Amercian Revolutions compare and contrast?
for the Unit How did the concept of revolution spread and connect different parts of the world?
How does the French National Anthem, ​The La Marseillaise​, set the tone for the French
Revolution? How does it differ from the Amercian National Anthem, ​The Star Spangled
Banner​?
Was the French Revolution overall a period tyranny, anarchy, or democracy?

Essential Question Was the French Revolution overall a period tyranny, anarchy, or democracy?
for Today’s Lesson

C: Specific Standards and Objectives

Content History-Social Science Content Standards for California Public Schools: 10.2 Students
Standard(s) compare and contrast the Glorious Revolution of England, the American Revolution, and
the French Revolution and their enduring effects worldwide on the political expectations
for self-government and individual liberty. 4. Explain how the ideology of the French
Revolution led France to develop from constitutional monarchy to democratic despotism
to the Napoleonic empire.

Common Core CCSS.ELA-LITTERACY.RH.9-10.4

Literacy CCSS.ELA-LITTERACY.RH.9-10.5
CCSS.ELA-LITTERACY.RH.9-10.6
ELD Part 1: Interacting in meaningful Ways:

Collaborative​ (engagement in dialogue with others) 1. Exchanging information and ideas

via oral communication and conversations. 3. Offering opinions and negotiating with or
persuading others.

Interpretive​ (comprehension and analysis of written and spoken texts) 6. Reading closely
and explaining interpretations and ideas from reading
 Productive​ (creation of oral presentations and written texts) 9. Expressing information
and ideas in oral presentations.

ABF Outcomes Identity 1: ID.9-12.1

I have a positive view of myself, including an awareness of and comfort with my

membership in multiple groups in society.

Justice 15: JU.9-12.15

I can identify identify figures, groups, events and a variety of strategies and philosophies
relevant to the history of social justice around the world.

Objectives
Content Students (A) will be able to
Objective(s) gain (B) a better insight of the
major stages that led to the
French Revolution, while
determining (B) if these events
represent a nature of
democracy, tyranny or
anarchy. (C) Within assigned
groups of four they will
construct a timeline (D)
placing given events on that
timeline according to year and
their perceived level of
democracy, anarchy, and
tyranny.
Assessment
Tools for Assessment Evaluation Criteria
Group presentation: Students will have
students will present a demonstrated their
summary according to understanding through an
their reading, lecture, and accurate explanation of the
movie viewing knowledge text and their participation
within their poster in the group. Their
timeline. I will observe presentations will reflect
the presentations and accurate information from
make notes to document the texts and shared
accuracy of experiences in their
summary/placement. placement.
Rubric for poster:
__/20: Events accurately
placed on timeline and
summarized.
__/10: Events placed on
y-axis are justified.
__/5: Picture or visual for
six events.
__/5: Quality of graph.
(e.g., neatness, color,
labelling)
__/5: Individual
presentation performance.
__/5: Participation points
based on contributions to
the group project.
Language andStud Students will be able to apply Exit ticket of the Stude Students will be evaluated
Literacy knowledge collected from unfinished poster project based on their
Objective(s) lecture, texts, and videos to the first day with students contributions to the group
formulate definitions of names on the back. and respectful behavior
assigned terms. With this toward one another.
they will determine the
position of said terms on their
timeline based on their
relations to democracy,
tyranny, and anarchy.
Students will also be able to
articulate what they learned
using academic and domain-
specific words and phrases
during oral presentations.

Racial and Social Justice Anchor Standards 14 Roster of students names Students will be evaluated
Justice Students will be able to to document based on their
Objective(s) recognize that power and participation in material contributions to the group
(see ABF privilege influence they are applying to the timeline which expresses
Outcomes) relationships on interpersonal, timeline project. their knowledge of the
intergroup and institutional unfair institution that ran
levels and consider how they France’s status of civilians.
have been affected by those
dynamics. This is especially in
regards to the class system
established in France that was
the major driving for the
French Revolution.

D: Academic Language Demands and Supports

Identified Language Demands Planned Language Supports
Content Specific -Tyranny -Dictionary
Vocabulary -Democracy -Word wall
-Anarchy
-The Reign of King Louis XVI
and Marie Antoinette
-The Meeting of the Estates
General
-Taking the Tennis Court Oath
-Storming Bastille Prison
 -The Great Fear
-The Declaration of RIghts of
Man
-The Women’s March to
Versailles
-The Constitution of 1791
-The Legislative Assembly
-The National Convention
-The Reign of Terror
-Napoleon’s coup d’état
Language -Compare/contrast -Double Bubble
Function -Venn Diagram

Syntax The activity requires students I will help direct students into breaking up these terms
to create a summary for a within group members allowing them to complete the
significant amount of terms assignment in the alloted time period.
and determine where they are
to be placed on the living
graph within a limited amount
of time.

The example of the living I will project the assignment, especially the section
graph is small in structure on which shows the image of the timeline on the board.
their paper, which may cause
difficulty in imagining
producing their own on a large
poster paper.
Discourse Students will discuss and To support students in the determination of their
debate within their groups the placements, I will provide them with an example
placement of each event on timeline on the board. Using my own examples I will
the timeline according to its place my events on this timeline, giving students an idea
level of democracy, anarchy of how determine the degree at which each event may
and tyranny. be placed.
They will also construct the
argument on their placement To support my students with the presentation portion of
of these events, writing them this assignment the class will engage in a quick review of
within their timeline and the structure and etiquette of speechmaking.
expressing them orally during
their presentations at the end
of the period.
E: Using Knowledge about Students (and that students already have) to Inform Teaching and
Learning
Relevant Student Information
Prior Knowledge American Revolution, causes
and Learning and course of French
Experiences Revolution. Similarities and
connections between each
revolution following the
American Revolution.
Funds of Students may have past
Knowledge: knowledge about the concept beginning of the lesson questions in hopes of sparking
Family/ of revolution from previous
Community/ coursework, family
Cultural Assets background in America, or
possibly their home country
that have experienced
revolutions following the
French and American ones.
Common Mistakes Students may consider the
and/or events that took place during close attention to the true idea of democracy. Apply this
Misunderstandings the revolution in France as
very democratic in ideals
since it signified the break
away from total monarchy
and control.
F: Supporting Varied Student Learning Needs
Materials, Teacher Materials, Resource:
Resources,
Technology White board, powerpoint,
laptop, and projector.
Student Information
Students with IEP 1 IEP student, 1 504 student in
or 504 plans fourth period
How will you use this information in this lesson plan?
Used to build upon these concepts so students can form
a better understanding of the new information during
the lesson. When students make links of old information
with new information their brain makes new
connections creating a long-term memory. Students will
be able to use what they know about the French
Revolution to determine if each term is closer to
anarchy, tyranny, or democracy.
I will use this information by asking students at the
some prior memories on the concepts they will learn
about during the activity.
I will use this information by prompting students to pay
idea to the violent events that took place during the
French Revolution and how this compared to the idea of
democracy.
Students’ Materials:
Computers in library for typing, looking for images, and
printing. Poster paper, yard stick, color pencils and
markers, textbook, and instructional worksheet.
How will you support and/or accommodate the
student(s) in this lesson? Include any use of technology
For EL and special needs students, additional materials
such as translated worksheets, copy of my drawn living
graph, and document with defined terms, additional
time will be given to these students for the project
when necessary.
Struggling / My students with 504 plans or Giving these students extra time as needed on the
underperforming special educational plans project, or fewer terms to define.
Students mainly struggle with needing
extra time.
English Language 3rd period four Farsi EL For EL students additional materials such as translated
Learners students. worksheets, copy of my drawn living graph, and
4th period 2 Farsi EL (one who document with defined terms.
just arrived in our class) , 1 EL students will be allowed to use their cellphones at
Russian, 1 Ukranian. this time or google translate when needed.
Pairing these students together based on language or
culture. And adding them to groups with helpful or
outgoing students will be key.
Other

Section 2: Learning Task Implementation​:

Timing, materials, Pacing TEACHER DOES: STUDENTS DO:

and other (Approx. Indicate instructional strategies that Indicate performance expectations
procedural notes times) address individual learning needs (Refer to Section 1.F)
including use of addressing the needs (Refer to
technology Section 1.F)

Launch (Multiple 15 I will Students will

means of minutes
engagement) Post the agenda and daily write will Enter the class, and get to work on
be projected on the board. Daily their Daily Write.
Write: In your opinion, was the
French Revolution an overall period
of tyranny, anarchy, or democracy?
Use examples to explain why.

Briefly review the question, and call Share answers with the class when
on random students to share their prompted.
answers.

Read the instructions on the Students will listen to instructions on

worksheet. their French Revolution Living Graph
Assignment.
Instruction/ I will Students will
Application
(Multiple means Introduce the French Revolution Wait for further instruction.
of representation) Living Graph Assignment.
Draw a timeline on the white board Listen, watch, and interact with my
and give students an example of the whiteboard timeline explanation.
timeline project using real life ideas
they can related to. I will ask for
finger 1,2,3 to classify the events as
smiley face, sad face, or indifferent
face.
Continue to explain the steps of this Listen to instruction.
timeline assignment.
Instruct students to turn into their
regular groups of four.
Instruct students to use group
collaboration to look up terms a-n
within their notes and chapter four
in their textbooks. Have students
designate a writer within their
group.
Have students begin to work on
question 2.
Circle around the room checking on
progress and giving guidance.
Continue to provide support for
students.
Send one student from the group at
this time to the library to type for
the rest of the group.
Move their desks into groups of four.
Be prepared for further instruction.
As a group designate a writer within
the group who can record the ideas
from the group.
As a group students will come up with
a 2-3 sentence summary describing
what happened during this event and
the significance.
As a group determine where each of
these events fall on their timeline.
Determine where on the “y-axis” each
event falls ← at tyranny, democracy,
anarchy, or somewhere in between.
Add one sentence to the summary
justifying why they placed it where
they did. Include illustrations for 6
events. They can draw them
(preferred) or print them out.
Determine if they will hand write the
events on their timeline or
alternatively designate a person to go
to the library and type up the events.
 Wait for students to show me their Draw out the x and y axis on their
timeline events for approval. Once poster and label the poster with the
approved they will get poster paper, names within the group.
glue stick and color pencils/markers
from me.

Stop at this point on the project, make

Collect the poster in progress, with
at the very least group names
written on the poster as an exit
ticket.
sure names are on the poster and have
one group member turn it into me as
an exit ticket.

Make sure project and all supplies are

Make sure all posters are collected turned in for the day.
and remind students they will have
time to finish projects on the next
day which is block.
Enter the class, and get to work on
Post the agenda and daily write will their Daily Write.
be projected on the board. Daily
Write: What was the French
people’s motivation for the
overthrow of their monarch?
Share answers with the class when
Briefly review the question, and call prompted.
on random students to share their
answers.

Assessment, I will Students will

closure, reflection
(Multiple means Direct students to get back into
of expression) their groups from yesterday and
continue to work on timeline
projects.
Ask students how many minutes
they need left on their projects
showing fingers 1-10. Determine
how much time left to give groups
to finish up.
Collect materials for projects and
continue to work on timeline projects
within groups. Assign a student to type
up their responses or decide to write
them in.
Finish their projects and prepare to
present their timeline to the rest of
the class.

Ask any last minute questions.

Walking around the room assisting
students with the finishing of their
projects. Listen to my instructions and ask
questions if needed.
Conduct a brief presentation on
oral presentation tips and etiquette
Enter the front of class in established
order and present their project.
Coordinate groups presentation and
encourage class discussion after
each group has finished their
presentation. Answer their final question before the
class.
Ask groups before they leave, “So
overall do you think your timeline
has more ideas of democracy,
anarchy, or tyranny?”

Turn in timelines as an exit ticket from

class.
Collect students timelines.
The French Revolution Living Graph Assignment
ESSENTIAL QUESTION: What did the French want to achieve by overthrowing King Louis XVI? Did they achieve their
goals?

Directions:​ A “living graph” is a timeline with TWO-DIMENSIONS. The ​x-axis​ is the timeline (showing the chronology
of the French Revolution). The ​y-axis​ serve s as a way to rate each event over time. This assignment will show the
various levels of control in France during the different stages of the French Revolution.

ANARCHY:
No one has +3
control of the
nation +2

+1
DEMOCRACY:
The people have 0 x
control. 1754 1804
-1
TYRANNY: -2
One person takes
complete control. -3

CREATING THE LIVING GRAPH

1. Each set of partners will need to determine where each of the following events chronologically falls on the
timeline.

a. The Reign of King Louis XVI and g. The Women’s March to Versailles
Marie Antoinette h. The Constitution of 1791
b. The Meeting of the Estates General i. The Legislative Assembly
c. Taking the Tennis Court Oath j. The National Convention
d. Storming Bastille Prison k. The Reign of Terror
e. The Great Fear l. Napoleon’s coup d’état
f. The Declaration of RIghts of Man

2. Write 2-3 sentences describing what happened. Your summary should also explain who/ what controlled
France during the event.
3. Determine where on the “y-axis” each event falls ← at tyranny, democracy, anarchy, or somewhere in
between. Add one sentence to the summary justifying why you placed it where you did.
4. Include illustrations for 6 events. You can draw them (preferred) or print them out, but if you print them, you
must cite your source​s.

EACH ENTRY SHOULD LOOK SOMETHING LIKE THIS:

THE REIGN OF KING LOUIS XVI AND MARIE ANTOINETTE

King Louis XVI, married to Marie Antoinette from Austria, became king of France in 1774. They both lived a life of
luxury and did not pay attention to the problems facing their nation. They caused France to go into debt and the
peasants to starve. This is full on tyranny (-3) because King Louis XVI was an absolute monarch, and the French social
class structure oppressed 97% of the population.
French Revolution Living Graph Rubric
Names:____________________________________________________________________

Period:________

__/20: Events accurately placed on timeline and summarized.

__/10: Events placed on y-axis are justified.
__/5: Picture or visual for six events.
__/5: Quality of graph. (e.g., neatness, color, labelling)
__/5: Individual presentation performance.
__/5: Participation points based on contributions to the group project.

__/50: Total

45-50=A 40-44=B 35-39=C