Instructional Cycle 1

Multiple Subject and Single Subject

Sample Lesson Plan Template

Step 1: Plan
Sample Lesson Plan Template
Directions: If you do not have access to a school or district lesson plan format, consider
using the sample lesson plan template to establish content-specific learning goal(s) and
develop one lesson plan.

Lesson Overview

Title of Lesson Congress of Vienna

Subject World History

Grade Level 10th

Time Frame 53 minutes

California Content Standard(s)

[CCS 10.2.2- Explain how the ideology of the French Revolution led France to develop from
constitutional monarchy to democratic despotism to the Napoleonic empire.

CCS 10.2.3- Discuss how nationalism spread across Europe with Napoleon but was repressed
for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of
1848.]

California ELD Standard(s)

[ELD.P1.9-10.A.3.Em-Offering and justifying opinions, negotiating with and persuading
others in communicative exchanges.

ELD.P2.9-10.C.9.Em- Expressing information and ideas in formal oral presentations on

academic topics.]

Learning Goal(s) [Students will learn about the Congress of Vienna and understand the major
goals of the Great Powers. Students will also be able to explain, in their own words, what was
the legacy and importance of the Congress.]

Content of Lesson

Based on student assets, what do you expect students to deeply understand about the lesson?
What do you expect students to retain after the lesson and use in future learning?
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 Instructional Cycle 1
Multiple Subject and Single Subject
Sample Lesson Plan Template

[One specific asset my students will bring to the table is their ability to question. They are
never one to allow assumptions of the topic go, they dig deeper to understand. They are always
the first to assert theirs or other’s points of view on topics given. Specifically, students will play
the devil’s advocate to the different subjects in order to display the complexities of the matters. I
expect my students will be able to understand that different points of view lead to biases during
events of history and even our current thinking of the topic. I believe the students will use their
critical thinking and questioning methods in classes in the future for argumentation and writing.]

What misunderstandings or misconceptions do you expect students might have from the
lesson?

[I believe the greatest misunderstandings students will have during the jigsaw activity is
that the events of the French Revolution did not effect Europe in any significant way. When
learning about the French Revolution much of what their focus is on inside the country because
that is where the Revolution is centered. However, the Congress of Vienna had to do with more
than just France and its bloody wars. It had to deal with wider implications of citizen’s rights,
social contract between the people and their rulers, and the status quo of all of Europe. I want to
ensure my students see the implication of the Congress of Vienna within and throughout France
and Europe.]

What knowledge, skills, and abilities (higher-order thinking and academic language
development) do you expect students to have after engaging in the lesson?

[I believe the students will gain a deeper understanding of the theoretical ideas of the
Enlightenment. Students will be working in groups which will help them practice their team work
skills. While working with their groups they will also be reinforcing their interpersonal
communication skills. They will also be developing their critical thinking by reading and
discovering the information for their topic. [

Assessment/Checking for Understanding

What essential questions will you ask to determine if students are not meeting, meeting, or
exceeding the learning goal(s) of the lesson?
- What was Napoleon’s legacy and how did it effect Europe?

What will students do to demonstrate achievement of content during the lesson?

[During the lesson the students will be working within their groups. They will be working
on their guided reading answers questions, filling in information, and working as a team.
Students will demonstrate their knowledge by switching groups and presenting their information
to other students as the expert on that topic. They will be able to showcase their knowledge
verbally, to other students, and written, by completing their charts in the guide throughout the
lesson.]

[The students will also finish the lesson by answering the question, “Why was the
Congress of Vienna important? Create a claim, in one or two sentences, using three

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 Instructional Cycle 1
Multiple Subject and Single Subject
Sample Lesson Plan Template

supporting reasons (political, economic, social, etc.) Make sure to use proper grammar
and punctuation.” They will then post on a discussion board to share with the rest of the
class. After they do so they will self assess with an analytical rubric about their claim to
check how they did. The purpose of the task is summative, checking what they learned
from the lesson. The range of the scale is from 4 to 16 points. The students are being
assessed on the content of the lesson.]

How will you know students understand the content?

[I will be facilitating the students as well as monitoring their learning. During the lesson, I
will be working with the students by asking them questions about their topic and the deeper
importance of their work. At the end of the lesson, I will close the day with asking for students to
share their topic of information with me. This will be done with Flippity, a random name picker
Based on the responses I will have a better understanding of what the students learned and
what will need to be reinforced.]

Structured Student Learning Activities

Based on student assets, what activities will the students be involved in during the lesson to
support, engage, and challenge their achievement of the learning goal(s)?

[The students will be working on a jigsaw puzzle. Each student will be given a guided
reading chart to work on. The students will then join their first group. The first groups goal is to
work together to become an expert on their topic within the Congress of Vienna. They will use
their chrome book and their online textbook with their guided reading to learn. After the first
group works out their material, they will then switch their groups to share their answers with the
experts from other groups. The students will be supported by their guided reading. Working in
groups will help engage students so that they will be relied on to produce their portion of the
work. Their challenge will be reading the textbook and understanding the significance of their
piece of the puzzle. Some students will also feel challenged by the aspect of sharing their
information with others.]

How will you group students and manage group work to support student learning?

[The students will be placed randomly in groups using Flippity. I will adjust the groups if
there is a need by a few of the students. The desks in the classroom are already arranged
facing each other to help engage students in group work. I will manage the group work by
facilitating their learning. Throughout the lesson, I will be walking and listening to group
discussion and guiding students through any questions and confusions.]

How will you engage students in higher-order thinking (i.e., analysis, synthesis, evaluation,
interpretation, and transfer) activities?

[ As part of the jigsaw activity, students must read and analyze the textbook. The
students then need to evaluate what information is relevant and important to the activity. The
groups work will allow students to interact and discover what other students interpreted from the

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 Instructional Cycle 1
Multiple Subject and Single Subject
Sample Lesson Plan Template

text. Once they decide what information is useful they then synthesize the information by
completing the chart in their own words. The final portion of the activity is to share their
information by switching groups. The student experts need to stand up and speak to the new
group about the information they collect during the activity. Throughout the activity I will be
facilitating the groups. I will do so by asking questions and modeling what the students are to do
during the lesson.]

Instruction to Support Learning

What instructional strategies will support student learning through multiple modalities?

[Students will be supported during the activity with discussions to help discover
information. I will assist students by asking questions during their discussion to direct their
learning toward the objective set. The entire activity is a cooperative learning lesson in which
students will support each others learning in their groups.]

What resources, materials, and/or educational technology will you or your students use during
the lesson?

[ All students will be using their chrome book, their World History textbook, and the
guided reading chart. During the lesson, I will be using the projector to show the students the
grouping chart. I will be using a computer to time the students for the activity. I will also use a
website Flippity to randomly select students to share with the class. ]

What adaptations and accommodations, including, as appropriate, assistive technologies, will

support focus students and other individual student learning needs beyond the UDL supports
built into the lesson?

[ Focus student 1 will be my English Learner student. The student will be allowed to use
their dictionary on their chrome book to look up words or terms they are unfamiliar with. They
are also allowed to use google translate to help translate words they are confused by. They will
also be allowed to pair with a fluent English speaking student to work on their gathering
information as well as presenting portion of the activity.

Focus Student 2 has a specific learning disability which involves challenges with reading
fluency. Their goal is, by the end of the school year, “the student will read grade-level text orally
with accuracy, appropriate rate, and expression at 90 words per minute with 90% accuracy”.
This activity is focused on reading the textbook, which is at their grade level within a timed
assignment. They will be supported by their group as well. This student will be given additional
time to complete their chart during the activity. They will also be given key words of what to
listen for when other students present their information verbally. Lastly, they will have access to
a text to speech website to help the student understand what they are reading.

Focus Student 3 is using crutches because his right leg is having developmental
challenges. During the activity students are expected to move chairs and seats multiple times.
Instead, the student will be the chairman of his groups and his classmates will move to him
rather than the other way around.]

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 Instructional Cycle 1
Multiple Subject and Single Subject
Sample Lesson Plan Template

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All rights reserved. V02.1