World History Lesson Plan PDF

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Summary

Designing social studies instruction that integrates the arts provides a unique opportunity to align content standards to more creative demonstrations of knowledge and skills. Designing robust, standards-based lesson plans that practice this integration helps teachers to become well-versed in their ...

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GCU College of Education

LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name:

Tianna Lewis

Grade Level:

3rd Grade

Date:

October 29th, 2021

Unit/Subject:

Social Studies/History

Instructional Plan Title:

Getting To Know People and Events in History

Lesson Summary and Focus:

The central focus of this lesson plan is for students to be able to identify key events and individuals from History. Students will also be able to understand and identify the importance that these events and individuals hold in history. Students will be able to understand how the event and or individual influenced our society currently.

Classroom and Student Factors/Grouping:

In my classroom, there is a total of thirty students. Two of these students have IEP’s, three students have learning disabilities, and two students have ADHD. During the lesson, the Educator will make modifications to the lesson plan where it is needed regarding students who may have a more difficult time than others. During lesson activities, students will be working independently, small groups, and with partners.

National/State Learning Standards:

AZ.SS03-S1. American History SS03-S1C1-03. Use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and secondary source materials (e.g., encyclopedias, biographies) to study people and events from the past.

Arizona State Standards for Arts Education: Grade 3 1AV-F7. Students know and are able to expand knowledge and use of different arts media (e.g., metals, paper casting, computer graphics, fiber arts). Specific Learning



Students will be able to locate individuals in an encyclopedia and

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GCU College of Education

LESSON PLAN TEMPLATE Target(s)/Objectives:

identify who they were and the importance they played in history. Students will be able to create computer graphic of their preferred individual in history and identify the importance of that individual as well as why they chose them.  Students will be able to read an interview and identify key information from it. 

Academic Language

The educator and students will define and write the following words on the board for students to define and reference throughout the lesson. Students will also copy the words and definitions down in their notebooks to be able to study.      

Resources, Materials, Equipment, and Technology:

Encyclopedia Events Map Chronological Order Century Timeline

List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

        

Textbook Notebook Smartboard Pictures Maps Markerboard Worksheet Explee: https://explee.com Flipsnack: https://www.flipsnack.com

Section 2: Instructional Planning Anticipatory Set

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I will use the smartboard to list vocabulary words and ask students to define them

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Time Needed

GCU College of Education

LESSON PLAN TEMPLATE  

in their own perspective. I will note down their definitions on the smartboard and ask them why these words are important regarding learning about History. I will show students pictures of specific individuals as well as pictures of the important work they did in history and ask students to see on what they think that person did in history based on the pictures on the smartboard they can use as hints. Multiple Means of Representation

 

I will use a smartboard to mirror reading an interview on an individual and picking out key information/events to highlight. After demonstrating, I will allow students to work with partners reading a different article and highlighting key events/details.

20 Minutes

Time Needed

Explain how you will differentiate materials for each of the following groups: 

English language learners (ELL): For these students, I will allow these students to listen to a recording of the reading before attempting to sound out words and read the interview.



Students with special needs: These students will be able to watch a video about an individual from history and pick out important details from the video.

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Students with gifted abilities: These students will be able to listen to a recording of the interview and draw pictures of the important details and or events.

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Early finishers (those students who finish early and may need additional resources/support): These students will be able to access the classroom computers to draw pictures about the interviewed induvial and important details and events in the reading.

Multiple Means of Engagement  

Students will use Flipsnack to make their own short book about their favorite individual or event they learned about in the lesson. I will model on the Smartboard how to use Flipsnack before students start on the activity.

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30 Minutes

Time Needed

GCU College of Education

LESSON PLAN TEMPLATE 

I will allow students to work with their elbow partner and present their books when the activity is finished.

Explain how you will differentiate activities for each of the following groups: 

English language learners (ELL): For these students, I will put them in a group to assist them with reading and understanding the individuals and events that were discussed in the lesson before prompting them to work in partners on the short book.



Students with special needs: These students will be able to insert pictures in their books about the individuals that we learned about in the lesson.

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Students with gifted abilities: These students will be able to watch a video about specific individuals from history before making a picture book about a specific individual and the events.

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Early finishers (those students who finish early and may need additional resources/support): These students will be able to draw a picture of themselves and the way they want to help change history today.

Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in-class simulation they experienced.

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45 Minutes

Time Needed

GCU College of Education

LESSON PLAN TEMPLATE They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs upthumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.

 

60 Minutes

Students will be prompted to read their own article and pick out important details and or events. Student will also have a worksheet with questions to answer regarding the article that they read.

Explain how you will differentiate assessments for each of the following groups: 

English language learners (ELL): For these students, they will be able to listen to a voice recording of their specific article and read the article afterwards.



Students with special needs: These students will be able to watch a video on their specific articles and will be able to have the answers mirrored to them before answering the questions on their own.



Students with gifted abilities: These students will be able to listen to an audio recording of the article and pick out key information to be able to answer the questions.

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Early finishers (those students who finish early and may need additional resources/support): These students will be prompted to create a drawing on the back of their worksheet illustrating their favorite part of the lesson plan.

Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.

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Students will be prompted to read a historical article on an individual and access Flipsnack and create their own short story regarding a specific article read. For students who do not have technology access at home, they are prompted to create their own short story in a notebook. This homework assignment supports the lesson because it allows student to practice using the technology resource Flipsnack and to also practice their reading on articles and picking out key information.

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Time Needed

30 Minutes

GCU College of Education

LESSON PLAN TEMPLATE

Reflection: In this lesson plan, the instructional strategies that I have chosen help to develop critical thinking and problem solving skills, as well as meet the needs of all students. For starters, in the beginning of my lesson I prompt the students to think critically by having them guess what they think we will be learning about. They are also able to think critically by being prompted to define vocabulary words in their own perspectives before finding the definitions of them in the textbook. Students can problem solve throughout the lesson activities by creating their own short story and finding key information on their own. They are also able to problem solve by reading articles independently and identifying key information. This lesson plans helps to meet all students on their academic levels because the lesson plan is modified accordingly for the students who may need adjustments or extra assistance with assignments.

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GCU College of Education

LESSON PLAN TEMPLATE

Resources https://www.azed.gov/standards-practices/k-12standards/standards-social-studie

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