11th Grade History

ASSIGNMENT VI: CROSS-CURRICULAR LESSON TEMPLATE
GROUP LESSON PLAN & TEACH MINI LESSON in class
All components below must be present.
Note: Sources obtained or borrowed must be cited (in the lesson plan and power point
presentation) whether they originate from a book chapter, an article, a website or a
fieldwork teacher you observed.
Grade Level: (9-12th)
Two Content Areas of Lesson:
Reconstruction and Industrialization & Urbanization.
Lesson Theme (overarching concept that will be taught, that applies to the subjects the group has decided to focus on):
The lesson will focus on understanding industrial development in the United States in the aftermath of the American Civil War, which is a period commonly known as Reconstruction.
Narrative Overview (2-3 short paragraphs):
• Describe the cross-curricular (at least 2 subjects) lesson or unit.
This lesson will provide significant insights relating to historical and economic development of the United States during this period. Therefore, it will cover History and Business subjects.
• Explain how different subject disciplines are interrelated and address the theme as
a coherent and cohesive unit, not separate entities.
The interrelated subject disciplines that address the theme as a coherent and cohesive unit are History and Business subjects. Through this lesson, students will learn both historical and economic development of the United States through industrialization and urbanization.
• Project intended student learning outcomes (SLO) upon lesson completion.
· To understand the role industrialization and urbanization played in development and growth of the United States.
· To understand the significance Reconstruction played in promoting the emergence of industrialization and urbanization in the United States.
· To understand the impact of Reconstruction, industrialization and urbanization on the modern American society.
Content & Language Objectives:
· To explore textual evidence and background information in learning materials on this topic.
· To demonstrate ability to examine textual evidence and develop clear and coherent writing that justifies own arguments on the topic.
Connection to Critical Relevant Pedagogy principles (GAY, 2010):
• List CRP principles, and at least one other reading that apply to this lesson unit.
· Teaching is validating.
· Teaching is comprehensive.
· Teaching is multidimensional.
· Teaching is empowering.
· Teaching is transformative.
· Teaching is emancipatory.
· The other reading that apply to this lesson unit is Inclusive Principles and Practices in Literacy Education by Marion Milton.
• Explain how each CRP and other reading connects to the lesson theme.
The first principle connects to the lesson theme on the premise that learning encounters on the topic will be made relevant to and effective for the diverse students (Gay, 2010). With regards to the second principle, the teacher will use cultural resources to promote understanding of U.S. industrial development while the third principle will be used as the premise for developing a suitable learning environment and collaborative teaching. Empowerment will be used to enable students understand the issue of reconstruction and industrialization in U.S. history while transformation will be the premise for adoption of alternative teaching methods. The final principle relates to the lesson theme on the basis that learning materials will be made available to the diverse students in the class. The additional reading connects to the lesson theme on the premise that it will help shape instructional strategies and practices adopted by the teacher.
Content/Common Core Standards (CCSS, ELD, NGSS, MATH..):
List each standard related to each subject discipline represented by number & description.
CCCSS: RH - 2: Key Ideas and Details
NGSS: WHST.9-12.2.a-e
MATH:
Content Standards (K-12) for subject disciplines link: HSS11.2
English Language Development (ELD) Standards link: WHST.11-12.4-5
Required Materials for lesson (including realia/real objects):
· Textbooks.
· Teacher-created sourcebook/notebook.
· Computer and projector.
· PowerPoint presentations.
· Pen/Pencils and papers.
· Student journals
Essential Questions for lesson (2-4):
• Broad and open-ended lesson questions that apply to the two content areas you selected.
• Some questions can be general for the unit.
1. What have you learned about Reconstruction (1865-1877) and Industrialization and Urbanization (1870-1900) in the U.S.?
2. How did these historical periods shape the growth and development of the U.S.?
3. How did they contribute to the present state of the United States?
Assessment of Student
Learning Outcomes
• In bullet form, list each type of formative or summative assessment measure/tool.
• Explain how you will apply the assessment, and why you have chosen
these specific types of assessments.
· What is the purpose for using different types of assessments/tools?
· Explain how to effectively assess a range of learners? (SPED/ELLs)
· What type of data is gathered from students to help assess learning?
· Include appropriate
differentiation: What would
you do differently for these
students to assess their
understanding of the
material?
Create a scenario/hypothetical:
ELL student – level of English
Proficiency (Emerging, Expanding, Bridging)?
Special needs student – type of
disability or disorder?
· Assessment of student learning outcomes will involve the use of different types of summative or formative assessment tools including:
1. Selected response assessment such as multiple-choice quiz – which will focus on examining students’ understanding of the learning materials.
2. Essays and open-ended questions – which will be developed at the end of the lesson and require students to provide summary of their understanding of the lesson through answering some questions in essay format.
3. Kahoot! – which is a game-based digital learning platform in which student learning will be assessed through game-based quiz. This assessment will be used to make learning fun and integrate technology in the learning process.
· The use of these different assessment tools is critical to help determine students’ progress in learning and enable them to learn as they complete the tests. The assessment will provide data about students’ mastery of learning material and its applicability to real-world scenario.
· To effectively assess a range of learners, the teacher will ensure that the tests are developed based on the students’ learning capabilities and progress in learning. In this case, each student will be required to complete the test individually.
· The appropriate differentiation technique that could be used to assess students’ understanding of learning material is small group assignments and whole class discussions.
· An example of a scenario that would help to assess ELL and special needs students is requiring them to answer each essential question at a time.
Instructional Strategies
(Whole Class, Small Groups, Individual)
• In bullet form, list each of the
3-4 strategies by name,
followed by a brief
description of how it is used in your lesson? ..For what purpose?
• Keep in mind the Instructional Strategies that you chose are for the whole class (with
students of varying strengths and needs).
Instructional strategies that I will use in the classroom include…
1. Lecture – which will entail verbal impartation of knowledge on the topic. Lectures will be combined with visual like PowerPoint presentation. This strategy will be utilized to act as a catalyst for student learning and knowledge sharing.
2. Group discussion – which will involve dividing the students into small groups where they discuss different issues relating to the topic and learning materials. This will be used to enhance students’ depth of understanding and knowledge as well as help them to learn from one another.
3. Student centered teaching – which will involve introducing the topic and suggesting ideas and activities for the students. The teacher will then supervise as students carry out the learning activities. This strategy is to help students take personal responsibility for their own learning.
Differentiated Instruction
• Create scenario/hypothetical case: Specify the English proficiency level(s) of the ELL students. (Emerging, Expanding, Bridging)
• Specify the type of disability
of the Special Need students.
• List 3-5 strategies for these students
• Explain how these strategies
are different from the ones
used for the whole class.
• Explain why these specific
strategies meet the needs of these
student populations.
Scenario: Students have been provided with textbooks on U.S. history and required to read 3 chapters on reconstruction, industrialization, and urbanization. They will then write short essays on what they have learned after reading these chapters, which will be followed by group discussions.
· While all students are required to complete this learning activity, ELL students and special need students have different proficiency levels and types of disability that makes them different from others. ELL students have Level 2 (short intermediate) proficiency levels since they only understand short conversations/readings on simple topics. in the subject. Special Need students have dyslexia learning disability, which affects their reading and understanding written words.
· Instructional strategies for these strategies include visual presentations, scaffolding, and cooperative learning. They differ from the ones used for the whole class since they focus on providing customized instruction and more individualized support to students. They will help to meet the needs of these student populations through provide individualized teaching, activating prior knowledge, and providing more support to teachers.
Step-by-step procedures
for carrying out the
lesson and activity(ies)
• Think of the lesson logical
sequence.
• Consider pacing and timing.
• Pay attention to smooth
transitions from one point to
the next.
• The more organized the
lesson is timed and laid out,
the easier it will be to
present it.
• The more prepared you are,
the more “authority” you will
be able to demonstrate and
the less anxiety you will
experience.
· The teacher will provide lecture on the topic using learning materials and visuals for 30 minutes.
· They will be provided with a short passage to read on this topic for 15 minutes.
· Students will then be divided into different homogenous groups comprising three students each and given 15 minutes to discuss what they have learned.
· This will be followed by writing a short essay on their understanding of the topic based on the lecture and classroom discussions for 15 minutes.
· The short essays will be presented to the teacher before whole class discussions on the topic are carried out for another 15 minutes.
Reference
Gay, G. (2010). Culturally responsive teaching – theory, research and practice (2nd ed.). New York, NY: Teachers College Press.