Lesson Plan for the Subject of History

Lesson Objective:
The primary objective is to help the students understand the role of different personages in a selected historical event
Language Objective:
Use quotable quotes from certain personages to improve memorization skills and vocabulary or use of words of students
CCSS:
Students read, write, and speak English at the early advanced level. Students understand history to be a subject of interest for learning lessons in their current lives.
IEP Objective/s:
Danny recognizes important personages across history and their contributions
Lesson Relevance:
Concentration may increase by presenting new, fascinating, highly inspiring content.
Anticipatory Set:
Students are expected to not only memorize important facts of history but analyze them too on a personal level and with family members if required. students are expected to interact with their grandparents for real life first person account of the selected historical event they are studying.
Input: “Today you are going to learn…” new passages from history relating to certain individuals and their accomplishments and quotes on a particular event in history.
Modeling: “Watch me…” as I showcase the best method to collect facts and organize them.
Check for Understanding:
“What did I do?”
list what needs to be done in a step by step format for students to easily understand and then pose questions to ensure they have understood
Guided Practice: “Let’s do it together”
Encourage students to work together and assist them in order to make it a collaborative effort
Independent Practice: “Now is your chance to show me what you have learned and can do…”
- give students worksheets and individual assignments to work on
- give them a deadline and a template as a sample
- encourage creativity and promote out-of-box thinking to analyse the personage's accomplishments
Closure: “What did you learn today?”
The assessment will not include a generic question-answer session but rather would include creative riddles and puzzles to test the understanding of the student
Assessment: (Informal and Formal methods)
The assessment will be done via the use of riddles and puzzles
Sheltered Instructional Strategies: List all SIOP features used in lesson
- lesson preparation
- building background
- comprehensible input
- strategies
- interaction
- practical application
- lesson delivery and assessment
Adaptations: List all Supporting accommodations and modifications for all learners
- Danny might be given the added time as well as access to additional resources in order to complete the task.
- Danny will be allowed to have personal input in terms of creativity and approach to completing individual assignments
Narrative
1. The key characteristics of the student with special needs
Danny was diagnosed with attention deficit/hyperactivity disorder (ADHD) at the age of seven and thus requires special attention in all his classes. He is encouraged in this lesson plan for the subject of history to opt for classroom texts or library books based on his individual interests. The primary IEP goals for Danny include increasing his reading comprehension to the 9th grade level this year, enable him to accurately use at least 3 academic vocabulary words in his class essays as well as accurately solve graphs for 4/5 linear equations involving one variable. Danny's strengths lie in his academics i.e. his reading, writing and math skills are up to par and his social presence in class is positive as well. However his disorder holds him back on consistency.
2. Addressing the identified needs of the student
Hence to help him overcome this inconsistency, some special accommodations that Danny will be given include the following: Danny will use a calculator to be able to solve mathematic equations. For writing tasks over 1 paragraph in length, Danny will be provided with a graphic organizer or conceptual map. Danny will have access to a dictionary and thesaurus for writing tasks and he will have 3 additional school days to submit assignments and projects. Daniel needs opportunities to get out of his seat – passing out papers, 2-3 minute restroom breaks, etc. In addition effort will also be made to:
• Pose brainteasers or hand out puzzles connected with a future subject of study
• Come up with prediction activities for triggering existing knowledge with regard to a given matter, making him look forward to future classes.
• Student’s prior knowledge will be tested via a pre-evaluation.
• A worksheet with some historical personages and tales of the accomplishments he has made will be distributed
• Another worksheet facilitating the categorization of the above historical personages’ actions will be handed out.
• Danny will cut-out and stick strips of historical personages’ quotes; this requires knowledge of who said those quotes
• From a handout about key historical personages, Danny should be able to determine, independently, no less than five facts regarding each personage.
Research has shown that for accommodating the pupil’s short-lived attention span, concise course assignments ought to be administered, with instantaneous feedback on work accuracy. Lengthy assignments ought to be divided into easily-manageable portions. Work accomplishment limits ought to be short, enforceable through the use of timers. Concentration increases if the ADHD-diagnosed learner is given educator-directed rather than individual seat-work tasks. Furthermore, research also shows that note-taking skills may be cultivated for augmenting direct teaching advantages. This will consequently lead to the honing of on-task conduct as well as comprehension skills. Concentration may increase by presenting new, fascinating, highly inspiring content. More stimulation in the form of shapes, colours and textures may, for instance, help increase activities’ interest levels and novelty; further, it improves focus and performance in general.
All work is commenced by having Danny loudly recite facts on 3 historical personages. I then hand out a pre-evaluation paper for ascertaining whether or not Danny can differentiate between these historical personages’ works. At the beginning of the lesson, I will have Danny note down 3 facts on every personage studied on a sheet of paper.
In order to lead how to complete the task I first show the what needs to be done. So I start by listing individuals from the passage of history that were present at the time of the selected event and then note down their accomplishments, quotes and opinions for the selected event. I make students, including Danny, watch me as I also cut out the pictures available for the selected individuals and paste them on the worksheet. I then list what needs to be done in a step by step format and then pose questions that help students, including Danny, recognize each step that I did in order to replicate it later.
All assessments will not include a generic question-answer session but rather would include creative riddles and puzzles to test student understanding. The riddles and puzzles will be catered to test the student's knowledge on aspects of the historical event selected, personages, their accomplishments and quotes.