ETF Lesson Plan Template

ETF Lesson Plan Template

ETF Lesson Plan Template

Date: / Monday 2-16-15
Unit Name: / History, Unit 6, Lesson 13
Lesson Focus: / History of the United States: A World Power
TEKS Standards: / MODIFIED HISTORY *significant modifications for IEPs and pre-requisite skill level
Objectives: (Bloom’s verb…) What do I want students to be able to DO when the class is over? Format
SWBAT: Define and explain the cold war through the war on terror.
SWBAT: Apply consequences to specific daily living situations.
Student friendly/written on board: “I will be able to give explain the cold war and the war on terror.
Key Points: What, How, Why? / What: Students will learn to increase interpersonal skills.
How: By learning about consequences and history.
Why: To increase their independence and emotional regulation.
Materials: / Monday folders, unique learning lesson materials, “Still Going Strong (chapter 6)” and associated worksheets. Class historical timeline.
Key Vocabulary: What key terms will my students need to understand? TO BE ADDED TO WORD WALL language
  • Consequence
  • Nation
  • Cold War
  • The War on Terror
  • Conflict
  • Korean War
  • Vietnam War

Assessment Plan: How will I ENSURE alignment to assess that the students mastered the objective? What will I do if they haven’t? Writing/expression
Participation in the group book and worksheets is 100% if the student’s daily grade.
Lesson Cycle:
Do Now: Spiral review? Formative assessment? / 15 min
Teacher Actions:
  • What to do/ DO NOW activity: “For your DO FIRST, we will participate in a gallery walk, look at each picture and write one word about it on your paper.
  • “Now we will do an everybody writes. I would like for Juan to re tell us the steps for this activity. When I call you answer choice, what should you do.”
  • CFU type: Cold call
  • CFU script: “I would like for Juan to remind the class of the rules for take a stand.
  • CFU Question: Do my students remember how to conduct a take a stand? Have they learned basics of dental care?
  • CFU correct response: Listen for the teacher to read my response and stand up when it is called.
  • CFU anticipated misunderstanding: steps out of order or forgetting steps.
/ Student Actions:
  • Ss will participate in their gallery walk.
  • Ss will not interrupt others while working or disrupt the class during the silent/solo
  • If needed, Ss will discuss their responses with the teacher for any corrections needed.
  • Ss will participate in sharing their response with the class.
  • Ss will sit silently and wait for the T’s next instructions, tracking the T.
  • Ss will stand up to read their answers for the Do now activity.

Introduce New Learning (I Do): Engage and Connect-the real world, schema, goals, assessment, etc.? CFU: How will I check for student understanding of the new learning? / 20 min
Teacher Actions
  • Quincey, can you read our objective for the day?”
  • “Thank you Quincey, we are going to learn about other historical events in history, after world war II. There have been many conflicts in American History. We will learn about them today.”
  • T plays short videos for each conflict; cold war, Vietnam war and the War on Terror.
  • “Now we will watch a brain pop on the great depression, be prepared to answer some questions afterwards.”
  • “Now that the movie is over we will answer some questions about it, together as a class.”
  • T plays the teacher-made kahoot quiz for Ss to use on their laptops. The quiz combines questions from all three videos.
/ Student Actions:
  • Ss will watch and may comment as asked by the teacher.
  • Quincey will read the objective out loud posted on the board. “I will be able to give one example of a positive change that occurred in American history.”
  • Ss will raise their hand to answer the T’s questions.
  • Ss will actively listen, sitting in SLANT position, tracking the T.
  • Ss will raise their hand if they have questions.
  • Speaking volume- level 0, unless asking a question.
  • S will volunteer to respond to the question about the conflict.
  • Ss will wait for further instructions from the T.
  • Ss will wait for further instructions from the T.
  • Ss will refrain from speaking during the movie.
  • Ss participate in the kahoot group quiz.

Guided Practice (We Do): How will I walk students step by step through what I want them to do? How will I balance teacher-led and student-led? (Gradual release: Model, Teach Back, partner/group practice) CFU: How will I know During the lesson that students are on track to master the objective? What are the anticipated misconceptions/misunderstandings and how will I address them? How will I emphasize key points? / 30 min
Teacher Actions
  • “Open your books to chapter 6, Still Going Strong.”
  • “We will take turns reading this chapter together.”
  • T will circulate as Ss participate in the exercise.
  • Challenge questions during the reading include;
  • 1. The united states is a ___ country.
  • 2. The _ was between the US and the soviet union.
  • 3. New laws gave African-americans __rights.
  • 4. In 2001, __attacked the united states.
  • 5. The US promises ___to all its people.
  • “Now we will add these dates from the book to our historical timeline.”
  • T will call on Ss to participate, to ensure all get to help with the timeline.
/ Student Actions
  • Ss will take open their books to chapter 5 of their unique learning book.
  • Ss will raise their hands to answer the questions during the group read.
  • Ss will wait for the T’s instructions to share their experiences to the class.
  • Ss will answer each question;
  • 1.strong
  • 2. Cold war
  • 3. Equal
  • 4. Terrorists
  • 5. freedom
  • Ss will wait for further instruction.
  • Ss add the dates of the historical events to the class timeline of American History.

Independent Practice (You Do): How will I monitor student progress? How will I ensure there’s adequate time for practice? Behaviorally, what does this time look like and sound like? CFU: How will I circulate to among students to ensure everyone is on track towards mastery? How will I gauge mastery? / 40 min
Teacher Actions
  • “Now for your independent work time you are going to complete a worksheet, asking questions from our chapter reading.”
  • CFU type: circulating
  • CFU script: “I will be walking around to look at your work, to check and make sure you understand.
  • CFU Question: Do my students understand the task?
  • CFU correct response: Ss should be writing the correct Reponses on their worksheets.
  • CFU correct response: Ss should be writing the correct Reponses on their worksheets.
  • CFU anticipated misunderstanding: various incorrect answers.
  • “Once your work is completed, grab an exit ticket and begin to work on it, silent/solo.”
  • T has modified the assignment for AG/DD/JS.
/ Student Actions
  • Ss will listen to the T’s instructions, without speaking.
  • Ss will raise hands if they have questions during the independent practice activity.
  • Ss who finish early will start their exit tickets.
  • AG/DD/JS have a modified assignment, handing the TA or teacher visuals of the items needed, presented in a field with up to 2 distractor items (Matching task).

Closing: How will I have students summarize what they’ve learned? How will I reinforce the objective’s importance and its link to past and future learning? / 5 min
Teacher Actions
  • Exit ticket
  • “Once you are done, your exit ticket is asking you to answer the question; “write which war happened with each event.”
  • “Once your work is completed, read a library book or begin a game in the rec room until everyone is finished.”
  • T has modified the assignment for AG/DD/JS.
/ Student Actions
  • Ss complete their exit ticket.
  • Ss will take part in an approved leisure activity once finished.

Differentiation: How will I scaffold and/or accelerate learning? For Whom? How will I group my students? Which strategies will I choose to make sure I engage every student on his/her ability level?
Worksheets are from the unique learning curriculum. Q/T/JP will have level 3 (words only), while J/D/A will use the picture forms. A/D will need help receptively identifying their responses and will not be able to respond to verbal group questions or write.
Accommodations/Modifications: What supports will I provide students on an IEP or as needed?
Individual teacher conferencing
Extended time
Peer tutoring
Modified work
Check list provided
Other (state below) / Frequent checks for understanding
Shortened assignment
Assessments read orally
Learning Lab for extra help
Preferential seating