Download Ridge Spring-Monetta Middle High Lesson Plan Template

Ridge Spring-Monetta Middle High Lesson Plan Template
Mr. Chris Roberts
7th Grade World History
Week of: February 13th – 17th, 2017
The following template has been developed based on Schmoker’s research of effective lessons. Each part is integral to an effective lesson and the entirety
is representative of a cycle, which may be repeated multiple times throughout a class period.
Monday
Tuesday
Wednesday
Thursday
Friday
Clear Learning
L.O.- Analyze and
Objective/Essential
explain the spread of
QuestionUnderstand) and reaction to
The learning objective
European imperialism
should be an agreed upon across the world. (7topic, skill, or concept
3.5 and 7-3.6)
from the guaranteed
E.Q.- How did
ACPSD curriculum.
imperialism affect the
development of the
world?
L.O.- Analyze and
explain the spread of
and reaction to
European imperialism
across the world. (73.5 and 7-3.6)
E.Q.- How did
imperialism affect the
development of the
world?
L.O.- Analyze and
explain the spread of
and reaction to
European imperialism
across the world. (73.5 and 7-3.6)
E.Q.- How did
imperialism affect the
development of the
world?
L.O.- Analyze and
explain the spread of
and reaction to
European imperialism
across the world. (73.5 and 7-3.6)
E.Q.- How did
imperialism affect the
development of the
world?
L.O.- Analyze and
explain the spread of
and reaction to
European imperialism
across the world. (73.5 and 7-3.6)
E.Q.- How did
imperialism affect the
development of the
world?
Teaching/ Modeling/
Demonstrating
2. The teacher will
guide students
through the Sepoy
Rebellion, Opium
Wars, and Meiji
Restoration notes
and activities.
2. The teacher will
guide students
through the Sepoy
Rebellion, Opium
Wars, and Meiji
Restoration notes
and activities.
2. The teacher will
guide students
through
completion of the
imperialism study
guide.
2. The teacher will
guide students
through the
imperialism
review game.
2. The teacher will
review with
students test
taking procedures
and expectations.
1. Bell Ringer: Did
the peoples of the
world who
resisted
imperialism ever
have a chance, in
your opinion?
The teacher will
randomly choose 3
students to respond
1. Bell Ringer: Why
do you think it
finally took a
world war for
imperialism to
end?
1. Bell Ringer: How
do you think
people around the
world resisted
imperialism?
1. Bell Ringer: None.
The teacher will
randomly choose 3
students to respond
The teacher will
randomly choose 3
students to respond
1. Bell Ringer: Did
the peoples of the
world who
resisted
imperialism ever
have a chance, in
your opinion?
The teacher will
randomly choose 3
students to respond
This is the teacher-led
part of the lesson and will
often include some
variation of direct
teaching and/ or lecture.
Guided Practice
Allow for the student to
practice the concept. This
can be done individually
but should often be done
in pairs and occasionally
in groups.
Checks for
Understanding
This is the formative
3.
Students will take
the imperialism
unit test via
assessment step and
critical to student success.
This should happen after
each step of the lesson.
Activities/Other
This should include
specific page numbers
and/or instructional
supports utilized for
lesson.
Homework/
Upcoming
Assessments
during the bell ringer.
3. Closure: What
were the features
of the Sepoy
Rebellion and the
Opium Wars?
during the bell ringer.
4. Closure: How do
you think other
countries reacted
to American
imperialism?
during the bell ringer.
4. Closure: Why do
you think
countries resisted
imperialism?
during the bell ringer.
3. Closure: What
were the main
features of
imperialism?
Mastery Connect.
3. With a partner,
students will
complete the
imperialism study
guide.
None.
None.
Imperialism unit test
Friday, 2/17/17
Imperialism unit test
Friday, 2/17/17
None.
Learning Objective Examples:

Solve first-degree polynomial problems.

Write an effective introductory paragraph for an argument.

Make inferences/ draw conclusions about a character (literary or historical)
Teaching/ Modeling/ Demonstrating Examples:

Interactive lecture and direct teaching, where the focus is on the teacher’s words and directions, but students take part in lots of pairsharing, note-taking, or quick-writing

Literacy-based lessons (read, talk, and write) with a focus on any text, which requires lengthier treatment and would be used more often
that the lecture template in most subjects.

Note that literacy-based lessons should be based on primary sources whenever applicable and appropriate.
Guided Practice: Research shows that every few minutes students should be given the opportunity to process new information. Ideas include

Reviewing notes and adding new insights (annotations)

Summarizing learning in the last segment (written or shared orally)

Pairing up to compare or contrast notes, perceptions, and connections
Checks for Understanding: We must ensure that every student is responding, multiple times, to questions throughout the lecture.

Circulating, observing, and listening as students work in pairs; correcting misconceptions/ misunderstanding when necessary

Calling on a sampling of students or pairs randomly between each step

Having students signal understanding: thumbs up or down, red, green, yellow cups or popsicle sticks

Having students hold up dry-erase boards with answers

Quick response systems, Plickers, other response technology