Sunday, October 7, 2012

SIOP Lesson Plan

1. TITLE OF THE LESSON
Chapter 3: The French Revolution  Napoleonic Phase
2. CURRICULUM AREA & GRADE LEVEL
10th Grade World History
3A. STUDENT INFORMATION: English Language Learners
Sergio
        1.) Readiness Level
Student is below basic readiness level three and haven’t passed the CHSEE.
        2.) Learning Profile
Expressed that they learn best through kinesthetic instruction
        3.) Interest
Visual presentations
3B. STUDENT INFORMATION: Students w/ Special Needs
Jayden
        1.) Readiness Level
Student has ADHD and has a hard time focusing in class.
        2.) Learning Profile
Student likes to work in groups and best through kinesthetic instruction.
        3.) Interest
Group presentations.
4. RATIONALE
     A. Enduring Understanding
Students will be able to understand the rise and fall of Napoleon and his ideals of  Nationalism, Napoleonic Code and the fall @ the Battle of Waterloo until his exile in 1815. 
     B. Essential Questions
How did Napoleon rise to power and what was his political agenda once in power? What was Napoleon’s fall that led him to exile?
     C. Reason for Instructional Strategies and Student Activities
Developing the critical understanding of social problems and the ending of the radical phase of the revolution with Napoleon stepping into power through guided instruction and cooperative learning allows students to support each other and socialize, building a better sense of classroom community.
5. CA CONTENT STANDARD(S)
CA 10.2.5
Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.

6. CA ELD STANDARD(S)
Cluster ES 1 for EL: Using elements of Discourse:
Write an increasing number of words and simple sentences appropriate for language arts and other content areas.
7. LEARNING GOAL(S) - OBJECTIVE(S)
Students will be able to understand the rise of Napoleon and supreme Nationalism by guided instruction with think-pair-share and video as well as Napoleon’s exile.
8. ASSESSMENT(S) (You only need one
     A. Diagnostic/Entry Level
Students are going to have a basic understanding of Napoleon from the reading the night before.  
     B. Formative-Progress Monitoring
The teacher will assess the students through guided instruction w/ think-pair-share and video
     C. Summative
Students will be assessed on their participation of the guided instruction and video.
9A. EXPLANATION OF DIFFERENTIATION FOR
ENGLISH LANGUAGE LEARNERS
1.)      Content/Based on Readiness, Learning Profile or Interest
Assignment based on ELs' need to learn historical terms and readiness.
2.)      Process/Based on Readiness, Learning Profile or Interest
Students will participate in a think-pair-share during the middle of the lecture and at the end actively watch the video on the French Revolution.
3.)      Product/Based on Readiness, Learning Profile or
Interest
Multiple methods of content interaction based on learning preferences. Students will actively participate in guided practice and think-pair-share along with video.
9B. EXPLANATION OF DIFFERENTIATION FOR
STUDENTS WITH SPECIAL NEEDS
1.)      Content/Based on Readiness, Learning Profile or Interest
Guided instruction is based on student readiness to and the understanding the French Revolution through the turning of the Radical Phase.
2.)      Process/Based on Readiness, Learning Profile or Interest
Students will turn to their partner and participate in the think-pair-share during the point in the PowerPoint when it says to do so and participate in the classroom activity.
3.)      Product/Based on Readiness, Learning Profile or Interest
Multiple methods of content interaction based on learning preferences. Students will actively participate in guided practice and think-pair-share along with video.
10. INSTRUCTIONAL STRATEGIES (Describe what the teacher does. Include differentiation strategies.)
       A. Anticipatory Set/Into
1. At the beginning of class I will take role and have the class get their materials out and get ready for class and have a student read the learning objective for the day.
2. I will then review the information on the from the previous class lection by asking questions allowing for students a chance to receive a jolly rancher. 
Time allotted 5-8 min
       B. Instruction/Through
3. The teacher will use guided instruction of the PowerPoint lesson and have a think-pair-share provided in the middle of the PowerPoint 
4.  I will ask the students to an open ended question and will ask them to turn to their neighbor and reflect on the questions and then ask the students to share their answers of the think-pair-share out loud.
Time Allotted: 20-25 min
       C. Guided Practice/Through
6. The teacher is going to guide the students through a PowerPoint Presentation and ask questions by calling out on students for a chance to receive a jolly rancher if answered correctly.
7. The teacher will then wrap up the section of Napoleon and ask the students if they have any questions prior to watching the video on the French Revolution.
8. The teacher will set up the video by quickly reviewing the notes up to this point and set the ground roles for the film.
9. Teacher will put on the film.

10. The teacher will make sure that the students are watching the film and if the teacher calls the name of the student they will lose points (during the film).  
Time Allotted: The remaining of the class period
       D. Independent Practice/Through
11. The teacher assigned reading prior to the students entering the class as well as group projects through the section followed with an end of the unit assessment exam.
       E. Closure
12.  Teacher will find a stopping point and then the film will start off there next time the students come to class.  
       F. Beyond
13. Encourage students to review their notes to provide full understanding of the material and prepare for the Jeopardy review for next week. (outside of class)
11. STUDENT ACTIVITIES (Describe what the students does. Include differentiation activities.)
       A. Anticipatory Set/Into
1. Students will quietly get out their notes and sit in their seat and wait for instruction to begin.

 2. Students will participate in answering questions from the review by using their notes.

Time Allotted 5-8 min
 B. Instruction/Through
3. The students will actively take notes and follow the lesson  by taking notes and participate in the think-pair-share.
4. The students will participate in the think-pair-share with their partner and then after answering the questions out loud as a class.

Time Allotted: 20-25 min
       C. Guided Practice/Through
 6. The students will take notes on the lecture from the PowerPoint and answer questions when called upon.

7. Students will have the opportunity to ask questions or points of confusion.

8. Students will be paying attention attentively by listening to the quick review and set up of the film.
9. Students will clear everything off of their desk and prepare to watch the video.
10. The students will quietly watch the film.


Time Allotted: The remaining of the class period
       D. Independent Practice/Through
11. Students will have participated through in class discussion, group projects and end of the unit assessment exam.

       E. Closure
12. Students will pack up their belongings and make sure that the classroom is set back up to normal and then wait for dismissal from the teacher.
       F. Beyond
 13. Students will review the material from their notes for the Jeopardy review next week. (outside of class)


No comments:

Post a Comment