University of New Haven: Graduate Education Department

2012 - 2013 Lesson Plan Format

To be completed by the Student Teacher ; a copy of the plan should be provided to Cooperating Teacher and University Supervisor prior to lesson implementation.

Student Teacher: Taroob Cheema Grade Level: 10th Subject: World History
Date of lesson: 3/10/15

Length of lesson: 50 minutes

Lesson Topic:
Genocide (specific focus on the Holocaust)
Overall Goal: (Broad statement using non action verbs) Students will understand that.
Students will understand that genocide is a repeated occurrence throughout history and is still a
contemporary global issue.
Learner Background: (This addresses why the lesson is being taught.) Describe the students prior
knowledge or skill related to the learning objective(s) and the content of this lesson, using data from
pre-assessment as appropriate. How did the students previous performance in this content area or skill
impact your planning for this lesson?
This lesson is being taught in order for students to understand the atrocities of the human
behavior in the past. It will reiterate the reasons for why social studies is an important topic to study,
and allow them to expand their thinking in the future.
Students may be familiar with genocides such as the Holocaust and the conflict in Rwanda, however
their expertise of the subject matter will probably be limited.
Curricular Standards: Identify the primary state standard(s) this lesson is designed to help students
attain. (If required, include the national and/or local standards as well.)

Student Learning Objective(s): Identify specific and measurable learning objectives for this lesson.
Use action verbs. Students will be able to.
Students will be able to define the meaning of genocide and other key terms relating to the topic.
Students will be able to assess the factors that contribute to genocide and what parts of the world
genocide is common in.
Students will be able to understand human rights laws and treaties that have gone into affect to prevent
genocides and other human rights violations from going into effect.
Assessment:
Part I: How will you check for student understanding during the lesson? (Formative)
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University of New Haven: Graduate Education Department

2012 - 2013 Lesson Plan Format
Students will be required to take notes using a skeleton outline during the lecture portion of
class. After the lecture, the teacher will come around and check to see that all portions of the outline
have been filled.
Part II: How will you ask students to demonstrate mastery of the student learning objective(s)?
Attach a copy of any assessment materials you will use, along with assessment criteria/rubric.
(Formative or summative)
Each student will receive a character identity of a Jewish child who was involved in the
Holocaust. After reading individually about the character, the students will fill out a corresponding
worksheet asking them to fill out information about the character, such as age, summary of their
problems during the Holocaust, and a small section asking them to put themselves in the childs shoes,
and describe how he or she might be feeling.
Afterwards, as a class, we would go over each students character, and I would talk about the
ultimate outcome (did they die, go missing, etc.) of each character. Afterwards, I would collect each
worksheet for summative assessment.
Materials/Resources: List the materials you will use in each learning activity including any
technological resources.
-Computer
-Projector
-Powerpoint
-Skeleton Key with key terms
-Character sheets for each student (about 18); can be found on
http://www.graceproducts.com/fmnc/main.htm
-Worksheets that correspond with character sheets
The Lesson:
Initiation:
Part I - Briefly describe how you will introduce the lesson, engage students in the lesson and connect
it to previous learning. (This is intended to motivate students.)
I will begin the lesson by having an image up of a mass grave of the Holocaust. However, it
will not be a graphic image, but rather of a grass covered field covering the grave. I will explain the
meaning of the photo and how many individuals ended up with the grave becoming their final resting
place.
Part II (This is intended to bridge to the lesson: set expectations for learning, articulate to learners
what they will be learning in this lesson and why this is important).

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University of New Haven: Graduate Education Department

2012 - 2013 Lesson Plan Format
After briefly discussing the warm-up, I will talk about what my intentions are for the students to learn
by the end of the lesson. I will discuss how genocide is important to our overall conversation about
history and how knowing our past allows us not to make the same mistakes in the future.

Lesson Development: Describe how you will develop the lesson: what you will do to model or guide
practice and the learning activities students will be engaged in to gain the key knowledge and skills
identified in the student learning objective(s). Include the questions you will ask, identify and explain
the instructional grouping (whole class, small groups, pairs, individuals) for each lesson segment, and
include the approximate times for each. Include reference to Blooms taxonomy to identify higher
levels of thinking.
By discussing the story of Holocaust victims as a group, the class will be able to further their
understanding. The basic knowledge they have learned about the Holocaust will help them in class.
As we go over key terms, their comprehension will expand. They will apply this knowledge further
during their reading of the character. Using analysis, they will write about the character, and
synthesize he or she might be feeling during this ordeal. Lastly, as a class we will evaluate each
students character and bring it back to the larger concept of the topic at large.

Closure: Briefly describe how you will close the lesson, help students understand the purpose of the
lesson, and show how it will connect to future learning. (Rather than an administrative closure, interact
with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of
objectives)
I will end the lesson by talking about the number of individuals who died during the Holocaust. I will
also explain that this is just one genocide we will be covering in the unit and that the mentality of the
individuals that committed such atrocious acts are still present in todays time.
Individuals Needing Differentiated Instruction: Describe students with learning differences. These
students may be special or general education students and need not be the same students for each
lesson. Students may represent a range of ability and/or achievement levels, including students with
IEPs, gifted and talented students, struggling learners, and English language learners.
Note: Differentiated instruction may not be necessary in every lesson. However, for formal, scripted
observations and in lessons included in the portfolio, it is expected that each student teacher will
demonstrate the ability to plan and implement differentiated instruction in order to meet the needs of
students at both ends of the learning spectrum.
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University of New Haven: Graduate Education Department

2012 - 2013 Lesson Plan Format

Remember: differentiation means different, not more; differentiation should focus on

learning, not behavior.

Which students do you anticipate may struggle with the activities and/or learning objectives of this lesson?
Student initials
Evidence that the student needs
How will you differentiate instruction in this lesson to support student learning?
differentiated instruction
A.B
The student has an IEP
The sample of the characters will be simplified for a lower reading level. The student
will also be provided with a more detailed skeleton sheet that will allow them to
follow along and provide less information on their own.

Which students will need opportunities for enrichment and/or higher level of challenge?
Student initials
Evidence that the student needs
How will you differentiate instruction in this lesson to support student learning?
differentiated instruction
C.D
Using texts, images, and perhaps a recording of a survivors experience will allow a
more well-rounded way of learning rather than just focusing on text-based materials.

Notes from conferences

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University of New Haven: Graduate Education Department

2012 - 2013 Lesson Plan Format

Example of a political cartoon

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