Professional Documents
Culture Documents
STANDARDS (
www.cde.state.co
)
Content:
2.c.
Analyze the complexity of
events in world history
Democracy and
st
21
Century Skills:
Construct
clear, coherent, and
persuasive arguments
Democracy and
st
21
Century Skills:
SWBAT
Construct clear, coherent,
and persuasive arguments
writing and arguing about
killing the king.
OBJECTIVES
Content:
SWBAT Analyze the
complexity of events in world
history by debating the
necessity of killing king Louis
XVI
ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
The discussion and the vote
about killing the king
Democracy and
st
21
Century Skills:
The cold
calls and the debate including
cold calls will assess the
argumentation
Democracy and
st
21
Century Skills
KEY VOCABULARY
Content
Capital Punishment
Democracy and
st
21
Century Skills
LESSON FLOW
This is the actual planning of the lesson activities.
Time
Time
Pre-Assessment
How did we get to the place where we are discussing whether or not to kill the
king?
Time
Building Background
Link to Experience:
Have you ever talked about capital punishment?
Link to Learning:
How did we get to the point where we are deciding whether to
kill the king?
Time
Activity Name
Should be creative title for you and the students to associate
with activity.
Kill the King?
Anticipatory Set
The hook to grab students attention. These are actions and
statements by the teacher (or students) to relate the experiences of the
objectives of the lesson, to put students into a receptive frame of mind.
To focus students attention on the lesson
To create an organizing framework for the ideas, principles or
information that is to follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to
be introduced.
Time
Instructional Input
Includes: input, modeling and checking for understanding
Models of Teaching
:
Inquiry, Cooperative Learning, Concept Attainment, Direct Instruction,
Discussion, Socratic Seminar, Synectics, Inductive, Deductive and Mastery
Learning, etc.
This lesson uses discussion.
SIOP Techniques:
I do, We do, You do.
Guided Practice
: An opportunity for each student to demonstrate grasp of new
learning by working through an activity or exercise under the teachers
supervision. The teacher moves around the room to determine level of mastery
and to provide individual feedback and remediation as needed. (Praise,
Prompt, and Leave)
Reading , Writing, Listening, Speaking
Students will write their reasons for or against killing the king, will listen and
speak about their reasons for or against killing the king
Checking for Understanding
: Determination of whether students got it before
moving on. It is essential that the students practice doing it right so the
teacher must know that the students understood before proceeding to
practice. If there is any doubt that the class does not understand, the concept
or skill should be re-taught before practice begins.
Questioning Strategies:
Utilizing Blooms Taxonomy questions should
progress from the lowest to the highest of the levels of the cognitive domain
(knowledge, comprehension, application, analysis, synthesis, evaluation and
creativity).
Independent Practice:
Once the students have mastered the content or skill, it
is time to provide reinforcement practice. It is provided on a repeating
schedule so that the learning is not forgotten. It may be homework or
individual or group work in class. It can be utilized in a subsequent project. It
should provide for relevant situations not only the context in which it was
originally learned.
Time
Time
Review and Assessments of All ObjectivesHow will you and how will the
students know they have achieved the objectives of the lesson?
Content:
There is a vote about whether to kill the king, and students will write a
brief description of what they learned about the French Revolution through the
course of the debate.
Literacy and Numeracy:
Who spoke the best? what made their speaking the
best?
st
Democracy and 21
Century Skills:
Time
Closure
What will you and the students do at the end of the lesson or after a chunk of
learning to synthesize, organize and connect the learning to the essential
question(s)?
So the king has been slain, what does this mean for the revolution?
Time
Next Step
The reign of terror is next.
Post-Lesson Reflection
( For the Teacher)
1. To what extent were all objectives achieved?
The objectives were mostly achieved.
Students worked and wrote and argued reasons for killing the king, and do so well.
2. What changes would you make if you teach the lesson again?
I would likely have
more time for the discussion of capital punishment in general. I would also have a
more specific rubric for the arguments for and against regicide.
4. To what extent does this lesson achieve the Mission of the Agenda for Education in
st
a Democracy? To what extent does this lesson achieve the 21
Century Skills?
The
lesson did well in terms of honing argumentation and effective reasoning in
students. I would have liked to tie it more to capital punishment in general however.