LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name: Joseph Luebbe

Date: February 26-27, March 2

Unit Essential Question: What was life like during the French Revolution?
Lesson Topic: Authentic Assessment of the French Revolution

Class: World History

PLANNING THE LESSON

EQUAL ACCESS
ENCULTURATION
NURTURING PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for All
of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
Students will be participating in nurturing pedagogy, safe and caring for all. We will be working
on an authentic assessment that will allow students to show their creativity. This especially
appeals to students that are more artistic or enjoy creating and applying the knowledge that
they have learned.
STANDARDS (www.cde.state.co)
Content:
History 3.c.:
Evaluate the historical
development and impact of
political thought, theory and
actions.

Literacy and Numeracy:

Write clearly and coherently
for a variety of purposes and
audiences.

Democracy and
21st Century Skills:
Collaboration:
Cooperate for a common
purpose.

Literacy and Numeracy:

SWBAT write clearly and
coherently for a variety of
purposes and audiences by
creating a time travel
brochure, back to the French
Revolution.

Democracy and
21st Century Skills:
SWBAT cooperate for a
common purpose for the
purpose of improving the 21st
century skill, collaboration.
They will accomplish this by
creating a time travel
brochure, back to the French
Revolution.

OBJECTIVES
Content:
SWBAT evaluate the historical
development and impact of
political thought, theory and
actions by creating a time
travel brochure, back to the
French Revolution.

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:
Literacy and Numeracy:
Democracy and
21st Century Skills:
Students will get into
Students will get into
Students will get into
groups of three, as
groups of three, as
assigned by me. They
assigned by me. They
groups of three, as
will create a time
will create a time
assigned by me. They
travel brochure that
travel brochure that
will work together to
create a time travel
pitches the idea of
pitches the idea of
brochure that pitches
travelling back to the
travelling back to the
French Revolution to
French Revolution to
the idea of travelling
see key people and
see key people and
back to the French
events. Inside of the
events. Inside of the
Revolution to see key
brochure, the students
brochure, the students
people and events.
will include pictures
will include pictures
Inside of the brochure,
and text describing the
and text describing the
the students will
events and people
events and people
include pictures and
text describing the
they will see. The
they will see. The
events and people
students will show
students will show
they will see. The
their progress as a
their progress as a
students will show
TOD. Students will
TOD. Students will
their progress as a
share their final
share their final
TOD. Students will
product to the class.
product to the class.
share their final
product to the class.

KEY VOCABULARY
Content
Time Travel
Historical Fiction

Literacy and Numeracy

Marketing

Democracy and
21st Century Skills
Collaboration

LESSON FLOW
Time

Anticipatory Set Purpose and Relevance

The purpose of the anticipatory set is to stir the creative side of the student. This
is relevant, as they will be creating time travel brochures that will require a
creative application of the content.

Time

Pre-Assessment
We will create a list together of the key events and people of the French
Revolution. These events will be used in their brochures.

Time

Building Background
Link to Experience: Students just created a timeline of French Revolution events
and just finished a lecture series on the same topic.
Link to Learning: Students will be authentically and traditionally assessing their
knowledge of the French Revolution.

Time

Activity Name
French Revolution: The Main Event
Anticipatory Set
We will create a list together of the key events and people of the French
Revolution. These events will be used in their brochures.

Time

Instructional Input
Input: The students and I will generate a list to assess their prior knowledge of
the French Revolution. Then students will be asked to use their laptops or school
computers to create a brochure in the program of their choice. Finally, students
will show me their progress as a TOD.
Modeling: I will model the information that needs to be generated on the list by
creating the first event. Also, I will show students the time machine brochure that
I created so they have an idea of what it should look like.
Checking for understanding: I will check for understanding of the assignment by
looking over the students time travel brochures frequently throughout the class.
Models of Teaching:
Cooperative Learning, Concept Attainment, Mastery Learning
SIOP Techniques:
Authentic assessing, I do, We do, You do, fist to five
Guided Practice:
Students will receive guided practice during the hook, as well as assistance with
their brochure (as necessary).

Checking for Understanding:

I will check for understanding of the assignment by looking over the students
time travel brochures frequently throughout the class.
Questioning Strategies:
Why is it important to know your target audience?
How does the inclusion of pictures and visually appealing font and colors improve
the success of a brochure?
Why is it important for us to have authentic assessments, as well as traditional
assessments?
Independent Practice:
Students will work with a partner or two to complete the time machine brochure.

Time

Accommodations, Modifications, and Student Adjustments

Students that require accommodation or modifications will receive them per
their IEP or 504. Those students without laptops will be allowed to use the
computers in the flex lab or can create the timeine using paper and other
supplies.

Time

Review and Assessments of All Objectives

Content: The students will create a brochure advertising time travel to the
French Revolution and the key individuals involved.
Literacy and Numeracy: The students will create a brochure advertising time
travel to the French Revolution and the key individuals involved.
Democracy and 21st Century Skills: The students will create a brochure
advertising time travel to the French Revolution and the key individuals involved.

Time

Closure
We will finish the class by having students volunteer to show their progress on
the SmartBoard to show off their creativity.

Time

Next Step

We will complete the authentic assessment and prepare for the traditional
assessment.
Post-Lesson Reflection (For the Teacher)
1. To what extent were all objectives achieved?
a. The content, literacy, and 21st century skills objectives were met through a
variety of formative assessments, as well as checking for understanding
periodically throughout the lesson.
2. What changes would you make if you teach the lesson again?
a. Some changes that I would make with this lesson is not allowing the students
to pick their partners on their own. When students get to pick, they
automatically pair up with people they are already familiar with. This also
resulted in some of the more advanced students grouping up, while students
that were struggling were paired up and had trouble keeping each other
accountable.
3. What do you envision for the next lesson?
a. For the next lesson, students will complete their authentic assessment and
present it to the class. The students will also print their brochures to hang up
around the class. Finally, students will prepare for the final assessment by
participating in a round of Jeopardy that the students are sure to enjoy.
4. To what extent does this lesson achieve the Mission of the Agenda for Education in
a Democracy? To what extent does this lesson achieve the 21st Century Skills?
a. Students will participated in nurturing pedagogy, safe and caring for all. We
will worked on an authentic assessment that allowed students to show their
creativity. This especially appealed to students that are more artistic or enjoy
creating and applying the knowledge that they have learned. Students were
also able to work together with partners throughout the class period,
improving their 21st century skill collaboration.