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Danielson Aligned Lesson Plan

Nicole Logozzo (PPS)

Primary Subject Area and Grade Level: List the primary content area for this lesson. List the beginning and ending grade levels for
which this lesson is appropriate.
Social Studies 8th Grade

Interdisciplinary Connections: Provide a listing of the subject area(s), in addition to the primary subject area that is incorporated in this
(1a: Demonstrating Knowledge of Content and Pedagogy)
Some of the students are reading books about Anne Frank as their independent reading
book for English.

Lesson Duration: State the approximate time frame for this lesson.
(1e: Designing Coherent Instruction)

40 minutes

Relevance/Rationale: Consider how your outcomes and plan will engage students cognitively and build understanding. Why are the lesson
outcomes important in the real world? How is this lesson relevant to students in this class (interests, cultural heritages, needs)?
(1b: Demonstrating Knowledge of Students)
This lesson introduces World War II. Students have just completed studying the Great
Depression and learned in their previous lesson how some believe gearing up for WWII
helped to end the depression. Now students are focusing on how a rise of Nationalism in
Germany brought about WWII. In the previous lesson it was apparent that students had
limited knowledge regarding WWII. Therefore this lesson begins with a traditional KWL
chart to enable the teacher to gauge the students’ current understandings. Students will be
introduced to the unit and partake in an activity that allows them to try to relate to the
concept. Students will participate in a discussion that is intended to help students relate to
the concept.

Outcomes/Objectives: What will students know and be able to do as a result of this lesson? Outcomes should be written in the form of
student learning and suggest viable methods of assessment. For teachers of English language learners: What language objectives will be
(1c: Setting Instructional Outcomes)
Students will evaluate if there is a consequence to nationalism.

Content Standard(s) and/or Common Core Learning Standard(s): For example: (CCSS) 4.NBT.3 Use place value
understanding to round multi-digit whole numbers to any place. Content area teachers should include appropriate English Language Arts
Common Core Standards for Content Areas, if appropriate, in addition to content standards.
(1c: Setting Instructional Outcomes)

CCSS. 8.6a: Worldwide economic depression, militant nationalism, the rise of
totalitarian rule, and the unsuccessful efforts of the League of Nations to preserve
peace contributed to the outbreak of war in Europe and Asia.
 Students will examine how the worldwide economic depression and militant
nationalism resulted in the of totalitarian rule.

Use of Formative Assessment to Inform Planning: Describe your student’s current levels of understanding of the content related to
the outcome for this lesson. What are some of the indicators that let you know that these outcomes and the lesson activities represent the
appropriate amount of cognitive challenge for all students?
(1f: Designing Student Assessments)
The students have limited knowledge of WWII and/or the Holocaust. Due to the fact that this
content is brand new for the students this lesson is intended to introduce the unit and some
major concepts and vocabulary. The lesson allows the teacher to challenge the students to
pull anything from their preexisting knowledge about WWII to gain a better understanding of
the students schema. Then, the students will be provided with the opportunity to work with
a partner and take on lenses similar to that of the Germans during WWII to understand their

Class Information: Describe any unique characteristics of the class (considerations may include: special needs, language levels, learning
styles, etc.). Describe how other adults (paraprofessionals, volunteers, co-teachers, resource teachers, etc.) will support student learning, if
applicable. Also include any other circumstances an observer should know about.
(1b: Knowledge of Students)
Since we share a classroom the seating arrangement is not ideal for our class. Students
have to move seats into groups that face the front of the room to eliminate behaviors and
lessen attention from the busses arriving at this time.
Classifications include:
KM-LD (Spanish speaking family needs translator for home contact)
SD-SLI, eye condition called Amblyopia (poor depth perception), chronic absences often
make it difficult for him to catch up and parent requests that he is never pulled to be caught
up with content therefore when possible the teacher or TA will sit next to him and try to brief
him on vital information
VP-OHI, struggles with reading and vocabulary, but once content is explained can
understand and analyze concepts
GG-OHI, BIP in effect, TA writes for this student when necessary (for longer writing he
JV-SLI (Spanish speaking family), struggles with the big picture and often requires multiple
real life examples

Overview: Provide a brief overview of the lesson. The overview should provide the observer with a description of the lesson’s content and how
it relates to the larger unit. Include prerequisite knowledge required to meet lesson outcomes and relationship to future learning.
(1a: Demonstrating Knowledge of Content and Pedagogy)
Students will complete a KWL chart to assess students preexisting knowledge relating to
WWII. The teacher will introduce the unit and major concepts that will be discussed as well
as significant vocabulary terms and people. Then, the students will work with a partner to
complete an activity where they will answer questions regarding how they would react to
specific circumstances. The situations are derived to reflect the emotions of the German
population during WWII. Once the students have completed the questionnaire, the teacher
will facilitate a discussion about the questions. The teacher will explain how the questions
relate the concepts that will be discussed throughout the unit. The teacher will review the
word Nationalism (a previously taught vocabulary term) and students will apply how the
emotions of the Germans and their new strong leader would bring upon Nationalism.

Technologies and Other Materials /Resources: List all materials, handouts, resources, and technology tools that are needed by the
student or the teacher to execute the lesson. Technologies may include hardware, software, and websites, etc. Materials and resources may
include physical resources (e.g. books, manipulatives, supplies, equipment, etc.) and/or people resources (e.g. guest speakers, librarian, etc.).
(1d: Demonstrating Knowledge of Resources)

Smartboard, Handouts, Writing tool, KWL Chart, Brainpop (Causes of WWII)

Grouping Strategy: Describe how you will group students to facilitate learning of the outcomes of
this lesson. What is the rationale for the grouping strategy?

(1e: Designing Coherent Instruction)

Students will be grouped based on behaviors.

Academic Vocabulary: What key terms are essential to this content? What terms are essential to develop and extend students vocabulary?
(1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)

World War II
Adolf Hitler

Lesson Procedures: The procedures should clearly describe the sequence of learning activities and should identify where and how all
materials, technology tools and student-created technology products, and reproducible materials/handouts are utilized in the lesson. Describe the
lesson sequence:

How will the lesson launch?

How will the material be presented?

What questions will be posed to the students? What are the expected responses?

How and when will the teacher model?

What opportunities will there be for guided practice, group work and individual practice?

How and when will you monitor student understanding throughout the lesson?

What opportunities will there be for reflection and closure?

Include approximate time allocations for each portion of the lesson. Be very precise when explaining the teacher and student tasks during the
learning activities.
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent

Students will enter the room and be distributed a study guide for WWII and be directed to record their homework
Students will be distributed a KWL chart in which they will be posed the questions What do I know about World War II?,
What do I want to know about World War II? And What have I learned today about World War II?
 On the board the teacher will display pictures from WWII to jive students’ memories and help with establishing schema
 Students will be given approximately 7 minutes to work on the KWL chart with a partner
 Students will share out responses – The classroom TA will record responses to assist the teacher in driving future
instruction -7 minutes
 The teacher will distribute a handout introducing WWII
 The teacher will read through the introduction page with the students introducing the unit question, important concepts,
and new significant vocabulary
 The teacher will show a Brainpop video about the causes of WWII
 Then the students will work with their partner on an assignment putting themselves in the role of how the German people
may have felt leading up to WWII (10minutes)
 The class will discuss the questions for the handout (10 minutes)
 The teacher will focus on the question at the bottom of the handout “Is there a consequence to nationalism?”
 The class will discuss the word nationalism and review its meaning and analyze the meaning of the question
 Then, students will fill in the remainder of their KWL chart
 Students will share out responses
Differentiation: Describe how you will differentiate instruction for a variety of learners, including students will special needs, English
Language Learners, and high achieving students to ensure that all students have access to and are able to engage appropriately in this lesson.
Be specific.

(1e: Designing Coherent Instruction)
The text will be read aloud as a group to eliminate comprehension struggles due to
lack of fluency.
The lesson contains elements of visual and auditory learning styles.
Students will be introduced to the topic without any expectation of background
knowledge throught the use of a KWL chart.
Students will be conversing with a partner when questions are posed to assist with
The teacher and TA will circulate for assistance.
Students will be taking answering questions that are intended to assist them in taking
on the perspective of the German population

Assessment Criteria for Success:

How and when will you assess student learning throughout the lesson (formative)?
How will you and your students know if they have successfully met the outcomes?
What is the criteria for mastery of the lesson outcome(s)?
Describe any (formative and summative) assessments to be used.
(1f: Designing Student Assessments)


Students may have difficulty with vocabulary (common vocabulary also)- The teacher


be assessed through partner discussions and whole group discussions
be assessed through work samples
be assessed through their KWL chart
be assessed through a unit project
Anticipated Difficulties: What difficulties or possible misunderstanding do you anticipate that students may encounter? How will you
prevent them from occurring?
(1a: Demonstrating Knowledge of Content and Pedagogy)

will review words that may cause difficulty understanding as well as unanticipated
words students may struggle with.
 Students may struggle with deriving any background knowledge regarding WWII
 Since some students have background opinions of FDR as a great president through
conversations at home they may find it difficult to identify that there were some parts
of FDR’s presidency that were not favored. This will be explained throughout the
Reflections: List at least three questions you will ask yourself after the lesson is taught.
(4a: Reflecting on Teaching)

How can I improve this lesson?
Did the students accomplish the goal?
Were students engaged?
How could I make this lesson more mult-sensory?
Is it necessary to follow up with a video to review this concept?
Was the timing appropriate?
What the text too complex?