Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________

Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement) 8.4. W.D.Evaluate how conflict and cooperation among groups and organizations have impacted the development of the world today 8.4. W.C.Evaluate how continuity and change have impacted the world today. 8.4. W.A.Evaluate the role groups and individuals played in the social, political, cultural, and economic development throughout world history. Lesson Objective(s) (Stated in observable and measurable terms) The student will be able to create an accurate timeline of a chosen topic of the Holocaust using 7 dates with 3 sentences per date to describe the event of the date and the importance of it. Assessment Plan (What will be done to determine if lesson objectives have been met?) A teacher created rubric will be used for this purpose. Materials: Computer lab, notes on chosen topic, 3 days of class time to create, 2 days of class time to present, Smart Board Inclusion Techniques for Students with Special Needs: The special education teacher will be available for those who need the support, extra time to complete the assignment, fewer sentences needed for descriptions, dictionary, thesaurus, a larger monitor, audio directions, written directions on desk Enrichment Techniques: Students will be required to give an explanation to why they chose this topic, and have 10 dates on the timeline. Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): Small group instruction for directions, tiered assessment, negotiated criteria for quality.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set: The teacher will ask the students to tell her what they found most interesting about the Holocaust unit. The teacher will give some time for the students to think about this and take volunteers to answer. Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) 1. 2. 3. 4. 5. The teacher will explain to the students that they will be creating their own timeline based on one topic from the Holocaust that interests them. They may choose a person, event, or group for this activity. The teacher will explain that the students will be using the Dipity site to do this. The teacher will explain that they will be using class notes and other research they have done to do this. The teacher will ask the students to go to the site as she does on the Smart Board. The teacher will go over the elements the site has to offer and explain what they need to do. The teacher will explain that there also needs to be photos included on the timeline and show them how to do this. The teacher will pass out the rubric and go over it with students, answering any questions that may arise. The teacher explains to the students that they will have 3 days to complete the project and there will be 2 days of presentation.

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7. 8.

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The teacher will ask the students to choose their topics and makes a list of topics beside each students’ name. If they are unsure of their topic at this time, the teacher explains they will have until the following class to choose one or the teacher will choose for them.

Guided Practice/Independent Practice/Assessment Activities This assignment will be done independently, unless otherwise discussed with the teacher.

Closure: The students will present their projects to the class and a discussion of the topics will ensue.

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