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Teaching interns: Taylor Morency and Sarah Stewart

School: University Prep Academy High School


Grade level: 9th
Subject: U.S. History
Title: Jeopardy Review - Chapters 8 and 15
Time needed: 60 minutes

1) Learners and Learning Environment


a) Engaging and supporting diverse learners: Students will be placed into
groups by the instructor with the intention of heterogeneous teams in regards to learning
style, personality, and high and low level students.
b) Materials needed: Smartboard, students study guides, study guide
answer key, Jeopardy Powerpoint.

2) Outcomes and Assessment


a) Michigan State Standards and Student Outcomes
i) Strand I - Historical Perspective
(1) Standard 1.1 - Time and Chronology
(2) Standard. 1.2 - Comprehending the Past
ii) Outcomes
(1) Students will be able to identify key
terms, concepts, and people covered in the chapters (ex: Ellis Island,
Angel Island, nativism, militarism, Gavrilo Princip; covered in Chapters
8 and 15).
(2) Students will be able to identify and
analyze push and pull factors.

b) Assessment and Evaluation


i) Assessment is to be based on participation and
understanding of the material covered in the Jeopardy game.
ii) Evaluation - Students will be evaluated by their
completed study guides that will be turned in on Thursday.

3) Instructional Practice
a) Introduction: Students will be given a DO NOW asking them to list 3
push or pull factors for immigration, and then to discuss their study guide answers with a
partner (5 minutes). Instructors will walk around the classroom and answer any study
guide questions that students may have. Students will have the opportunity to discuss
their answers with their teams before the game begins.
b) Procedure:
i) Students will be formed into two teams (based on either
heterogenous grouping or sides of the room) prior to the game and will be asked
to go over their study guides given to them previously with their team. Students
will have about 10 minutes for this task. The purpose of this is to be sure that
students will be prepared for the review game and to allow them to finish their
guides if necessary.
ii) Following the quick study session with their teams,
students must elect one of their peers to be the person who will answer all
questions.
iii) The game (which can take up to 35-40 minutes) will
begin after a coin toss to determine which team will go first.
iv) Each team will get a 30 second time limit to answer the
question they have chosen. If they have not answered in 30 seconds, the opposing
team can steal the question. If either team answers incorrectly, the opposing team
will then take the turn. Each team will have 3 turns if they answer correctly.
v) The game will end when all questions have been
answered.

c) Technology
i) Used to prepare the lesson: PowerPoint was used to
create the game.
ii) Used with students: Smartboard used to present answers
and questions in an engaging format.
d) Closure
i) Students will again be invited to discuss any questions or
concerns that they may have about their upcoming test and also to ask any
clarifying questions that they may have about the content, time permitting.

4) References The notes given to students, the exam students will be taking, and the study
guide handed out to them are all resources used to create this lesson

5) Professional Responsibility
Some portions of this lesson went well, students were engaged in the game and most
were participating. Review games like Jeopardy tend to get everyone participating due to the
competitive side of it. However, some of the students just sat while their teammates did all the
work. This could likely be fixed by having each member of the team participate, instead of just
one leader: for example, each member has a chance to answer the question and it would go in
rotation. Next time we play a review game, I think it would be good to keep something like this in
mind. In our lesson as well, we found that we had a lot of time left after the actual game was
finished, so Sarah came up with the idea of a sudden death speed round, which the students
really enjoyed. It was the same game with the same questions, but going over them again helps
the students remember the content. While some students seemed prepared, others did not, and it
showed in the game. Many were confused as to what an ethnic neighborhood (a question in the
game) was, which was covered in their lessons as part of the unit on immigration. A few students
did not participate, as stated before, so there is little way of knowing if they met the outcomes
aside from their results on the test. This tells me that a lot of them are only studying small
portions of the unit. Given this, in the future I would like to try and do more vocabulary work
with them before studying begins, because I dont believe they are taking thorough enough notes
on their own. In addition, I find that relating historical events to current events helps them grasp
the concept much easier, so I would also like to do that in a future lesson as well. I believe that if
students knew more of the vocabulary, they would understand what the question actually means.