Teacher Candidate: Caleigh Scanlon Subject: Cold War Grade Level: 8 Lesson Number: 3

Central Focus/Overall Goal: Students will be able to evaluate the policies the United States enacted during the
Cold War and how it impacted the United States affairs domestically and abroad.

Learning Segment/Unit Language Function: evaluate

State-adopted New York State Social Studies Framework 8.7b

student academic The United States based its military and diplomatic policies from 1945 to 1990 on a
content standards policy of containment of communism.
Students will examine the policy of containment and its application in the postwar
period, including the Marshall Plan, the Korean War, the Cuban missile crisis, and the
21st Century Skills Vietnam War.

21st Century Skills-Communication

Collaborate with others
Communicating clearly by articulating thoughts and ideas effectively using oral,
written, and nonverbal communication skills in a variety of forms and contexts

NYS Next Generation Literacy Standards:

Identify aspects of a text that reveal an author's point of view, stance, or purpose (e.g.
rhetorical language, inclusion or avoidance of particular facts, images, visuals, etc.).
Lesson
Objectives/Targets/ 3a. Students will be able to explain the policy of containment and the domino theory.
Goals

edTPA requirement

3a. Exit Slip

Evidence

Common A common misconception that students may have is students may not know
Misconceptions/ what dominos are, and not get the reference to domino theory. Students may
Possible Student
Errors & How they
also be unfamiliar with the policy of containment, and will be introduced to it for
will be addressed the first time in the lesson. These will be addressed using multiple strategies by
the teacher including guided notes for background information, guided practice
in flip book activities, as well as guided readings for students to complete, and
a domino activity where students are making their own dominoes to
demonstrate the theory in a physical way.
Procedure – Bellringer
● The teacher will start off the lesson by having students look at a political
Label: Instructional cartoon from the Cold War era (Visual)
method(s), learning ● The teacher will facilitate a turn and talk with the class asking students what
tasks, modeling,
they see in this political cartoon to their elbow partners.
guided practice,
scaffolding, ● The teacher will write all the answers students come up with on the board.
independent practice, ● When the discussion is over, the teacher will ask students what they think the
activities and/or other meaning of this political cartoon is.
● Students will write what they think it means on small slips of paper with the
Label: Bell Ringer question prompt provided by the teacher.
Also may be called: ● The teacher will ask two students to repeat the directions for the class. (CFU-
anticipatory set, hook, directions)
introduction, review, ● The teacher will give students one minute to complete the task.
Do Now, Write Now, ● The teacher will give a ten second warning. (Transition)
Silent Starter, warm-
up
 Transition: When the bellringer on the political cartoon is complete, the teacher will
move forward with the agenda, introducing the words containment and domino
Label: Transitions theory.)
Label:
Agenda/Objectives:
Accommodations for
Learning Modalities ● The teacher will introduce the agenda for the day to all the students on the
visual, auditory, and board.
kinesthetic ● The teacher will have a student read the agenda, as well as read the
objectives for the class, as well as the central focus objective. (Auditory)
Label: Checks for ● The teacher will introduce the terms containment and domino theory to
Understanding: students, and have them fill out a vocabulary sheet with the definitions. (AL:
directions, and/or Introduced)
content (formal or ● The vocabulary worksheet is an ongoing activity for the unit, adding when new
informal) vocabulary is introduced.
Label: RBIS#____
Quick Videos and Guided Notes:
Label: Evidence of ● The teacher will move forward with watching brief video clips about the policies
Cognitive Student of containment and domino theory as an introduction. (Visual)
Engagement (CSE) ● The teacher will ask students to write down at least two facts from each video
on domino theory and containment on a worksheet provided by the teacher.
● When the videos are finished, the teacher will ask students to turn to their
Label: Academic elbow partner and discuss what they learned from the videos.
Language ● The teacher will ask two students to repeat the directions. (CFU-directions)
(introduced/practiced/ ● The teacher will give students a minute to discuss before moving forward with
assessed)
guided notes. (Transition)
Label: ● The teacher will move forward with some guided notes on the policy of
21St Century Skills containment, the domino theory, and the history of it. (Auditory, RBIS #2)
● The teacher will provide the guided notes for students to follow along and fill in.
Transition: After the guided notes are complete the teacher will move forward with the
Label: Adaptations/ next activity.
Accommodations for
diverse learning Self-Evaluation:
needs (not required) ● The teacher will provide students a self-evaluation worksheet to complete.
● The self-evaluation will have students answer how comfortable they are with
knowing all the terms they had learned in the first two lessons so far, by rating
Label: Differentiated
Instructions (content, it 1-5. The students will then explain why they rated themselves that number
process, and/or product for each word.
–ability/readiness) – see ● The teacher will ask two students to repeat the directions for the class. (CFU-
unit directions for directions)
quantity ● The teacher will give students seven minutes to complete and a one minute
warning.
Label:
Interdisciplinary Skills Transition: After the students give back their self evaluations to the teacher, they will
move forward with a vocabulary activity.

Label: Closure Flipbooks and Vocabulary Sheet Activities

Label: Manipulative-
1per unit minimum
● The teacher will then instruct students to open up their vocabulary graphic
organizers used for the entire unit.
● The teacher will instruct students to fill in the columns for the two vocabulary
words introduced in the lesson today: containment and domino theory.
● The students will write the term, write a definition in their own words, and
create an illustration/gesture or jingle to help them remember the term.
(Manipulatives)
● The teacher will give students five minutes to complete.
● The teacher will ask for two students to repeat the directions for the class.
(CFU-directions)
● The teacher will give a thirty second warning.
 ● After students complete the organizer, the teacher will hand out flipbook
materials and instructions for students.
● Using the two words introduced, the students will create their own flip books
using the words containment and domino theory. The will write the term on the
front tab, and then write a definition in their own words. (Vocabulary PD
Strategy #2)
● The teacher will model how to create a flipbook for the class using the words
history and science. (Modeling)
● The teacher will then have students complete one independently using the
terms domino theory and containment. (AL: Practiced)
● The teacher will ask for two students to repeat the directions for the class.
(CFU-directions)
● The teacher will give students ten minutes to complete, and a one minute
warning.
Transition: After students have completed the vocabulary activities, the teacher will
then move forward with the next activity.

Domino Theory Activity/Guided Readings:

● The teacher will purposefully group students up based on assessment data
collected. The teacher will group based on ability, and will have colored dots
on the top of each reading for students.
● The teacher will then hand out small passage readings to each member of the
groups they are placed in, each about a country that became Communist
during the Cold War.
● The readings will be about North Vietnam, China, Laos, and North Korea.
● Students will read the passages provided to them, and complete some of the
guided questions. These readings will be differentiated based on difficulty.
(Differentiated Instruction-ability/readiness,DI Strategy #2)
● When students complete the readings, they will create their own domino using
shoeboxes provided by the teacher. Each group will have their country based
on their reading to cut out and color in. Students will tape countries to sticks on
the domino. On the domino the students must write and provide basic
information: what is the name of the country? When did it become a
Communist nation? Who are its neighbors? What’s the geography? And what
is domino theory in your own words? (Visual, 21st Century Skills-
CommunicationRBIS #1)
● The teacher will ask for two students to repeat the directions to the class.
(CFU-directions)
● The teacher will give students twenty five minutes to do the readings and
complete the dominoes.
● When the dominoes are complete, the teacher will then ask students to figure
out the order in which they go in, starting with the nation that first became
Communist to the last, and place the dominoes in that order. (Kinesthetic,
CFU-directions)
● After students have figured out the order, each group will introduce their nation
to the other students in the class, by sharing what they learned and what they
wrote. (Auditory)
● After all students do their introductions, the teacher will then have students
knock over the dominoes as a demonstration on what it mean by the domino
theory. As one country turns communist, the neighboring ones will follow like
dominoes. (Kinesthetic)
● After all the dominos are knocked down, the teacher will hold a debrief, having
students discuss what they liked, and disliked about the project.
Transition: When the domino theory activity is completed, the students will return to
their seats for the closure activity.
 Closure/Exit Slip
● The teacher will introduce an exit slip for students to complete.
● The teacher will provide the slips for students to hand out.
● The teacher will read the directions out loud, and have then written on the
board for all students to see.
● The students will answer the following questions: what is containment in your
own words, and what is the domino theory in your own words?(CFU-content,
formal, CSE,AL:Assessed)
● The teacher will ask for two students to repeat the directions for the class.
(CFU-directions)
● The teacher will give students four minutes to complete.
● The teacher will collect the exit slips from students.

Formal-Formative Assessments - This should align with what is listed as evidence on page one

Name the assessment and describe the For each assessment include:
purpose/what is being assessed 1. Evaluation Criteria and
(include related objective(s)) 2. Feedback Method

3a. Exit Slip- This will be a formal-formative 1. On target students will be able to explain
assessment that assesses the knowledge of what the policy of containment and the
students in understanding what the policy of domino theory is in the exit slip. An on
containment is, and what the domino theory is.
target will receive 2 points, which is the
This assessment lines up with objective 3a,
maximum points allowed for the exit slip.
because it is having students explain the policy of
containment, and what the domino theory is. One point for each question answered
correctly. A below target student may be
able to identify one and not the other, and
give a simple definition. A below target
student would get 1-1.5 points. Partial
credit will be allowed. An above target
student will be able to explain what the
policy of containment and domino theory is,
and may give explicit examples. Like the
on target students, they will get 2 points,
which is the maximum amount.
2. Each student will receive narrative
feedback on their exit slips. The narrative
feedback provided by the teacher will
include positive reinforcement, such as
“good examples used!” or “great use of
your own definition”. To go along with the
narrative feedback, the teacher will also
provide instructional feedback, to help
reinforce accurate responses.
Academic Language Academic Language: Containment, domino theory
required for the lesson
Introduced: The teacher will introduce the vocabulary to students during the
How will the language be agenda and objectives of the day. The students will write down the definitions
introduced, practiced, &
provided by the teacher on the vocabulary sheets they have for the entire unit.
assessed?
This sheet is an ongoing one for every lesson when new vocabulary is introduced
to the class. The teacher will go over the activities that students will be
completing to help understand the vocabulary better, such as using the graphic
organizer provided for students by the teacher (also an ongoing activity for new
 If vocab is introduced in a vocabulary), as well as completing a flipbook for the new vocabulary of the day:
previous lesson, please containment and domino theory.
state this.

Teacher
description/explanation & Practiced: The academic language will be practiced by students through the use
illustration/gesture/jingle, of two vocabulary activities: a flipbook and the graphic organizer for vocabulary
student opportunity to restate that is ongoing for the entire unit and used when new vocabulary is introduced.
and create a The students will complete the graphic organizer by writing the term down, then
symbol/image/graphic, a
place to record vocab for later
writing the definition of the term in their own words, and then creating an
use (foldable, vocab illustration, gesture or jingle as a way to help them remember the term. Students
notebook, graphic organizer, will also create a flipbook, which will be modeled by the teacher, and then done
other) independently. Students will use this flipbook by writing the two definitions
introduced, containment and domino theory, and writing their own definitions, and
an illustrative representation of the term for them to remember.

Assessed: The academic language will be assessed through the use of an exit
slip. The students will answer the following questions: what is containment in your
own words, and what is domino theory in your own words? This will be assessing
students on their knowledge and understanding of what the two terms are, by
having them recode the information learned and write their own definitions of the
terms rather than copying the one the teacher had provided.

Instructional Resources/
Materials http://dailprice.weebly.com/containment-of-communism.html
https://www.youtube.com/watch?v=44cnzhzcYjs (Domino Theory)
https://www.youtube.com/watch?v=N8yb7e5qsM8 (Containment Policy)
Guided Readings
https://www.k12.wa.us/sites/default/files/public/indianed/tribalsovereignty/high/cw
p-hs/unit4/level1-materials/foldables.pdf (pg. 23)
Domino theory materials
Exit Slips
Research and/or Theory
Supporting Instructional RBIS #1: Cooperative Learning- This is taken from Marzano’s Nine Categories
Decisions (at least 2) of Instructional Strategies (2012). This strategy has students working together in
*Name the strategy, link it to
small groups to complete a task together, which is in this case answering the
research, and justify the guided questions and completing the domino of their country. By having students
connection using 2+ work cooperatively, it provides them opportunities to interact with one another
sentences minimum that can help them enhance their learning.

RBIS #2: Provide Options for Comprehension- This is taken from the UDL
guidelines, 3.1 (2011) which is to activate or supply background knowledge. The
teacher will be using some guided notes for students to help ease them into the
vocabulary that they will be learning in the lesson. By supplying that background
information for students, it allows students more time to comprehend the terms
they will be using in a social studies context.
Include key instructional materials and assessments. Provide citations for materials that you did not create.

Formative Lesson Plan Template Hackett 2018 – includes practice for the edTPA Prompts/Language in blue are requirements from the edTPA Secondary Handbooks - Copyright © 2019 Board of Trustees of the Leland
Stanford Junior University. All rights reserved. Reminder: This information can only be used with candidates in programs and courses that are preparing students for the edTPA exam. All materials must remain secure.

Objectives, input, anticipatory set, guided practice, independent practice, checking for understanding, closure
Hunter, M. (1982). Mastery teaching: Increasing instructional effectiveness in elementary and secondary schools, colleges, and universities. Thousand Oaks, CA: Corwin Press.