Flipped Classroom Lesson Plan

Name: Lance Sprunger

READINESS
I. Goals/Objectives/Standard(s)
B. Objective – Social Studies
Learning about the Statue of Liberty

C. Standard(s):
 IAS: 1.1.2: “Identify American songs and symbols and discuss their origins.”
 ISTE: Empowered Learner 1c: Students use technology to seek feedback that informs
and improves their practice and to demonstrate their learning in a variety of ways.

II. Home Based Study – DAY 1 –

• Students view and/or interact with content via one or more of the following items: video clips, text
selections, comic strips, podcasts, images, etc. Teacher provides direction for the student about how to
utilize the upload resources.
• Students will watch a video about the Statue of Liberty and will be expected to fill out the questions
after watching the short video.

III. In-Class Lesson Study –DAY 2

 Anticipatory Set—
 Teacher checks that student have viewed/ interacted with the content provided (5
minutes)
 Approaches might include the use of personal response system [Clickers, Socrative, or
Plickers], Think-Pair-Share or Table Talk
 Teacher leads a short discussion about the video content. Students ask Questions about
aspects of the video or content they did not understand (5-10 minutes)
 Collect the videos over the questions
 Students will have discussions in their table groups about what they found interesting/what they
learned.
 Teacher will lead a short informational presentation over what was talked about in the video.

IV. Purpose:
 Statement given to student about the learning to come with and explanation of why it is important. It
is stated to the students!
 To learn the significance of the Statue of Liberty and the story behind how America received it.

V.Lesson Presentation (Input/Output) (40 minutes)

 Activity: The rest of the class is dedicated to an engaging activity or for students to get help on tasks
that are more difficult. Activities could take the form of debate, a map exercise, or a project. The
options are unlimited.
 Good strategies to include to any activity:
• Include: active participation and questions to be asked
• Include: technology and adaptations for students with special needs
• Include: modeling/monitoring
• Checking for understanding.
• Reteach
• Guided practice

1
  Activity
• Students will go on their laptops and take a virtual tour of the Statue of Liberty
• After the virtual tour students will write 4 sentences of what they learned onto the classroom
webpage.
• Once they complete the virtual tour they will be given a picture of the Statue of Liberty to color
and label the different parts. (Ex: the crown, pedestal, torch, etc.)
• In their table groups, students will present one of the features of the Statue of Liberty and a
historical fact that they learned.

VI. Closure/ Conclusion/Review Learning Outcomes

 The teacher will lead a short discussion of what the students learned and any questions they have to
wrap up the lesson.

PLAN FOR ASSESSMENT Develop a plan for assessing the degree to which your students have mastered
the learning outcomes from this lesson. Your plan should include formative assessments at a minimum, and
may also include summative and/or authentic assessments depending on the nature of the learning outcomes
and the placement of the lesson within the context of the unit.
Formative: (How do the students in my class know that they understood this material?)
By looking at their forum posts to the online classroom and by listening to their table conversations with the
information their share with each other.

Summative: (How do I know students are prepared for State standards)

By examining their work and their understanding of the American landmark.

Authentic: (What can we do to get involved)

By visiting the Statue of Liberty. Being aware of the government, and in the future possibly getting involved in
some way.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?

2. What were my strengths and weaknesses?

3. How should I alter this lesson?

4. How would I pace it differently?

5. Were all students actively participating? If not, why not?

6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences