Warren Cormier 9-10-2020

Name: LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

WHS.2B Identify the characteristics of civilization. After taking Cornell notes on the given lecture on the foundations of
Identify methods used by archaeologists, anthropologists, historical inquiry and civilization, students will be able to define the
different characteristics of civilizations, interpret and communicate
historians, and geographers to analyze evidence. historical information.
Specific Measureable Attainable Relevant _Time
Grade: 10 Subject: World History

Strategy to teach Language: (C4)

Task Analysis: (C4) What lang. must be taught: What skills must be

taught:

Assessment: (C5)

Strategies for Success: (C6) Element of Technology: (C6)

Cues and questions - Allow students to answer Google (research), Anchor (create a podcast), Twitter
questions asked by teacher, in groups, work in groups, (respond to classmate’s podcast)
students read aloud, Think pair share
Learning Styles Addressed: (C6) Resources / Materials needed: (C6)
Paper and Pencil Tests (Multiple-choice, short answer, essay, constructed response, written reports, assess students'
Historical Smart
Visual – Reading chapters, taking notes, vocab flashcards phone, laptops/tablet, textbooks, voting)
Anchor app,
acquisition of knowledge and concepts), Embedded Assessments (Impromptu quizzes or anonymous
Repetitive exposure to words
Twitter app, Google, Internet, index cards, notebooks,
Auditory – pen/pencils
Analyzing Historical Sources
Listening and Evidence, Making Historical Connections,
to lecture
Chronological
Kinesethic – Reasoning, Creating and Supporting a Historical Argument
Create podcast to discuss the comprehensive lessons
Higher Order Questions to ask: (C6)
1. Why study ancient civilizations?
2. Why are timelines important in history?
3.
Why are nomadic societies important in world history?
Hook: (C7)
Fun Facts – Facts about a topic that students put in order of
coolest to not so cool.
True or False – Ask students questions about information to
be taught. They can work individually or with a partner and
then see who gets the most correct.
Closure: (C7)
Exit Pass - Students give a written answer to a question before leaving.
Whip Around – toss ball around to share what they learned
Credit Cards - given an index card and required to state the lesson’s
objective and if they feel that objective was met. Credit is given for
participating.
Commercial - Students write a 1-2 minute commercial to use at home when
asked, “What happened in math class today?”
 1. Teacher Input / Direct Instruction / Modeling: (C6)
Model how to take Cornell style notes, explain what the students is expected to gather from each lecture, explain
and demonstrate a factual model, a cause and effect model, and a conceptual model

2. Student Activities / Guided Practice: (C6)

Period questions throughout the lesson that the students will silently raise their hands to answer, family feud type
game, group podcasts with peer responses, quizzes, entry questions, exit questions, review of lessons, group
discussions to present to class, sharing of notes with peers

3. Independent Practice: (C6)

Cornell note taking, chapter reading, creation of flashcards, tests, begin independent creation of world history
timeline

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R9)

Notes:
Name:
DELIVERY PLAN (C8)
OBJECTIVE: After taking Cornell notes on the given lecture on the foundations of historical inquiry and civilization,
Rigor students will be able to define the different characteristics of civilizations, interpret and communicate
historical information.

OPENING:
Retrieval Fun Facts – Facts about a topic that students put in order of coolest to not so cool.
True or False – Ask students questions about information to be taught. They can work individually or with a
partner and then see who gets the most correct.

TEACHER INPUT:
Relevance Discuss Cornell note taking, what students should be taking note on, and lecture. Checking to see if
students are taking proper notes, asking questions for students to answer periodically through lesson.
MODEL:
Routing Factual Modeling - Teach about the events, such as the dates, the key players, and the locations. Instruction focuses on the
historical events. Students are expected to be able to recall facts about the events.
Cause and Effect Modeling - Teach about the events as they relate to other prior events. Students are expected to make
inferences and draw connections among events.

GUIDED PRACTICE:
Retaining / Rehearsing
Break students into groups to go compare notes and to come up with a summary of the lesson.

INDEPENDENT PRACTICE:
Divide students into 2 teams and play a family feud type game to help reinforce what was learned.

CHECK FOR UNDERSTANDING:

Recognizing
Do a quick summary of the lesson and what the students were expecting to take down for their notes. Ask them “Why are
nomadic societies important in world history?”
ASSESSMENT:
A 5 question quiz covering the lesson.

RESOURCES / MATERIALS:
Textbook, pen/pencil, notebook, index cards, binder, google, internet service, tablet or laptop device, smartphone

CLOSURE:
Re-exposure
Credit Card – To allow the students reflect on the lesson, method of teaching, any other comments.