edTPA/OTES Lesson Plan Template

LESSON TITLE: The First Emperor of China SUBJECT AREA: World History

GRADE LEVEL: 6 TIME ALLOCATION: Up to 50 min

FOCUS FOR LEARNING: OBJECTIVES (MEASURABLE GOALS/TARGETS with active verbs):

- Student will be able to formulate an argument on whether they believe Qin Shi Huang was a good or bad
emperor and be able to provide evidence.
- Students will be able to create and write a bio for the First Emperor of China to express their arguments
using facts and evidence to support why they believe him to be a good or bad emporer

OHIO STANDARDS:
- ODE: Content Statements 2. Early civilizations (India, Egypt, China and Mesopotamia) had unique governments, economic
systems, social structures, religions, technologies and agricultural practices and products. The cultural practices and products
of these early civilizations can be used to help understand the Eastern Hemisphere today.

STUDENT PROFILE (Analyze students’ development, readiness for learning, preferred learning styles, or backgrounds and
prior experiences. Use more than one procedure to gain this info. )
- For students who may need extra help, I would allow students to work in groups on the in class
assignment so that they assist one another with the reading and forming an argument.
- I could also allow students to take the assignment home to work on and bring it back the next day to
show me their work.
- And for those students who don’t feel comfortable presenting their assignment, they can schedule a time
with me to present their work where I can give feedback and answer any questions on areas they may
have struggled.

CONNECTION BETWEEN PRIOR AND FUTURE KNOWLEDGE (Discuss students’ readiness for learning, preferred
learning styles, or backgrounds and prior experiences. Describe the procedure(s) used to gain this info ):
- This lesson would connect to prior and future knowledge because the students have been learning about
Ancient China and they’re Dynasty’s.
- It would also be beneficial to learn about Qin Shi Huang before we go into our discussion on Legalism.

INDUCTION (introduction to lesson) TIME ALLOCATIONS: 5 min

- Put the day’s objectives on the board. Pass out poster materials before the students
get to class. Pose the question of “Is Qin Shi Huang a good or bad emperor?”. I would ACTIVITY PURPOSE:
likely write this on the board, and when students are coming into class tell them to read Review of prior knowledge/skill?
the board and use their text books to familiarize themselves with him. New knowledge/skill?
- To let students know what their goals
for the day are and get them thinking
about their arguments.

STUDENT GROUPING:
(whole, small group, coop, indiv, other)
 Individual

IF GROUPED, EXPLAIN BASIS:

(random, differentiated, other, ..)

MATERIALS/RESOURCES: White or
chalk board.

ACAD LANG CONSIDERATIONS:

ASSESSMENT PLANS:
None?
Formative?
Summative?
none

ACTIVITY #1 (Include teacher questions, student expectations, TIME ALLOCATIONS: 5-7 min
modifications for students with special needs)
- Before passing out the reading on Qin Shi Huang, I will verbally ACTIVITY PURPOSE:
pose the question on the board; “Is Qin Shi Huang a good or Review of prior knowledge/skill?
bad emperor?”. New knowledge/skill?
- I will then allow students to think about their answers based on For students to gather prior knowledge
their prior knowledge from when we discussed his dynasty in before going into the reading.
class previously and from their textbooks.
- Students are then expected to be able to collaborate and STUDENT GROUPING:
discuss their reasoning’s with the students sitting around them. (whole, small group, coop, indiv, other)
- I will be going around to different tables and asking students to small groups
explain their discussions with me.
IF GROUPED, EXPLAIN BASIS:
(random, differentiated, other, ..)
Just grouped by the students around
them and is purposeful because it
allows students to collaborate

MATERIALS/RESOURCES: and prior

knowledge or resources they have
from our previous lesson on his
dynasty.

ACAD LANG CONSIDERATIONS:

ASSESSMENT PLANS:
None?
Formative?
Summative?
Slightly formative as I walk around the
class and discuss with students what
their arguments are so far.

ACTIVITY #2 (If needed. Include teacher questions, student TIME ALLOCATIONS: 10 min
expectations, modifications for students with special needs)
- I will then pass out the reading and ask students to read it on ACTIVITY PURPOSE:
their own (unless they talked to me previously and prefer to Review of prior knowledge/skill?
take turns reading with one other student). New knowledge/skill?
- I will then ask students to get back into the groups they were This would help them to outline
discussing with previously. evidence that they could use in their
 - Groups will create pro/ con lists that will detail all of the
accomplishments as well as bad things he did during his rule.
- The class will them reconvene and share some of their
answers with the class. I will ask groups to add one or two
points onto a collective pro/ con list that we will make on the
white board.
arguments, as well as create a visual
they can refer back to when deciding is
he was a good or bad ruler.
STUDENT GROUPING:
(whole, small group, coop, indiv, other)
individual, small group, and whole
class for certain parts.

IF GROUPED, EXPLAIN BASIS:

(random, differentiated, other, ..)
- groups for certain aspects so that
students can collaborate and add
points to their lists that perhaps some
hadn’t thought of.

MATERIALS/RESOURCES:
-The reading
- White board
- Paper/ pencil

ACAD LANG CONSIDERATIONS:

ASSESSMENT PLANS:
None?
Formative?
Summative?
Group formative because I am gaging
how much students know as a class
based on what they added to the class
list on the board.

ACTIVITY #3 (If needed. Include teacher questions, student TIME ALLOCATIONS: 15- 20 min
expectations, modifications for students with special needs) (REPEAT
AS NEEDED) ACTIVITY PURPOSE:
- After the reading activity, I will then have students work on their Review of prior knowledge/skill?
own or in pairs to create either a “wanted” poster or a New knowledge/skill?
Newspaper bio about Qin Shi Huang based on whether they - I want to be able to see how
believe him to be a good or bad emperor. well students can support
- This bio should include personal information on Qin Shi Huang, claims
what he did as an emperor as well as visuals to make it actually - I want to be able to test their
look like a Wanted poster or Newspaper. Students can either knowledge and understanding
draw their own pictures or use print outs that I will provide. of the reading as well as what
- Students will be expected to answer all of the criteria that I ask they learned about who the
for. First Emperor of China was.

STUDENT GROUPING:
(whole, small group, coop, indiv, other)
Individual or two person group.
IF GROUPED, EXPLAIN BASIS:
(random, differentiated, other, ..)
-The groups would only be for those
students that work better with another
person and may need extra
assistance. For this Though I will
expect students to write down who did
 what.

MATERIALS/RESOURCES:
-Poster board that I will provide
-Print out pictures that I will provide
-Markers

ACAD LANG CONSIDERATIONS:

ASSESSMENT PLANS:
None?
Formative?
Summative?
This is the main Formative assessment
of the lesson because this should be
an indicator of what students learned
from this lesson and how well they
understood the reading, and were able
to form an opinion.

CLOSURE TIME ALLOCATIONS: 10 min

- Students will be able to present their posters if they like. For
those who are less comfortable speaking in front of the class, ACTIVITY PURPOSE:
they can schedule a time to meet with me and share their work. Review of prior knowledge/skill?
- Within a short presentation, students will be able to states their New knowledge/skill?
argument as to whether they believe him to be a good or bad - a chance for students to show me
emperor as well as wheat evidence they used. and their classmates what they learned
- They would then be expected to turn them in after the present. and created from todays lesson.
- This will be used for students to show me what they learned
that day about Qin Shi Huang. STUDENT GROUPING:
(whole, small group, coop, indiv, other)

IF GROUPED, EXPLAIN BASIS:

(random, differentiated, other, ..)

MATERIALS/RESOURCES:

ACAD LANG CONSIDERATIONS:

ASSESSMENT PLANS:
None?
Formative?
Summative?
Going along with the previous part of
the lesson, this will help me in gage
how much they learned from just this
topic on The First Emperor of China.
DIAGNOSTIC ASSESSMENT (Discuss post-teaching plans based on assessment data collected to inform future teaching ):
I will assess based on the Formative assessments I did throughout the class with students working together to
create their pro/ con lists, as well as the final product of the information students were able to relay through their
posters.