CEP Lesson Plan Form

Teacher: Ben Kennard Date: 5/2/21

School: Rocky Mountain HS Grade Level: 9th Content Area: History

Title: Industrial Revolution in Great Britain Lesson #: 1 of 6

Identify which part of the lesson meets 1 or more of the 4 part Mission of the National Network for
Educational Renewal (Equal Access and Excellence, Stewardship, Nurturing Pedagogy and
Enculturation.): Group work covers enculturation

Lesson Idea/Topic and Rational/Relevance:
What are you going to teach and why is this
lesson important to these students? What
has already happened in this classroom
surrounding the subject you will be
teaching? What do students already know?
Why are you going to teach this topic now
(how does it fit in the curricular sequence)?
What teaching methods/strategy will you
be use and why?
In this lesson the students will work in Jigsaw groups
with primary sources from the Industrial Revolution.
Following their group work I will do a short introduction
to the topic, hopefully this will relate to their findings.
This will be the intro, so students will have no prior
knowledge, at least from this class, on the topic. This will
serve as an introduction to the Industrial Revolution unit,
and hopefully give the students a human perspective on
the era.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

1.1. Use the historical method of inquiry to formulate compelling questions, evaluate primary and secondary
sources, analyze and interpret data, and argue for an interpretation defended by textual evidence.

1.3. Key concepts of continuity and change, cause and effect, complexity, unity and diversity, and
significant ideas throughout the world from the Renaissance to the present.

Understandings: (Big Ideas)

The Industrial Revolution (IR) impacted the culture and classes in Great Britain at the time.

The IR started in Great Britain due to certain advancements.

The way we live life today is relative to the IR.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

Why did the IR start in the time and place that it did?

How were the upper, middle, and lower classes influenced by the IR in Great Britain?

Why did Karl Marx develop his socialist beliefs from the IR society?

Evidence Outcomes: (Learning Targets) AND (Success Criteria) Next to each Learning Target OR
Objectives, state how you are addressing literacy AND numeracy within this lesson.

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CEP Lesson Plan Form

I can: Read a primary source from the IR, identify key factors related to one class, and express these key
factors to my group.

This means: I can read a few sources, write down important information related to guiding questions,
and discuss with my classmates how my assigned class changed while listening to their assessments as
well.

List of Assessments: (Note whether the assessment is formative or summative)

Pre-Assessment (Formative): Students will read primary sources and finish a worksheet of about 5
questions which will guide their conversations during their group interactions.

Mid-Assessment (Formative-Graded): Students, after working in their small groups, will work together
to fill out forms which bring together all their guiding questions and a few questions which ask them to
make inferences relating to the IR.

Post-Assessment (Formative): Students will complete a Ticket Out the Door which will ask them three
questions, one relating to class systems, one related to why the IR started in Great Britain, and one
relating to how the IR changed society. This will be used to assess student understanding, but will not be
graded.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the students to The Human Factor of the Industrial Revolution: This will be the intro, so students will
associate with the activity. Think of the purpose as have no prior knowledge, at least from this class, on the topic. This will serve as an
the mini-rationale for what you are trying to introduction to the Industrial Revolution unit, and hopefully give the students a human
accomplish through this lesson. perspective on the era.
Approx. Time and Materials
How long do you expect the activity to last and what 60 minutes. One packet for each student (3 different packet types), slide show.
materials will you need?
Anticipatory Set
The “hook” to grab students’ attention. These are I will ask students whether they would prefer living on a farm all their lives and having no
actions and statements by the teacher to relate the way to create extra wealth compared to the lives they live. After some discussion I will
experiences of the students to the objectives of the introduce the Industrial Revolution as our topic for the time being and give a brief
lesson, To put students into a receptive frame of explanation of what it is. After this I will hand out their packets.
mind.
 To focus student attention on the lesson.
 To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
How do you intend to engage your students in
thinking during the Anticipatory Set? The strategy I intend to use is:

Why are you using it at this point in your lesson? I am using this strategy here because:

Procedures
(Include a play-by-play account of what students and
teacher will do from the minute they arrive to the
minute they leave your classroom. Indicate the
length of each segment of the lesson. List actual
minutes.)
1. Introduce topic with discussion on agricultural farming vs. industrial life. Write
down Learning Targets on the board. (5-10 minutes)
2. Hand out packets to students. Explain what they will be doing. Answer any
questions students have before they begin individual work. (5 minutes)
3. Students will work on their packets, first reading their primary sources and then

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CEP Lesson Plan Form

Indicate whether each is: answering the questions in the back of their packets. During this time I will be
-teacher input walking around the class answering questions and making sure students are on
-modeling track. (15-20 minutes)
-questioning strategies 4. Once students complete their packets, I will put them into groups based on
-guided/unguided: which packet they had (one or two from each ‘class’ or source group). (5
-whole-class practice minutes)
-group practice 5. Once in their groups, I will hand out their group packets which they will complete
-individual practice after taking turns explaining the point of view from their class. Once they finish
-check for understanding their group packet, I will come around to check completion and collect if they are
-other done. (20 minutes)
6. Once everyone is done, or time is running low, we will come back and discuss as
a class. On the board I will write down common ideas of the group. (10 minutes)
7. After completing the worksheets and a group discussion I will do a short lecture
which will cover the basic facts relating to the IR in Great Britain. Students should
be able to relate their group activity to the lecture material in their Ticket Out
the Door. (20 minutes)
8. Students will complete Ticket Out the Door. (5 minutes)
How do you intend to engage your students in
thinking during the PROCEDURE? The strategy I intend to use is:

Why are you using it at this point in your lesson? I am using this strategy here because:

Closure
Those actions or statements by a teacher that are I will give them a five-minute warning before finishing their individual work and group
designed to bring a lesson presentation to an work. For the group work I assume they will be loud so I will gain their attention through
appropriate conclusion. Used to help students bring any means of creating noise (i.e.: clapping, talking).
things together in their own minds, to make sense
out of what has just been taught. “Any Questions?
No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
 To help organize student learning
To help form a coherent picture and to consolidate.

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CEP Lesson Plan Form

How do you intend to engage your students in

thinking during CLOSURE? The strategy I intend to use is:

Why are you using it at this point in your lesson? I am using this strategy here because:

Modification: I will make sure that students with IEDs or 504s will have another student
Differentiation: in their group with the same source group and class focus. Also, at the end of the activity
Differentiation should be embedded I will have a brief lecture to ensure the information they collect fits the intended
throughout your whole lesson!! understandings.
This is to make sure you have met the
Extension: During group conversation, if I see that one group finishes early, I will have a
needs of your students on IEPS or 504 few questions set to continue their conversation.
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment Reflection: (data analysis)
How will you know if students met the learning I will assess their learning through the Ticket Out the Door. This will give me a basic
targets? Write a description of what you were understanding of what they took away and, if necessary, I will go to the previous
looking for in each assessment. assessments.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

I was not able to do this lesson, so I cannot fill out these areas.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

I was not able to do this lesson, so I cannot fill out these areas.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

I was not able to do this lesson, so I cannot fill out these areas.

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