CEP Lesson Plan Form

Teacher: John Carlson Date: 02/24/2022

School: Golden High School Grade Level: 11th Content Area: Social Studies

Title: Imperialism Assessment Review Lesson #:_2_ of _4_

Lesson Idea/Topic and This lesson will revolve around a review game centered around the students' own abilities to generate
Rational/Relevance: questions based on a topic from the Imperialism Unit. Students will work in groups to generate a variety of
questions that are related to their assigned topic. This review style will work in their favor as they are
building a “One Pager” of their own design. The review will give the students a chance to begin to think
about the questions they want to use for their assessment.
Student Profile: This class has a mix of learners that show their abilities in unique ways. Most of the students in this block
are self motivated and willing to explore the history themselves. They do get restless, especially on
Wednesdays when classes are longer (1:30). This class as a whole needs multiple modes of entry into the
content in order for all to succeed. There are a set of 504s and IEPs in the classroom that need additional
monitoring. This occurs mostly in the form of reduced reading when annotating, and breaks when needed.
Students will use these multiple styles of learning to generate unique questions for the Unit Review.

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

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

2.2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.

Understandings: (Big Ideas)

1. The importance of Imperialism and how it plays a role in many of the Current Issues seen around the world today.

2. How to generate a variety of unique questions that will vary in level of understanding on the unit.

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

● What are the lasting effects of Imperialism?

● Which events do we feel were most important involving Imperialism?

● How did various countries/nationalities respond to threats of Imperialism differently?

● What was the Makeup of the world after the age of New Imperialism?

● Where can we see the effects of Imperialism around the world today?

● Why does Imperialism/the events of Imperialism matter to our lives today?

● Which images/drawings do you associate with Western Expansion?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard using student voice)

1. Use class notes or assignments to generate thoughtful review questions.

2. Vary the levels of thinking and understanding present in their review questions.

3. Help their peers to compete in a review game.

I can: generate generate questions revolving around Imperialism that vary in level of thinking

This means: I can use my critical thinking skills to help build a review sheet for all of my classmates and fill out the sheet to prepare for my assessment
next week.

List of Assessments: (Write the number of the learning targets associated with each assessment)

- Generated Review Questions in Groups

- 2 Targets (1 and 2)
- Review Game
- 1 Target (3)

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CEP Lesson Plan Form

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Planned Lesson Activities

Name and Purpose of Lesson Imperialism Review: Student Generated Questions

Consolidating the information that we have covered in this class into one shared
document. Using the students' deeper understanding to create various levels of questions
to help their peers study. Then a movement oriented game to get the students physically
involved in the memorization and consolidation of the necessary information.

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson?
Yes ___ No _X__
I will be teaching alone during this lesson.
Why did you choose this model(s) and what are the teachers’ roles?
This model has been chosen because I have taken this class from the beginning alone. We
are keeping the same structure for the class to feel as familiar as possible for the students.
I co-teach in my other classroom (Geography).

Approx. Time and Materials Time: 50 minutes

Materials:
- Imperialism Review Slideshow Review_Imperialism
- Document to share within their groups and work on creating questions of their
own. Imperialism Review Questions
- Review game using the questions the students created
- https://quizizz.com/admin/quiz/59ef275c12f9ca100014d5ca/imperialism-africa
-

Anticipatory Set I am going to open the class with a quizizz game. The students took this quiz at the
beginning of the unit as a baseline for their knowledge on the subject. We are retaking the
quiz to see the progress made during the unit, as well as showing us the different levels of
questions students may be able to create for the review game. This will get the students
into the right mindset for class. The main goal is to see classroom improvement
throughout the unit.

Procedures The strategy I intend to use is: online platform video game, group work, and a Review
game throughout the class period. These varying procedures will give students different

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CEP Lesson Plan Form
levels of engagement and opportunities to participate in the class. The plan is to use these
various procedures to ensure the variety of learners in the class are able to access the
review material and show the teacher their level of knowledge.
Teacher Actions
1.Pull up the online quizizz
game the students have
already taken at the
beginning of the unit.
Ensure students sign up for
the game and names on the
platform are school
appropriate. The Teacher
should write down the
classroom score to compare
with the earlier taken
quizizz.
https://quizizz.com/admin/q
uiz/59ef275c12f9ca100014d
5ca/imperialism-africa
2. Teacher will then
transition into the
Imperialism Review
Assignment. They will need
to open the slideshow and
give the necessary
instructions to the students.
The teacher will then assign
the class into groups and
give them each an area of
study we focused on in the
unit.
Review_Imperialism
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Student Actions
1.Students are to take the
quiz online and answer the
questions to the best of their
ability. It is self-paced and
students can take their time
while completing the quiz.
2. Students are to have their
chromebooks with them and
open the assignment on
Google Classroom. They
are then to open the
document and share it with
each of their group
members to work on
equally. Students are then to
generate review questions
for the unit on the document
based on the various
question structures given to
them. Once finished, and all
group members have
participated, students will
turn this document into the
Google Classroom
Assignment.
3. Students are to ensure
their questions are accurate,
upload their document to
Data Collected
1.Teacher is to write down
the classroom score to see
how the classroom did as a
whole. This score will be
compared to the earlier
quizizz we took to see our
levels of improvement.
2. Teacher will walk around
during this portion of the
class to see how well each
group is working together.
They will make note of the
engagement levels seen by
the whole class.
3. The teacher will look
over each question created
by the groups and ensure
they are accurate
information. If a question is
not accurate, the teacher
will ask the group to refine
the question in order for
accuracy.
4. Teacher is checking to
see understanding of the
students as they attempt to
answer the questions. There
CEP Lesson Plan Form
Imperialism Review …
3. Teacher will take the
generated questions by the
class and compile them into
one document with the
answers not attached. They
will then upload the
complete review document
to Google Classroom for the
entire class to work on over
the weekend.
4. The teacher will then take
the finished review sheet
created by the students and
set up the review game for
in class work. They will
need a dry erase marker and
a spare desk in the center of
the classroom. Groups will
then read their question out
loud to the entire class, as a
review game. Teacher will
record the score of the
groups as the game
progresses.
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Classroom, and begin to will also be an active
work on the compiled scoreboard that will show
questions on the new review how well the groups, as a
sheet. whole, did in the review
game.
4. Students are to stay in
their groups in order to
participate in the game. The
group will designate their
first participant in the game.
They will come to the
center of the class and stand
with their backs facing the
spare desk that has a marker
standing on it. The group
reading their questions will
begin to do so. The students
in the middle will be able to
ask for help from their
group members. Once
students believe they know
the answer, they will turn
around as quickly as
possible and grab the
marker. Whoever grabs the
marker first will attempt to
answer the question. If
wrong, their group members
will have a chance to save
the point by answering
correctly. These groups will
then designate a new
participant and the process
will repeat itself. Each
group will read the
CEP Lesson Plan Form

questions they generated

earlier in class.
Closure The strategy I intend to use is: Review Game Group Work

Students will attempt to answer the questions created by the other groups. Students will be
expected to participate with their group members as part of this assignment. The game
involves critical thinking, consolidation of information, and physical movement. This will
work well with this 1st block class that tends to get restless after a long period of
working/sitting in their desks.

I am using this strategy here because: it allows for competitive nature to come into play,
involves physical movement, reliance on peers, and will create an exciting atmosphere I
am hoping to bring into this classroom more often.

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Differentiation Content Process Product Environment

Modifications: In order to To modify the To modify the The first
modify the process for final product I modified
content for those students would ask the environment I
students that that may need students to would have is
need access to so would be reduce the allowing a
the lesson I taking away the amount of group to work
would provide review game at questions they in a
Question starter the end. This are creating. hallway/quieter
stems they can could be a Instead I would classroom when
use to create stressful want them to creating the
their review situation for create one questions for
sheets. These many students. “solid” short the review
sentence stems Instead, they answer and sheet. The next
will allow for would have in paragraph modified
them to create class time to response that environment I
different levels begin to fill out they are certain would have is
of the Review they will allowing
understanding Sheet we had answer on the students to
within their generated in Assessment either not
questions.. class. next class participate in
period. the physical
portion of the
final game, and
instead work
with the groups
to help the
group member
in the center of
the room.

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CEP Lesson Plan Form

Extensions: To extend this The process To extend the In order to

lesson I would could be Product I would extend the
have students extended by have the environment for
work on having the students hand students that
building their students use draw their own may need so, I
own review Bloom's image for the would have an
questions and Taxonomy in review sheet. even higher
not have them order to have This is because pressure
work in groups the students the Unit situation for the
for the ensure they are Assessment final review
assignment. varying the asks them to game. I would
They would be depth of draw pictures do this by
responsible for knowledge their that represent putting a timer
building their review an event from up for the
own questions questions are the unit. This amount of time
and answering asking of their will allow the students have to
them on their peers. students extra answer the
own. time to think question while
out and have in front of the
already class. This
considered would be done
images that for the students
represent an that clearly
event from have a higher
Imperialism. level of
understanding
and have them
“compete”
against peers
that are equal or
near to equal in
their
understanding
of the unit.
Assessment

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CEP Lesson Plan Form

There are a few assessments throughout this lesson where the Teacher (me) will be
checking for understanding. First, is the quizizz game that the students have already taken
at the start of the unit. The teacher will be looking to see if the class as a whole improved
upon their old scores. This will show how well the students retained the information
taught to them. The second assessment is in the form of the review questions the students
will be creating on a certain area/event we studied. The teacher will walk around as
students are working on the questions to see how well they know the area/topic they were
given. The teacher will be listening to group conversations as they are working to check
for understanding. Once the groups have submitted their Review Questions, the teacher
will read over the questions and answers from the groups to ensure they are accurate
before compiling all the questions into one large Review Document. The final assessment
will be taken during the review game at the end of the class period. The Teacher will be
standing on the side and viewing the class as they play the review game. During this they
will assess how the groups work together and how individuals are answering the question.
The teacher will be observing the level of understanding and engagement from the
students. The teacher will be taking notes on how well the students know the content that
was provided by their peers. These assessments all serve as formative, as the students are
preparing for their Unit Test next class period.

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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)

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

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

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson
if you were to teach it again? Were there additional co-teaching strategies used
during the lesson not planned for initially? Please explain.

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CEP Lesson Plan Form

Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the teacher
to relate the experiences of the students to the objectives of the lesson, To put students into a receptive
frame of 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.

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.
Indicate whether each is:
● teacher input
● modeling
● questioning strategies
● guided/unguided:
o whole-class practice
o group practice
o individual practice
● check for understanding
● other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring 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

Differentiation: 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? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform your
instruction?

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