Description of the Teaching Context

CONTEXT FOR LEARNING INFORMATION

Respond to the prompts below (no more than 4 single-spaced pages, including prompts) by typing your responses within the brackets
following each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

About the School Where You Are Teaching

1. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, classroom aide, bilingual, team taught with a special education teacher)
that will affect your teaching in this learning segment.
[Zionsville Middle School West operates on a block schedule, meaning that I get to have the
same twenty-seven students for the whole time I am there. For the first half of the block there is
an instructional aid is in the classroom for a student with a severe visual disability. So for half of
the class, there are three adults in the room.]
2. Describe any district, school, or cooperating teacher requirements or expectations that might
affect your planning or delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, or standardized tests.
[Due to it being standardized testing season, there were a few days where the class periods
were shortened, and my lessons had to be condensed in half. The school also has a February
and Spring Break that have to be taken into account when planning lessons. At the beginning of
the semester there were more Covid-19 restrictions that limited movement around the
classroom. However, as the semester progressed, we have moved more away from this.]

About the Class Featured in this Lesson Study

1. How much time is devoted each day to instruction in your classroom? What is the name of
this course?
[The course is 6th grade Humanities. There are three forty-five-minute period that are split
between literature, grammar, and social studies. They have put a special emphasis on writing
this year because many students had no writing endurance due to the pandemic interrupting
their education.]
2. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?
[The humanities block occurs every day for three consecutive forty-five-minute periods.]
3. Is there any ability grouping or tracking in this class? If so, please describe how it affects
your class.
[This is a regular ability humanities class, so these students did not qualify for supplemental aid
in English or social studies but also did not qualify for advanced classes. However, there are
several students who are close to qualifying for a placement in an honors course, and my CMT
expects higher quality work from them. There as several students with IEPs which modifies how
their progress is tracked.]
4. Identify any textbook or instructional program you primarily use instruction. If a textbook,
please provide the title, publisher, and date of publication.
[World Civilizations, Houghton Mifflin Harcourt Publishing Company, 2018]
5. List other resources (e.g., electronic white board, online resources) you use for instruction in
this class.
[Individual devices, Canva, Nearpod, Padlet, e-books, Canvas, Flocabulary]
 About the Students in the Class Featured in this Lesson Study
1. Grade level(s): 6th
2. Number of
◼ students in the class: _27____
◼ males: _16____ females: _11____

3. Complete the charts below to summarize required or needed supports, accommodations, or

modifications for your students that will affect your instruction in this lesson study. As
needed, consult with your cooperating teacher to complete the charts. Use as many rows as
you need.

Students with IEPs/504 Plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
IEP 6 Seating near the teacher, instructional
aide, allowed to leave room for exams
and work with more reading, can use
audiobooks instead of texts, allowed
earbuds

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,
Students Modifications
N/A

Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Students Modifications
N/A

Lesson Plan Under Study with Annotations Noted as Comments

Date: Teacher Name: Class:

4/11/2022 Lily Haag 5th period

Grade Level: Unit Name/Topic: Lesson Number: Length:

6th Introduction to World War II 5 45 minutes

Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.
Academic Content Standard(s):
USH.5.3: Identify and explain key events from Versailles to the Holocaust to Pearl Harbor that resulted in the United
States entry into World War II
Academic Content Language (content vocabulary, discourse, syntax):
Fascism, Nationalism, Racism, Militarism, Lend-Lease Act, Appeasement

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . .
- World War II began as a result of the Treaty of
Versailles and Hitler’s rise to power
- The United States joined WWII for many reasons,
one of which being the bombing of Pearl Harbor
Students will keep considering . . .
- How Hitler’s rise and invasion of Poland led to WWII and the
United States getting involved.
Questions to elicit deeper thinking or build upon about the topic...
- Why many one country chose to invade another?
- How do you think something as horrible as the Holocaust can
occur?

Student (SMART) Objectives(s) with academic language function:

Outcome(s) students will be able to demonstrate . . .
- At the end of this lesson, students will be able to explain how the Treaty of Versailles, the Holocaust, and
Pearl Harbor lead to the United States decision to enter WWII

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence

Students will show their learning by . . .
- Contributing to a Nearpod discussion board
- Drawing images on Nearpod to symbolize their learning
Evaluative Criteria:
Students success would look like. . .
- Achieving at least a 4/5 (80%) on the Time to Climb activity
Formative:
- Progression through the Time to Climb on
Nearpod
- Contributing at least one thing they would like to
learn more about to the classroom board

Stage 3: Learning Plan

General Methods for Instruction (reference your content methods text):

- Writing to Learn (Writing thoughts on discussion board)
- Independent Learning (Time to Climb)
- Direct Instruction (Suppletory lecture)
- Guided Practice (Nearpod, reading aloud)
- Lab (Virtual reality field trip)
Where will this lesson take place? General Education Classroom Resource Room Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

- Nearpod: Has the lecture notes on slides, written
Specific Support Who will provide that Why? What’s the intention discussion boards, drawing boards, polls, visual
Needed (Special support? Where will that representations, virtual reality field trip, and Time
Education Support support be provided?
and/or
to Climb activity
accommodations
and
modifications)
Intentional Co-Teaching or Grouping Strategies:
❏ 1 Teach 1 Observe (gather specific data)
❏ 1 Teach 1 Assist (float to support/engage)
❏ Parallel Teaching (same material/smaller
groupings)
❏ Station Teaching (divide content, repeat to
groups)
❏ Alternative Teaching (grouping specialized
attention)
❏ Team Teaching (delivering lesson together)

Lesson Agenda with Discipline-Specific Learning Activities- reference your content methods text

Time: Teacher Will Be (Planned Supports tied to Students Will Be (Learning Tasks connect Rationale: (Based on
objectives & build in checks for understanding) to prior knowledge & assets): Research/theory)

5 minutes -Greeting students and putting up -Gathering the materials that they - Mental breaks
Nearpod link on the board need, interacting with their peers -Need for social
interaction
(Vygotsky)

35 minutes -Ms. Haag will facilitate the Nearpod on -Interacting with the Nearpod -Differentiated
an overview of WWII (writing, drawing, virtual reality, learning. Students
-Ms. Haag will float around to answer and polls) can work through a
individual questions and help with -Reading parts of the lecture slides variety of different
technology issues out loud things (writing,
-Mrs. Beiswenger will observe and take -Asking questions over confusing drawing, etc.)
notes over the lesson content -Supporting during
learning styles

5 minutes -Ms. Haag will facilitate a classroom -Students will be reflecting on the -Students get a say
discussion where students bring up lesson over what they are
subjects, they want to learn more about -Students will be raising topics that going to learn
-Mrs. Beiswenger will write down the are of interest of them (Ginnot)
topics, so that she can include them in
future lessons

Data-Driven Reflection and Decisions

Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the result? How
well did the class do collectively on meeting the objective at the level you expected? Any patterns, collective misconceptions/gaps?
Who needs specific support/reteach? Now, justify your next step in planning. What will you do next? Why (research-based)?
What do you anticipate the result to be?

I was incredibly impressed with the amount of engagement that this lesson procured from the students. With every
activity, Nearpod told me I had over 92% participation, which is higher than I would’ve aimed for. On the Time to
Climb 23/27 of the students achieved an 80%. I do think there were a lot of questions when I explained more complex
concepts like fascism, so I would spend more time on these topics. I think there are still some students who struggle
with more abstract concept. I would have students explain nationalism, fascism, and militarism to each other,
supported by the Zone of Proximal Development.
 PLANNING COMMENTARY
Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the
brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

1. Central Focus
a. Describe the focus and purpose of this lesson within the context of the unit.
[The unit is the second world war. The just finished a unit on the Great Depression and the New
Deal. This lesson was their first lesson on WWII, so it served as an introduction and overview of
the global conflict]
b. Given the focus and purpose of the lesson describe how the standards and learning
objectives are connected
[The standard should include information about the multiple causes of WWII and how the United
States was eventually drawn in. This include and introduction to complex, abstract political
terms such as fascism, nationalism, and militarism. These terms serve as introduction for the
rest of the unit]

2. Knowledge of Students to Inform Teaching

For each of the prompts below (2a–b), describe what you know about your students with
respect to the focus/purpose of this lesson.
a. Prior academic learning and prerequisite skills related to the lesson—Cite evidence of
what students know, what they can do, and what they are still learning to do.
[The first thing I had students do in the Nearpod was tell me something they already know about
WWII. I also had them do a poll to tell me if they think they know a lot, a little, or nothing about
WWII. Most of them said they knew a little or a lot about the conflict. Most of them said they
knew a lot about the Holocaust, Normandy Beach, and the Treaty of Versailles. They have a lot
of knowledge about how World War I lead into WWII because they just finished a unit on that.]
b. Personal, cultural, and community assets related to the lesson—What do you know
about your students’ everyday experiences, cultural and language backgrounds
and practices, and interests
[This class is one of the last of the day, so they are always a little antsy by the time I get them.
Several of them are in band, sports, dance, and theater which adds several hours to their days and
sometimes conflicts with them getting homework in one time. I have no ELL students, but I do have
several that speak Spanish in addition to English]
3. Supporting Students’ Learning

a. How did your teacher’s understanding of the students’ prior academic learning and
personal, cultural, and community assets guided the choice or adaptation of learning
tasks and materials. Be explicit about the connections between the learning tasks and
students’ prior academic learning, their assets, and research/theory.
[This lesson began with a reminder about previous lessons that relate to this topic where
students shared what they remember. They then shared what they had learned in prior classes
about WWII. This way, we could see a path for where learning should go based on what tools
they already have. My teacher made sure to remind me to repeat instructions because several
students with ADHD struggle with remembering and following instructions.]
b. Describe and justify why the instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs. Reference your content methods text.

Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).
[This lesson relied heavily on technology which is an extremely student-centered method of
instruction. It also had a variety of different tasks where students could exercise their diverse
strengths. It also was easier for my students with attention disorders to focus when the method
of instruction changed and wasn’t just a lecture. I also started to use concept formation to give
them a way of conceptualizing abstract historical concepts]
c. Describe common errors or misunderstandings students tend to have related to the
content focused on in this lesson and how the teacher worked to address them.
[Understanding abstract concepts such as fascism, militarism, and nationalism were hard for the
students, and they had a lot of questions about what this meant. To address this, we dwelled on
it for a long period of time and provided concrete examples for abstract concepts. For example, I
talked about Hitler used nationalism to start his campaign]
4. Supporting Development Through Language

As you respond to prompts 4a–d, consider the range of students’ language assets and
needs—what do students already know, what are they struggling with, and/or what is new to
them?
a. Language Function (Bloom’s Taxonomy level of Objective) Below are some
examples of language functions that may have been used in the lesson plan’s
objective/outcome. Identify the objectives/outcomes in your lesson plan under
study.

Analyze Argue Describe Evaluate

Explain Interpret Justify Synthesize

[I think my primary objective is for the students to explain the roots of WWII and how the United
States got involved but I think this can be dine with evaluation and synthesis as well]
b. Identify a key learning task from your teachers’ plan that provides students with
opportunities to practice demonstrating the objective/outcome identified above.
[At the end of the lesson, students were asked to contribute to a Nearpod discussion forum and
answer the question: how did WWII come to be and how did the United States get involved? ]
c. Additional Language Demands. Given the language function and learning task
identified above, describe the associated content-specific language (written or oral)
students needed to understand and/or use to be successful in the lesson:
[Students must understand what the Treaty of Versailles is and how is led to the rise of Hitler
and thus the beginning of WWII. They need to understand how all of these events are related
and affected each other.]
d. Language Supports. Identify and describe any specific planned instructional supports
(during and/or prior to the learning task) to help students understand, develop, and use
the identified content-specific language.
 [I planned to used concept formation to teach content-specific language. I was able to relate
nationalism to Hitler to give them a more concrete example of an extremely abstract topic. This
helped them both understand the historical event but also have a definition for a term that they
previously did not]
5. Monitoring Student Learning
a. Describe how your teacher planned formal and informal assessments within the lesson.
[This lesson only had informal assessment as it was an introduction to a unit. Informally, I
conducted polls for students to assess their understanding as the lesson progressed. I also had
them do the Time to Climb activity at the end of the lesson in order to asses their understanding
of the entire lesson. Almost all of them achieved an 80%, which was my goal for the unit]
b. Explain how the design or adaptation of the planned assessments allows all students to
demonstrate their learning.

Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).
[By using Nearpod, I could see that every student was participating and achieving a certain level
of success. I could identify the students that were struggling and offer them additional
assistance]
Lesson Plan Evaluation Rubric Criteria to Use for the Lesson Plan Under Study

Planning for Understandings: How does the lesson plan build students’ abilities to construct
meaning?

Level 1-Emerging Level 2-Basic Level 3-Competent Level 4-Proficient

There are significant
content inaccuracies that
will lead to student
misunderstandings.
OR
Standards, objectives, and
learning tasks and materials
are not aligned with each
other. Consideration of
developmental need is
absent
Some standards, objectives,
and learning tasks are
visible in the planning
process. Plans for
instruction support student
learning of facts and
procedures.
AND
Activities are selected that
meet at least 1
developmental need.
Plans for instruction
include activities that
clearly support
standards/objectives
attainment. Activities build
on each other to support
learning.
AND
Activities are selected that
meet at least 2
developmental needs.
Plans for instruction
include student-focused
strategies/activities that
build on each other to
support learning with clear
alignment to objectives.
AND
Activities are selected that
meet several
developmental needs.

Planning to Support Varied Student Learning Needs: How does the teacher use knowledge of
his/her/their students to target support for students?

Level 1-Emerging Level 2-Basic Level 3-Competent Level 4-Proficient

There is no evidence of
planned supports.
OR
Teacher does not attend to
ANY INSTRUCTIONAL
requirements in IEPs and
Planned supports are Planned supports are tied
loosely to learning objectives
tied to learning AND
objectives. UDL attention is applied to
the
characteristics of the
Planned supports are tied
to learning objectives
AND
UDL attention is applied to
the characteristics of the
class as a whole and
504 plans. class as a whole. individuals with specific
needs

Using Knowledge of Students to Inform Teaching and Learning: How does the teacher use
knowledge of his/her/their students to justify instructional planning?

Level 1-Emerging Level 2-Basic Level 3-Competent Level 4-Proficient

Candidate’s justification of
learning tasks is either
missing
OR
represents a
deficit view of students and
their backgrounds.
Teachers learning tasks
Pay limited attention to
students’
• prior academic learning
OR
• personal, cultural, or
community assets.
The teacher can justify
why learning tasks (or their
adaptations) are
appropriate using
examples of students’
• prior academic
learning
OR
• personal, cultural, or
community assets.
The connection to research
and/or theory are
superficial.
The teacher justifies why
learning tasks (or their
adaptations) are
appropriate using examples
of students’
• prior academic learning
AND
• personal, cultural, or
community assets as
connected to research
and/or theory. Reference
your content methods
text

Identifying and Supporting Academic Language Demands: How does the teacher support and
develop the use of content-specific vocabulary and academic language?

Level 1-Emerging Level 2-Basic Level 3-Competent Level 4-Proficient

Academic language isn’t
addressed.
Teacher supports provide
opportunities primarily for
student to use limited
academic vocabulary in a
general way. \
Teacher supports provide
opportunities for students
to use academic
vocabulary and to
demonstrate its use at basic
language functions
appropriate to the task.
Teacher supports provide
explicit opportunities for
students to use academic
vocabulary and to
demonstrate its use at
higher language functions.

Planning Assessments to Monitor and Support Student Learning: How are the informal and formal
assessments selected or designed to monitor students’ progress toward the standards/objectives?

Level 1-Emerging Level 2-Basic Level 3-Competent Level 4-Proficient

The teacher doesn’t
monitor students’ progress
or the assessment is
misaligned to
objectives/outcomes stated
in the plan.
The teacher provides least
one assessment
to monitor students’
progress that is loosely
aligned to
objectives/outcomes stated
in the plan.
The teacher provides at
least one assessment
to monitor students’
progress that is clearly
aligned to
objectives/outcomes stated
in the plan.
The teacher provides
multiple opportunities
and forms of assessments
to monitor students’
progress that are strongly
and clearly aligned to
objectives/outcomes stated
in the plan.

Re-Imagined Lesson Plan with Annotations Noted as Comments

Date: Teacher Name & CM: Class:
4/11/2022 Ms. Haag and Mrs. Beiswenger 5th period

Grade Level: Unit Name/Topic: Lesson Number: Length:

6th Introducing World War II 5 50 minutes

Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.

Academic Content Standard(s):

USH.5.4 Identify key leaders and events from World War II and explain the significance of each.
Academic Content Language (content vocabulary, discourse, syntax):
Fascism, Nationalism, Racism, Militarism, Lend-Lease Act, Appeasement

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . .
-World War II began as a result of the Treaty of Versailles and
Hitler’s rise to power
-The United States joined WWII for many reasons, one of
which being the bombing of Pearl Harbor
Students will keep considering . . .
-How Hitler’s rise and invasion of Poland led to WWII and the United
States getting involved.
Questions to elicit deeper thinking or build upon about the topic...
-Why many one country chose to invade another?
-How do you think something as horrible as the Holocaust can occur?

Student (SMART) Objectives(s) with academic language function:

Outcome(s) students will be able to demonstrate . . .
At the end of this lesson, students will be able to understand how WWII began, how Hitler rose to power, and how the
United States got involved in the war.

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence

Students will show their learning by . . . Formative:
-Contributing to a Nearpod discussion board -Progression through the Time to Climb on Nearpod
-Drawing images on Nearpod to symbolize their learning
-Contributing at least one thing they would like to learn
more about to the classroom board
Evaluative Criteria:
Students’ success would look like. . .
- Achieving at least a 4/5 (80%) on the Time to Climb activity

Stage 3: Learning Plan

General Methods for Instruction (reference your content methods text):

- Writing to Learn (Writing thoughts on discussion board)
- Independent Learning (Time to Climb)
- Direct Instruction (Suppletory lecture)
- Guided Practice (Nearpod, reading aloud)
- Lab (Virtual reality field trip)
Where will this lesson take place? General Education Classroom Resource Room Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Specific Support Who will provide that Why? What’s the intention -Nearpod: Has the lecture notes on slides, written
discussion boards, drawing boards, polls, visual
 Needed (Special support? Where will that representations, virtual reality field trip, and Time to
Education Support support be provided? Climb activity
and/or
accommodations
and
modifications)

I should This will have to be Students will be

include extra given by me or Mrs. given more specific
support for Beiswenger or instruction in order
students with myself because the to follow along with
IEPs instructional aid the rest of the class.
leaves after fourth
period

Intentional Co-Teaching or Grouping Strategies:

❏ 1 Teach 1 Observe (gather specific data)
❏ 1 Teach 1 Assist (float to support/engage)
❏ Parallel Teaching (same material/smaller groupings)
❏ Station Teaching (divide content, repeat to groups)
❏ Alternative Teaching (grouping specialized attention)
❏ Team Teaching (delivering lesson together)

Lesson Agenda with Discipline-Specific Learning Activities- reference your content methods text.

Time: Teacher Will Be (Planned Supports tied to Students Will Be (Learning Tasks connect Rationale: (Based on
objectives & build in checks for understanding) to prior knowledge & assets): Research/theory)

10 minutes -Greeting students and putting up -Gathering the materials that they - Mental breaks
Nearpod link on the board need, interacting with their peers -Need for social
-Introduce the lesson and ask them what -Sharing what they already know interaction
they already know/ relate back to (Vygotsky)
previous lessons -Activating prior
knowledge

30 minutes -Ms. Haag will facilitate the Nearpod on -Interacting with the Nearpod -Differentiated
an overview of WWII (writing, drawing, virtual reality, learning. Students
-Ms. Haag will float around to answer and polls) can work through a
individual questions and help with -Reading parts of the lecture slides variety of different
technology issues out loud things (writing,
-Mrs. Beiswenger will observe and take -Asking questions over confusing drawing, etc.)
notes over the lesson content -Multiple
Intelligences
(Gardner)
-Supporting during
learning styles

5 minutes -Ms. Haag will facilitate a classroom -Students will be reflecting on the -Students get a say
discussion where students bring up lesson over what they are
subjects, they want to learn more about -Students will be raising topics that going to learn
-Mrs. Beiswenger will write down the are of interest of them (Ginnot)
 topics, so that she can include them in
future lessons

Data-Driven Reflection and Decisions

Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the result? How well
did the class do collectively on meeting the objective at the level you expected? Was there any patterns, collective
misconceptions/gaps? Who needs specific support/reteach? Now, justify your next step in planning. What will you do next? Why
(research-based)? What do you anticipate the result to be?

I was incredibly impressed with the amount of engagement that this lesson procured from the students. With every
activity, Nearpod told me I had over 92% participation, which is higher than I think occurs in a lecture styles lesson. On the
Time to Climb 23/27 of the students achieved an 80%. I do think there were a lot of questions when I explained more
complex concepts like fascism, so I would spend more time on these topics. I think there are still some students who
struggle with more abstract concept. I would have students explain nationalism, fascism, and militarism to each other,
supported by the Zone of Proximal Development. I also would place more emphasis on concept formation with fascism
and nationalism. I would anticipate that this would minimize the confusion about the topics.