Seg 3 Week 6 Day 3

TI Name: Jenny Malstrom
Day & Date: Wednesday 3/29

Subject Area & Grade Level: Honors world history / 10th
Number of Students in Class: 5th / 24 students
This Blank form is to be used in conjunction with the template that provides detailed instructions and links.
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.
Day 3: Learning and Assessment Plan

Select the Mode of Instruction: Face to Face / 55 minutes
Curriculum Standards
1. SSWH18 Examine the major political and economic factors that shaped 1. 1.3 Knowledge Constructor: Students critically curate a variety of
world societies between World War I and World War II. resources using digital tools to construct knowledge, produce creative
artifacts and make meaningful learning experiences for themselves and
others.
Learning Objective/Goal(s) Assessment
Learning Objectives & Historically Responsive Literacies (HRL) Formative & Summative
1. Skill/Intellect: Compare the different Totalitarian leaders during the 1. Formative: N/A
interwar period and World War II. 2. Summative: Students are to complete a group, poster project over 1 of
2. Identity: Imagine you lived in a totalitarian government and describe 6 totalitarian leaders during the interwar period and World War II.
how it might be different. Students will need to create a poster of their leader and compare different
3. Criticality: Determine aspects of a totalitarian government in today’s body parts to different aspects of their rule. This project looks more in
society. depth over the leader as compared to the activity the students did last
week. This will be graded over the following rubric.
Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 1
Learning Activities
Introduction or Student Spark (2 minutes) Body (50 minutes) Closure (3 minutes)
1. The introduction will just be reminding 1. Even though there will not be a laptop cart 1. Again, this will be a final check to see where
students that their projects are due at the in the classroom, students are still able to the students are in their projects, making
beginning of class on Thursday (the next use their personal laptops or iPads to sure they are on track to present during the
class period). They will be reminded that complete the research is there is any left. following class.
during this class, most of their time should 2. Most of the class period should be spent
be spent on creating and finishing their transferring information they researched to
posters. the poster, as well as coloring it in and
adding finishing touches.
3. If students do not finish their poster by the
end of class, they will need to take it home
and finish it for homework.
Differentiation, Modification & Accommodation
Differentiated instruction (DI) Modification & Accommodation

1. Students are learning the content through using the internet rather 1. 5th period has a couple of students with 504s for ADHD and request to
than taking notes. Students are also able to choose if they would be away from distractions. The current seating chart as well as the
rather focus on research or the artistic aspect of this project, letting group chart for the project respects that accommodation. Typically, 5 th
different strengths flourish. In their final products, they are able to period is a quiet class and not many distractions happen, but if some
choose how to display the information they have researched and how do, then I will pull students aside to see what is going on. If they
they want their leader to look on the poster itself. continue, I will move groups around.
Facilitation & Safety
1. Write the following components of the classroom facilitation and operation here:
 How will you ensure students know where to find and understand class activity instructions? Students will have a handout with the instructions
listed on it as well as projected onto the screen for easy access throughout this project.
 In what ways will you respond to interruptions or disruptions? I will pull students aside to see what is going on if any distractions arise.
 How will you provide other additional support that may be needed (for students who are disengaged or who do not understand)? I will be
walking around and available to help if anyone has questions or anything else that may come up.
 What are your plans for transitions from one activity of the lesson to another? Students will be working on this project for the majority of class so I
will let them know when there are a few minutes left and they should start packing up.
 How will you use/reinforce classroom norms? Typical classroom norms involve respecting others, not talking while others are talking, and respecting
opinions. Students do a good job at keeping up with those norms, but if issues come up, I will remind students of the norms. If that does not work, I will
pull students aside to see what might be going on.
 How will you handle supplies needed for the lesson? Everything the students need will be ready for them by the time they come to class. It will also
be available on Canvas for them to access.
 What are the physical components of the classroom, such as desk arrangement, stations, cooperative learning groups, etc. that support your
learning objectives? Desks will be in groups of 4 so that student’s attention can be focused on their groups.
References
Layered Texts and Other Learning Materials
1. List the tool(s) students need to meaningfully participate and access the materials in the lesson. – poster paper and utensils to color with
Research & Theory References

1. Cite course readings and research knowledge to justify your pedagogical and curricular choices here.
Autopsy of a totalitarian leader - autopsy of a totalitarian leader totalitarianism and the rise of dictators Totalitariansim a totalitarian ruler: Course
hero. AUTOPSY OF A TOTALITARIAN LEADER - AUTOPSY OF A TOTALITARIAN LEADER TOTALITARIANISM AND THE RISE OF DICTATORS
Totalitariansim A totalitarian ruler | Course Hero. (n.d.). Retrieved March 26, 2023, from
https://www.coursehero.com/file/44213983/AUTOPSY-OF-A-TOTALITARIAN-LEADER/
World history - georgia standards. Department of Education . (n.d.). Retrieved March 26, 2023, from https://www.georgiastandards.org/Georgia-
Standards/Documents/Social-Studies-World-History-Teacher-Notes.pdf

Seg 3 Week 6 Day 3

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Seg 3 Week 6 Day 3

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TI Name: Jenny Malstrom

Day & Date: Wednesday 3/29

Day 3: Learning and Assessment Plan

Differentiated instruction (DI) Modification & Accommodation

Research & Theory References

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