Appendix B

21st Century Lesson Plan

Eenduring
ffective teaching, meaningful learning, and quality assessment are

Teacher:
Subject/Class:

Grade:
Unit:

Topic:

Common Core State Standards

217
 Assessing 21st Century Skills
218

State/Local/Content Standards

Enduring Understandings/Essential Questions

"Students will..." (include 20th

and 21st c. outcomes)
Leaning Objectives;

INITIATION

Expectancy
Connections to prior learning

PREASSESSMENT

INSTRUCTIONAL STRATEGY

Acquisition of Content

Direct/Self Directed
Instruction

Modeling/Coaching
Digital/Electronic

LEARNING PROCESS and

ARRANGEMENTS

Engagement
Application
Grouping
 21st Century Lesson Plan 219

21ST CENTURY SKILLS

FORMATIVE ASSESSMENT
Response to FA

RESOURCES and MATERIALS

ASSESSMENT

CONTENT
Summative knowledge

PROCESS OF LEARNING
Skills developed

PRODUCTS OF LEARNING
Demonstrations of authenticity

Grading/Reporting

from Assessing 21st Century

Corwin. All rights reserved. Reprinted Thousand
Copyright © 2012 by Laura Greenstein.
Mastery and Authentic Learning, by the local school
Skills: A Guide to Evaluating authorized only for
w w w . c o r w i n . c o m . Reproduction

Oaks, CA: Corwin, that has purchased

this book.
site o r nonprofit
organization
 Skills
220 Assessing 21st Century

IN PRACTICE

Rachael Carson, Silent Spring (1962)

introduced to the public via
In 1962, the environmental movement was
on the environment.
that documented the effects of pesticides
this book claimed that the use of DDT to kill mosquitoes was also killing
The book
birds, harming humans, and affecting the larger
ecosystem. The book gen-
erated much controversy and criticism, some
of which endures today.

Teacher:
Subject/Class: English, Science, Social
Studies, Interdisciplinary
Grade:8
Unit: Protecting Our Environment

Environmental Problems
Topic: Solving

Common Core State Standards

ummarize
Dekermine central ideas of a tex4 and analyze their developmet;
he key Supporting details and ideas

range of content-specific words and phrases

Acguire and vse a

he validity ofthe
Evalvate the arqument and daims in a fext inc/uding
as well as the sufficiency of he evidence: Evaluate
a speaker's poin
reasoning
and rhetoric
of View, reasoning, and use of evidence
complex ideas
Write informative/explanatory exts to convey
Write arguments supporting claims, using valid reasoning

collaborations with
Participate effectively range of conversations and
in a

diverse partners, building on others ideas and expressing heir own c/early and

persuasiVely
information and evidence
Use diqital media straBeqically to present
Add as re/evant to your state, district, school, and content area

Enduring Understandings/Essential Questions

Recoqnize the impact 4hat one dedicated person can lave on our evironmen
Make connections between the environmet and personal/community qvaly of e

Evaluate the interdisciplinary conmections of current issves

Learning Objectives; Students will (include 20th and 21st c. outcomes)

Describe primary concerns of scientists in proBecting e environment vsing topical

Vocabulary
Explan and analyze the clallenqes and controversiesinvolved past and present)
in being a good steward of our environment
Research and prodkuce a digital/web2.0 producthad informs and persuades otlers
 21st Century Lesson Plan 221

INITIATION write llustrate what

Based on the clapter 4/es, or

Expectancy you hink ill be e main idea of one capler and

Connections to prior hat Raclael Carson will describe
in her
he challenges
learning book Silent Spring. Make connections o prior earning
titWes
in science and social stvdies. Post chapter
around e classroom. 5tudenBs stand at one chapter
who picked the same
and discuss with others
chapter. Repor ovut on learhing expecYations

Alternative Initiation

uotes: 4hese auotes and lave students

Display
hese
predict 4he main idea of he text based on

9Uotes.
be done individually or collaboratively with
his can
an entrance SliP.

o
Man has lost he capacity to foresee and
forestall. He will end by destroying e earth

Alber Schweitzer
because it
am pessimistic about he human race

is too ingerious for its own g0od. Our approach to

nature is to beat itinto Submission. - E.B. White

PREASSESSMENT ive Selected choice qvestions and hree response

main ideas and connec¥ions between

9uestions about

iterature, science, and social studies

Instructional Strategy Watch selectes videos of Rachel Carso: Complete an

Acquisition of Content empty ou4ine forn

Compare/contrasB Raclel Carson's research methods to

Direct Instruction
Modeling/ the scientific method
Coachin Produce an e/ectronic/web 2.0 produe for promoting

Digital/Electronic environmental awareness. Listribute written asiqniment/

grading rubric. Show exemplars of electronic prejecBs.

LEARNING PROCESS I eams pre pare, hrough reading, Viewing, and collabora¥ive
and ARRANGEMENTS for Socratic Seminar or debate on the use
planning, a

.Engagement of pesticides.

Structure
Making Meaning
Collaboration
21ST CENTURY Global Connections: Skype with a school in Brazil on
SKILLS the current status of deforestation and agricv/Aural

deve/opment in relation to he environment.

(Continued)
222 Assessing 21st Century Skills

(Continued)

Chapter 17 proposes
alternatives to pesticides ha4
at the time, Research Current method
were
being used

and create a bloq to intorm and persuade 4he

¥hat protec4 he
community to use qardening techniques
enVironment.

2154 C. Skills: Analysis, problem solving, communication,

work ethic.
collaboration, technoloqy fiteracy,
FORMATIVE he (earning strategie5 Such as
Throughou process
ASSESSMENT
Preassessmernt as noted
Response to FA Instruction: Empty outlines, exit s/ips
During
Post assessment: ABC review. S+udents write tes4
uestions and Use in a and A mix-up

I n response, content is differentiated, groups are

formedreformes, assessments are adjusted

RESOURCES and Slent 5 pring online reading of se/ected chapBers, Videos/

MATERIALS

ASSESSMENT

CONTENT Summative data analysis of 4he use of pesticides hen

and now

Vocabulary-Accurate Use of se/ected terms in the

Context of writing a press release or letter to a

/eqislator about he environment

PROCESS OF
Skills and knowledge developed: Student
LEARNING journals
PRODUCTS OF
Demonstrations of authenticity: Electronic and
LEARNING print
products/ presentations