Level II - Teacher Ed Lesson Plan

Teacher (Candidate): Mr. Newman Grade-Level: Multi- Lesson Date:

grade 11/8/2023

Title of Lesson: Japan Modernizes Cooperating Teacher: [REDACTED]

Core Components
Subject, Content Area, or Topic
World History and Geography: 1500 A.D. (C.E.) to the Present
Student Population
21 students, 8 males, 13 females, 3 IEPs/504s, 0 ELL, 0 Gifted
Class Duration
1 hour, 35 minutes
Learning Objectives
TSW be able to explain the Meiji Era and Japanese modernization during the Age of Imperialism.

Virginia Standard(s) of Learning (SOL)

WHII.9 The student will apply social science skills to understand global interactions between 1800
to about 1900 by
d) assessing the impact of European colonization and imperialism on Asia, Africa, the
Pacific Islands, and Australia; and
e) analyzing the relationship between industrialization, imperialism, and nationalism.
(VDOE World History and Geography 1500 A.D. to Present SOL WHII.9d-e, 2015)

Materials/Resources
“Japan Modernizes” presentation
21 copies of “Modernization in Japan” guided notes
21 copies of “Emperor Meiji” reading and questions
Partner pairing cards
11 lifesize paper silhouettes
21 copies of “Superhero Mutsuhito” directions and quick fact sheet
Glue, colored pencils, crayons, markers
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
x Identifying Similarities & Differences 45%
x Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
x Homework & Practice 28%
x Nonlinguistic Representations 27%
Cooperative Learning 23%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
 x Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
x Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
x Teach Others/Immediate Use of Learning 95%
x Practice by Doing 75%
x Discussion 50%
x Demonstration 30%
Audio Visual 20%
x Reading 10%
x Lecture 05%
Safety Considerations
Students should follow general rules and expectations in order to maintain a safe environment.

Time
Process Components
(min.)
3 *State the Objectives (grade-level terms)
● I can explain the Meiji Era and Japanese modernization during the Age of
Imperialism.
TSW copy this objective onto their daily objective paper that they keep in their binders.
5 *Anticipatory Set
TTW ask the students, “What is Japan known for technologically nowadays?” TTW allow
for the students to have 2 minutes to discuss this question with the other students at their
table. TTW call on several students to share their responses to the question. If the students
struggle with answering this question, TTW share some examples of modern Japanese
technology companies: Entertainment (Sony, Nintendo, Panasonic) Automobiles (Toyota,
Honda, Suzuki, Mitsubishi) Photography (Canon, Fuji)
20 *Instructional Input, Modeling, or Procedures
TTW go through the “Japan Modernizes” presentation. TSW follow along with the
presentation by filling out the “Modernization in Japan” guided notes.
3 *Check for Understanding
TTW ask the following question to check for understanding following instruction:
“Why did reforms and modernization happen in Japan?”
15 *Guided Practice
TTW read the “Emperor Meiji: The Transformation of Japan into a Modern World Power”
reading with the students. After reading, TSW answer the questions that go along with the
reading. Upon completion, TSW turn in the worksheet and get their partner pairing card
from the classroom coffee table for the next activity.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
45 *Independent Practice
TSW find their partner for this activity by matching their partner pairing card with another
students partner pairing card. These partners have already been assigned by the teacher. If
a student happens to be absent, the teacher will assign their partner to another student or
group.

TSW transform Emperor Meiji (Mutsuhito), who led the Meiji Era in Japan, into a
superhero highlighting the positive changes he implemented to modernize his country and
set them on the path to technological success today. TSW use the lifesize paper silhouette
to create their superhero. They will glue the paper silhouette to a large piece of
construction paper. The rest of the directions can be found on the “Superhero Mutsuhito”
task paper.
6 *Closure
If time allows, TSW share each of their superheros with the class by showing off their
project and sharing important information they included on their superhero.

TTW wrap up class by checking in on the students. TTW remind students to complete any
missing assignments and to study for their vocabulary quiz that will take place next class.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-
cultural).

While all of these students are learning the same content, I am required to accommodate based off
of their IEP or 504. I will be following these accommodations as required, but I will also be
differentiating content as I find necessary and helpful. Based off some of these accommodations, I
have included audio visual learning, discussion, lecture, reading, and note taking.

Below I have listed the required accommodations for this class:

[REDACTED] (IEP): read aloud/audio when assessments are given, access to the resource or
SPED room to gain understanding and/or to complete assignments, small group testing when
assessments are given, check for understanding when independent work is given

[REDACTED] (IEP): small group testing when assessments are given, 100% extended time given
on all graded assignments and assessments without penalty

[REDACTED] (IEP): read aloud/audio when assessments are given, small group testing when
assessments are given, check for understanding when independent work is given, extra time to
complete assignments (not to exceed 90 minutes if student is not able to finish within the time
given)

Classroom Management Strategies (To ensure a positive learning environment).

Students are expected to complete assignments in a timely manner. During the instructional period,
students are expected to remain silent and respect other students' learning time. Students should
follow all school rules and the rules that our class has previously agreed to.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
Lesson Reflection. To be completed following the lesson. Did your students meet the
objective(s)? What parts of the lesson would you change? Why? (Professor will determine if
reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
Lesson Reflection. To be completed following the lesson. Did your students meet the
objective(s)? What parts of the lesson would you change? Why?

After 12 weeks of student teaching and pushing myself to produce lesson plans and

activities that are a testament to my progress within this teacher education program, I really feel that

this lesson plan provides clear evidence of such progress and an attempt to always be striving for

more than the bare minimum. Just like I have done for this lesson plan and every other lesson plan, I

designed this particular lesson in a way that not only displayed my understanding of the content

area and the necessary skills, but I also showed that I could incorporate many of the standards that I

have been familiarizing myself with over the past few weeks. With that being said, my goal with

this lesson plan was to go look at each and every standard and try my best to incorporate each

standard in some way. Of course, I cannot go into depth of each and every standard, but I do want to

quickly touch on a few that I know I have struggled with in the past and how I overcame that

struggle with this lesson.

Standard 2 of the InTASC standards says, “The teacher uses understanding of individual

differences and diverse cultures and communities to ensure inclusive learning environments that

enable each learner to meet high standards.” This lesson effectively addresses Standard 2 by

demonstrating a commitment to understanding individual differences and diverse cultures within the

learning environment. The anticipatory set engages students by connecting historical content to

contemporary Japanese technology, acknowledging and valuing their cultural context and

contributions. The instructional input, guided practice, and independent practice activities cater to

diverse learning styles, providing a mix of visual and kinesthetic approaches. The independent

practice that was conducted with partners allows for collaborative learning which fosters an

inclusive environment that recognizes and utilizes the strengths of each student. I would also say

that the closure, which allowed for students to share their superhero projects, promoted even more

understanding of individual differences by allowing each student the opportunity to express their
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
understanding of Emperor Meiji in a creative way. Overall, I would say that this lesson plan

demonstrates a very thoughtful consideration of individual differences and diversity, which ensures

an inclusive learning environment where all students can push themselves to meet high standards.

Standard 4 of the InTASC standards says, “The teacher understands the central concepts,

tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning

experiences that make the discipline accessible and meaningful for learners to assure mastery of the

content.” I think that my use of a structured presentation, guided notes, guided practice, and the

individual practice demonstrate my understanding of the tools of inquiry in my particular subject

area. Using the anticipatory set as another example, I think that by connecting historical context to

modern Japanese technology, I made the content more meaningful for my students. I think it made

what they were getting ready to learn even more interesting and relevant to their individual learning.

I will give credit where credit is due and will say that I could have used pictures to make this

anticipatory activity even more impactful. Overall, this lesson plan reflects a strong alignment with

Standard 4.

Standard 7 of the InTASC standards says, “The teacher plans instruction that supports every

student in meeting rigorous learning goals by drawing upon knowledge of content areas,

curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the

community context.” Again, the use of the anticipatory set was a great way to draw upon prior

knowledge within this content area. Additionally, the instructional input, the guided practice, and

independent practice activities draw upon pedagogical knowledge by incorporating a mix of

presentation, guided notes, reading, and a creative project based learning activity to cater to diverse

learning styles. I was extremely proud of how I was able to incorporate partner pairing cards into

this lesson. At first, I thought it may have been a little childish for my students, but I think it was

exactly what they needed. The use of these cards and my strategic pairing of each set of students

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
allowed me to consider factors such as students’ learning styles, personalities, and strengths. For

example, I made sure not to pair up two students that I know do not get along. This intentional

grouping not only helps challenge the students, but it saves valuable instructional time or time to

work on their projects by preselecting the pairs.

In conclusion, after 12 weeks of student teaching and pushing myself to produce lesson

plans and activities that are a testament to my progress within this teacher education program, I

really feel that this lesson plan provides clear evidence of such progress and an attempt to always be

striving for more than the bare minimum. I said in my teaching philosophy, “I think group activities,

projects, critical thinking, problem solving, decision making, and cooperative learning are all

important methods to my area of learning because it allows the students to work together in the

classroom just like they would in a democratic community.” I have really been challenged by

incorporating my cooperating teachers project based learning activities into almost every lesson, but

I was always reminded of what I said in my teaching philosophy. Just a few years ago, these

students were sitting behind a computer screen for every single lesson, and now we have another

opportunity to get them working together collaboratively, socializing, and building important skills

for their future. I have constantly pushed myself to be better and better every single day, and I think

my growth and progress is evident in this lesson plan alone.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021