UMF Unit-Wide Lesson Plan Template

Name: Caitlyn Hall Program: Secondary Education Course: EDU460

Social Studies Student Teaching
Lesson Topic / Title: Socratic Seminar; Free Speech, Free Choice Small Group Large Group
Flags and Monuments (circle one)
Lesson Date: November 14, Lesson Length: 75 Minutes Grade/Age: Grade 12
2023

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning
(Write 2 objectives that are clear, attainable, measurable, (Connect developmental goal with
and age/content appropriate. Start with “Children will”) learning objectives)

Children will be clear and effective communicators
I chose this objective because it is
important for students to communicate
in clear and effective ways to get their
points across to those whom they are
talking to. Being clear, and straight to
the point, with effective
communication skills such as
effectively supporting one’s opinion by
knowing all sides to a topic. Students
will have to communicate their needs,
beliefs, and issues in an effective and
clear way to many counterparts of jobs.

Children will be integrative and informed thinkers
I chose this objective because it is
important for students to be informed
of political issues (current events), that
are happening around the world, and in
the United States. Students should be
able to build the ability to face and
discuss controversial topics, amidst
tension, and opposing ideas, as well as
understand and integrate opposing
sides into the student’s debate. This
will allow students to strengthen
debates, as well as be able to face
controversial intense conversations
they will face outside of school.

Content Standard(s) Instructional Decisions / Reasoning

(Identify MELDS domain, element, and indicators aligned (Clearly explain the relationship
with objectives) between MELDS and learning
objectives)
Students draw on concepts and processes using primary
and secondary sources from history to develop a historical
perspective and understand issues of continuity and
change in the community, Maine, the United States, and
the world.
History 1: Students understand major eras, major
enduring themes, and historical influences in the United
States and world history, including the roots of democratic
philosophy, ideals, and institutions in the world by
(F2) Analyzing and critiquing major historical eras: major
enduring themes, turning points, events, consequences,
and people in the history of the United States and the
implications for the present and future.
(D1) Analyzing and critiquing varying interpretations of
historical people, issues, or events, and explaining how
evidence from primary and secondary sources is used to
support and/or refute different interpretations. *
Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment
(How will you assess the children’s progress on your
learning objectives? How will the assessment results be
used?)
Socratic Seminar
This standard was selected because it
aligns with both the learning sequence
and learning objectives. Students need
to be able to identify and understand
major historical eras and understand
themes in U.S. history. Students also
need to be able to analyze and critique
varying interpretations of historical
issues. Students are expected to be able
to use sources to support their opinion
on several topics and controversial
aspects in history such as political
leaders, their public opinion on laws
and amendments, regulations and
deregulation of businesses, and foreign
policies. These aspects of being a clear,
and effective communicator will also be
beneficial for future conversations that
may not highlight historical topics, but
rather help students have strong
communication skills when addressing
bosses, or hiring committees. An
integrative and informed thinker seeks
information and builds their opinion
with evidence, this will be beneficial in
many aspects of these students’
futures, not only in their educational
career, but as a parent, leader, or boss.
Instructional Decisions / Reasoning
(Indicate formative/summative
assessment. How will analysis of this
data inform instruction)
Summative
This assessment will be given at the
end of the unit, which has lasted three
weeks. During these three weeks,
students have been given information
about flag desecration, free speech, and
monument removal. Through classwide
discussions, videos, and assignments,
students were given and discussed
multiple sides and stances to all topics
addressed. Students are graded for
their written opinions and their oral
communication of their opinions.
Students need to be able to be clear
and effective communicators of their
opinions over freedom of speech, flag
desecration, and Monuments.
This summative assesses the student’s
ability to communicate, listen, and
engage in constructive conversations
over controversial topics.
Students are provided the assessment
written portion, typically, a class before
the Socratic seminar. Students are
graded on their ability to write full
senses, which are comprehensive, and
use evidence from class lectures to
support their opinions.
The oral portion of the assessment is
based on several factors, students are
able to earn a point every time they;
- Respond/Answer a question
- Use resources/work done in
class to support their opinions
- Ask students follow-up
questions/Have conversations
with other students based on
their opinion (difference of
opinion)
Students may lose points during this
portion if they are;
- Not actively listening
- On their phones/laptops
- Interrupting one another
- Being disrespectful
- Name calling
- Not allowing others to
state their opinion
- Stating another’s
opinion in
‘dumb/uneducated’

Modification
This assessment is weighed, meaning
the written portion has more influence
over the student’s grade than the oral.
All students have the opportunity to
work with the teacher if they need help
writing their thoughts down. Students
are allowed to type answers (text to
speech) and have them printed.
During the oral assessment, students
are able to sit by the teacher to help
them prepare for answering questions.
Students may opt out of the speaking
portion and it will not cause the
student to fail.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and/or Technology
(Include a list of all materials, resources, handouts, and
technology needed to implement the activity)
Data
This data will be used to see student
comprehension of the unit, and also see
students’ development of skills that
they have been working on over the
course of the semester. Such as being
informed thinkers, and clear
communicators. Students will get
feedback on how they did during this
assessment, in both the written and
oral aspects of the assessment. This
feedback will allow them to work on
skills for public speaking, as there are
upcoming debates students will be
working on in the upcoming weeks.
Students will have one last Socratic
Seminar after their next unit, this will
also allow them to work on skills to
improve their grade and understanding
of effective communication.
Instructional Decisions / Reasoning
(Include sources of information such as
websites and books)

Socratic Questions (Handout) Socratic Questions;

- On paper
- Students can type out
their answers instead
of writing
- Digital copy can be
accessed on Google
Classroom
- Handout has all questions
students are expected to
answer within the Socratic
seminar

Laptop Laptop;
- Needed for the teacher to print
student work
- Needed to take attendance

Paper Paper;
- Needed for the teacher to mark
points for students discussion
Pencil Pencil;
- Needed to mark points
- Not recommended
using a pen, as
sometimes students lose
points

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
(Show the plan and sequence of your lesson that is (Include questions you will ask and
connected to the objectives including; introduction, steps of vocabulary you will introduce)
the activity, description of what the children are doing,
closure

Attendance
Attendance (5 min.) - Greeting all students
● Taking attendance after final bell - Checking in on how they are
● Talk with students briefly about day feeling
-

Intro (Agenda) (7 min.) Intro

- Going over the agenda will
● Go over what we are doing for the day
allow students to prepare for
● Remind students of what we did previous class
what's to come in class that day
● Transition students into work time
- Students will know what they
● Phone's away
are expected to complete that
● Something to write with
day
● Remind them of expectations
- Students will be prompted to
● Explain to students
take out their Socratic questions
- This will be the time
when all digital work is
printed
- Students will be given all
grading considerations
- Student gets 1 point for
when they answer the
question. every time
they talk or answer the
question
- Students will get 1
point every time they
bring up work done in
class, to support their
opinion
- Students will lose 1
point when they are on
their phone, or not
being active listeners
- Active
listening
means, not
 talking when
others are
talking,
sleeping, or
missing large
chunks of the
Socratic
seminar
- Students will also lose
1 point or more when
disrespectful to others
- Disrespectful
meaning,
name-calling,
stating another
opinion is
dumb or
uneducated,
making fun of
a student for
their opinion
- Students are expected to answer
every question if that is not
attainable for all students, they
should try to answer at least 5–7
questions
- This should last the rest of class
- Remind students they should be
stating their opinion even if
someone else said what they
would say, we want to know
what everyone thinks.
- Prompt students, even
tho so one said what
you’d say, please share
what you wrote to the
class
- Who would like to be the
discussion leader
- You do not get extra
points
- Should go in order of
the questions, as they
are written
- Try to call on everyone
- Whether they speak up,
or they raise hands, do
not skip them, give
everyone the
opportunity to speak
- Remind discussion
leaders to also state
their opinion

Socratic Seminar
the Socratic Seminar (60 minutes)
- If students do not remember the
name of a video or article we
watched or read in class, that is
fine, as long as they address
what information they received
from the resource and what type
of resource it was, students will
receive their point for
referencing work done on class
- Do not pack up while the
Socratic is going on, We will not
miss lunch, I am watching the
clock
- All students should be sitting in
the center desk circle.
- Students should be able to get
through all questions
- If not, allow students to decide
towards the end of class, which
questions they want to go over
(of the remaining questions)
- Questions
- #1 What is the meaning
behind a flag? Is it a
symbol or just
material?
- #2 Is there a difference
between a flag and a
memorial? If yes, how
so?
- #3 Should there be a
Constitutional
Amendment against
flag burning or
desecration?
- #4 Is it respectable that
people kneel during the
National Anthem?
Should the NFL put
restrictions on players
doing this?
- #5 Does a
Constitutional
Amendment on flag
desecration take away
freedom of speech and
expression?
- #6 Is standing for the
Pledge of Allegiance or
National Anthem your
responsibility as a U.S.
citizen?
- #7 What path should
the United States take
with Confederate
memorials? Take them
down, preserve them
for education, or
rebuild
counter-narrative
monuments while
leaving the
Confederacy ones in
place?
- #8 Should other
memorials like Mount
Rushmore be taken
down as well? Explain.
- #9 What does Freedom
of Speech look like in
2023? Are all actions or
words protected under
the First Amendment?
- #10 Has Freedom of
Speech changed over
time? Have all
demographics been able
to use their
constitutional right to
free speech, no matter
the setting?
- #11 Should books be
banned in schools
(whether it's in one
school, the whole
school district, or the
whole state)? Or does
this begin to infringe on
the First Amendment
right of free speech,
and free press? And if
so, who should be
making these
decisions?
 - #12 Should Social
Media outlets be able to
ban or censor their
users? Why?
- #13 How are people
held liable for what
they say, post, or do?
Should your boss be
able to fire you for
what you posted on
social media? Why?
- #14 Should a business
be able to refuse service
to someone based on
their religious beliefs?

If Remaining Time If Remaining Time

- What is the debate
- Different parts
- Opening Statement
- Should be 3
min
- If you are a
minute short
you loose a
point in the
overall grade
for the group
- Rebuttle
- When you
bring up points
to contradict
the other sides
points
- Closing
- Bring up the
most
important
points
- Bring up
points that you
think with
have the most
influence on
the croud
- Debate Groups
 - Tell students who they
have been grouped with
for this assignment
- Prefece,
students
should not be
expressing if
they do not
like who they
have been
grouped with
- Debate topics
- Students need to look
up topics
- They should
be serious
- Soemthing
they would
want to hear
being debated
- Needs to be
ble to have a
definitive
yes/no sides
- Cannot be;
- Abortion
- Free Speech
- Flag
Desicration
- Opprotunity
- Gun Control
- Monuments
Closure Closure
- Praise students for their work
- Talk about what went well
- Collect all work
- Talk to students quickly,
one-on-one about their work in
the Socratic seminar
- Positives
- What to expect next class is
important, as we have the class
again the next day, this allows
students to know what is
expected next class
- Debate topic and
Debate Groups
assigned

Meeting students’ needs (differentiation, extensions,
modifications, accommodations)
(How will you meet the needs of all the students who need
more or less challenge?)
Adaptations/Modifications
- The agenda will be written out on the board, and I
will read out and explain what I have written
- All work will be paper, but the student will have the
option to use technology
- Assessment is both written and oral communication
- Seating
Extended time
- If needed, students can take home an assignment to
complete
- Students forgot work at home
Students who are absent
- At the last 5 minutes of class, I
stand by the door with students
and talk with them about their
days
- Saying goodbye as they exit the
classroom for the day
Instructional Decisions / Reasoning
(Discuss your reasoning for including
specific activities or strategies; special
needs, age differences, cultural diversity,
etc.)
- Having the agenda written on
the board will allow students to
prepare for the class for what we
will be doing
- Adaptations will be available to
all students (no matter the
circumstances)
- Students will be able to type up
their answers to the questions
instead of writing them out
- Students work is weighed in
favor of written communication.
With written answers being 80%
of the grade for the assessment,
and oral being 20%
- For students who have a harder
time in class setting discussions,
I encourage them to sit next to
me, so I can assist them in
preparing for at least 1 question
- Students will not be graded on
work until the written
assessment is completed
- We encourage all students to
complete work before Socratic
seminar
- Offering to stay after with
students who need more help on
questions
 - Students will be expected to
have written assessment done by
their next class

Field Course Only – Post-lesson

Reflection
(Produce a thoughtful reflection addressing the following: strengths of the lesson and areas for
growth; evidence of student learning and interpretation of assessment results. Consider the
following questions:
● Did the students meet the objective(s)/learning goal(s) of the lesson? How do you know?
● What does your assessment data tell you?
● What went well?
● What would you change?
● What did you learn? How will this impact your next lesson?
How many students met the objective(s)? Partially met? Did not meet? After analyzing the
assessment data what will you do to help ALL students meet the objective(s)?)