UMF Unit-Wide Lesson Plan Template

Name: Caitlyn Hall Program: Secondary Education Course: EDU460

Social Studies Student Teaching
Lesson Topic / Title: Senior Seminar; Freedom of Free Choice Small Group Large Group
Speech Day 2 (circle one)
Lesson Date: November 2, 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 effectively and
clearly to many counterparts of jobs.

Children will be integrative and informed thinkers
Content Standard(s)
(Identify MELDS domain, element, and indicators aligned
with objectives)
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.
Instructional Decisions / Reasoning
(Clearly explain the relationship
between MELDS and learning
objectives)
Students draw on concepts and processes using primary This standard was selected because it
and secondary sources from history to develop a historical aligns with both the learning sequence
perspective and understand issues of continuity and and learning objectives. Students need
change in the community, Maine, the United States, and to be able to identify and understand
the world. major historical eras and understand
themes in U.S history. Students also
History 1: Students understand major eras, major need to be able to analyze and critique
enduring themes, and historical influences in the United varying interpretations of historical
States and world history, including the roots of democratic issues. Students are expected to be able
philosophy, ideals, and institutions in the world by to use sources to support their opinion
on several different topics and
(F2) Analyzing and critiquing major historical eras: major controversial aspects in history such as
enduring themes, turning points, events, consequences, political leaders, their public opinions
and people in the history of the United States and the on laws and amendments, regulations
implications for the present and future. and degranulation of businesses, and
foreign policies. These aspects of being
a clear, effective communicator will
also benefit future conversations that
may not highlight historical topics but
help students build 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.
Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
(How will you assess the children’s progress on your (Indicate formative/summative
learning objectives? How will the assessment results be assessment. How will analysis of this
used?) data inform instruction)

Formative
Classwide Conversation The conversation aspect of this class is
a critical aspect to assess, as they are
required to participate in a Socratic
Seminar. This Student-led discussion
highlights all aspects presented within
the unit.
This classwide conversation is
monitored and structured with
questions and prompts to get the
students thinking of how they feel
about a topic, and events related to the
topic. Monitoring how students engage
with one another, and the content
provided is assessed and graded
through their works of habit grades.
The classwide conversations also help
the teacher gauge where students are
 in understanding these large
controversial topics. This also allows
the students to ask the teacher and
other students questions, and
oftentimes times students will go back
and forth conversing about the topic,
trying to understand an opposing
opinion.

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 list of all materials, resources, handouts, and
technology needed to implement activity)
Data
This assessment will be used as a way
to determine student engagement, and
ability to converse with other students
about these topics in a respectful
manner and determine students’
understanding of the topic.
Monitoring students through these
conversations, allows the teacher to
determine if any topics need to be
expanded, based on misunderstanding
or students’ eagerness to learn more
about the topic at hand. This
assessment also allows the teacher to
determine what aspects of a respectful
discussion need to be taught, such as
waiting turns, using respectful
vocabulary, etc.
Instructional Decisions / Reasoning
(Include sources of information such as
websites and books)

Laptop Laptop;
● Attendance
● Needed for the teacher to play
video/show photos
● Help to have all
students on the same
information builds
more understanding
through embedded
imagery and videos

Articles
Articles
● All photocopied from book
○ 3 different articles
within the book
 ● Needed for assignment, 5 Key
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)
activity, description of what the children are doing, and
closure

Attendance (5 min.) Attendance

● Taking attendance after final bell
● Greeting all students
● Talk with students briefly about day
● Checking in on how they are
feeling to see if I need to make
any modifications to activities
during the class
● Taking attendance and noting
who is not in class

Intro (Agenda) (7 min.)

● Go over what we are doing for the day Intro
● Remind students of what we did in the previous class ● Going over the agenda will
● Transition students into work time allow students to prepare for
● Phone's away what's to come in class that day
● Something to write with ○ Warning; Controversal
● Remind them of expectations topics
● Explain to students ○ Please be respectful of
other students
opppionions
○ If you believe
someone’s opinion is
based around
uneducated points,
please ask questions
and defer to try and
understand opposing
views/comments
● Students will know what they
expected to complete that day
○ have a respectful,
meaningful
conversation with
classmates
■ They should
all be
engaging in
conversation
○ Phones away
 ■ to be active
respectful
listeners

Classwide Conversation (45 Min.) Classwide Conversation

● What we talked about last
class
○ Different types of
speech
○ Limitations on speech
○ How it changed
○ Book banning
○ Collin Kaepernick
○ Trump
● How has digital age affected
free speech?
○ So you think it has
changed?
● Ron DeSantis
○ Watning to hold media
outlets accountable
○ Limit what people can
post
■ Cant post
things about
members of
the
government
● Article Reading
○ 3 articles
○ Students in groups
○ Highlight 5 key points
ts
○ Will share out
● Getting Fired for what you say
or express?
○ Confederate flag
■ Fired,
wouldnt
remove decal
on tool box
○ Colarado baker
■ 2008
■ gay couples
cake, refused
on religious
grounds.
Court sided
with baker
■ 2022-23
■ Gender
identity cake,
 reduced on
religious
grounds,
court decided
with family
○ Justine Sacco
■ Posted tweets
about
people’s looks
■ Was a former
executive of a
company
■ was fired
● How are people held liable for
what they say/post/do?
○ Who’s holding them
accountable

Current Event Current Event

● Students are expected to find a
news article about someone
being fired for what they
posted on social media
between 2018 and 2023
● They are expected to find a
reliable source (not
Wikipedia)
● Students will answer
questions such as;
○ Who got fired?
○ Why did they get
fired?
○ What did they post?
○ When did they post it?
○ What was their job?
○ Where did you get this
information?
○ When did this
happen?
○ Was there bias in the
article?
○ Do you agree with
what happened?
● Students will be expected to
summarize what the article is
telling them, in their own
words
● If work is not completed in
class, they will be assigned it
for homework
 Closure
Closure (2 min.) - Remind students what we will
be doing next class
- They will be given the
Socratic Questions
over this unit
- Their
summative
assessment

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations) (Discuss your reasoning for including
(How will you meet the needs of all the students who need specific activities or strategies; special
more or less challenge?) needs, age differences, cultural diversity,
etc.)
Adaptations/Modifications
- Having the agenda written on
- The agenda will be written out on the board, and I
will read out and explain what I have written the board will allow students to
- All work will be paper, but students will have the prepare for the class for what we
option to use technology will be doing
- Adaptations will be available to
all students (no matter the
circumstance)
- Speech to text
- Reflection piece
- Students have the
option to to do this on
google docs
- remind students
spelling is not as
important as getting
their opinion down on
paper, and for it to be
understandable

Students missing prior knowledge needed for success in

- Information will be integrated
this lesson
into lesson
- Such as vocabulary definitions
- More explinantions on topics
students are unaware of/do
not understand completely

- Allowing studnet more

Extended time processing time
- two students in particular
needs more time to process
prompts
- Calling on these students last
 - Stduents who do not raise
their hands are not called on

Ability to move frequently - One student needs to be able

to get up and move frequently
- Ateention is not brought to this
studnet in these times
- Arranging seating so student
can walk in the back of class
(by my desk), will allow them
to stay concentrated to class
work
Students who are absent
- These students are expected to
come to me, for my note
outline
- Students are not expected to
take notes
- The note outline will
allow them to see
what was discussed in
class, and be prepared
for the next discussion
- This allows students
to have the previous
knowledge their
classmates have
- Allows for more
success in future
seminars

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)?)

All students completed their article key points and shared with the class what their
assignment article discussed.
Student A- This student did not participate in the class discussion. This student
completed their current event on Confederate monuments in America and got a 100.
Student B- The student was absent. This student did not complete the Current
event.
Student C- This student did not participate in the class discussion. This student
completed their current event on Confederate monuments in America and got a 100.
Student D- This student talked about how it is well within a business’s right to fire
you for what you post even when you are not at work. This student then talked
about how teachers are not allowed to say certain things or have students on their
social media, and how it is because students are meant to be forming their own
opinions and because staff shouldn’t be posting anything for students to see. This
student completed their current event on Confederate monuments in America, and
got a 100.
Student E- The student was absent. This student completed their current event on
Confederate monuments in America and got a 100. This student completed their
current event on Confederate monuments in America, and got a 100.
Student F- This student brought up how they believe any business should be able to
refuse service, especially if it is for religious reasons, as the right to religion is also in
the 1st amendment. This student completed their current event on Confederate
monuments in America and got a 100.
Student G- This student did not participate in the class discussion. This student
completed their current event on Confederate monuments in America, and got a
100.
Student H- This student brought up how it is not the social media outlets’ job to
monitor all things posted if it doesn’t have hate speech in them. This student did not
complete the current event.
Student I- The student was absent. This student did not complete the current event.
Student J- This student did not participate in the class discussion. This student did
not complete the current event.
Student K - This student did not participate in the class discussion. This student
completed their current event on Confederate monuments in America, and got a
100.
Student L- This student talked about the Colorado baker, and why they believed the
owner should not have turned away a sale. As an owner you want to make as much
of a profit as you can, and this would have caused the owner to lose a lot of business
because of bad publicity. This student completed their current event on Confederate
monuments in America, and got a 100.
Student M- This student did not participate in the class decision. This student
completed their current event on Confederate monuments in America, and got a
100.