ppWorld History (10th Grade) Lesson Plan: The Russian Revolution Objective: Students will read through the

Russian Revolution summary and recall (knowledge) information on a short quiz. Students will also discuss (comprehension) possible pros and cons of communism. Goal: B.12.9 Select significant changes caused by technology, industrialization, urbanization, and population growth, and analyze the effects of these changes in the United States and the world Materials Needed: Russian Revolution Summary Sheets Russian Revolution Quiz Notebook Assignment Worksheet Introduction - 5 minutes Students will discuss their current knowledge of Russian history. What did new information did they learn from the video on the Romanovs? What information might they still like to know? Explain to students that they will be continuing from they left off, and discussing the Russian Revolution. Steps for Instruction - 30 minutes 1. Hand out summary sheets. 2. Students will read as a class. The class will play popcorn, and those who are chosen selected to read will get a piece of candy. 3. After reading the document, students will be given the quiz. 4. Students will be given the notebook assignment worksheet. Strategies for Students Students who are uncomfortable reading have the opportunity to skip being called on during popcorn and select a new student. I will circulate the room as students take the quiz to assist with any confusion. Closure - 10 minutes Rather than write journal entries, students have the option of discussing answers to the notebook assignment. Students are expected to participate in the discussion. If there is no significant amount of participation, students will write their answers in their journals. After the class has discussed possible pros and cons to communism, remind students that this information will be valuable as they go into more depth studying Lenin and Stalin, leaders of the Russian Communist movement. Assessment Students will be formally assessed on the scores of their Russian Revolution quiz and informally assessed on their discussion.

Stephanie Rudnicki Lesson Topic: The Russian Revolution Date: 3/10/11 Park High/10th Grade/ 18 students Cooperating Teacher: Michele Ludvigsen Planning & Preparation: My plan provided opportunities for active engagement through discussion and class reading. By playing popcorn to read, students were unsure of if/when they would be called and felt more obligated to follow the readings. In addition, those students who read aloud were rewarded with candy, providing motivation. For those students who felt uncomfortable reading, the option of passing was available; however, they lost their opportunity for candy. Classroom Environment: Students were encouraged to read with candy. Students were also encouraged to participate in discussion by offering an optional assignment. They chose between actively participating in the discussion and answering more questions in written form. It was explained to students that if they did not participate, they would start writing. I believe both of these strategies were affective. However, in the future I would guide the process of popcorn more closely so that all students were offered the option of reading. In addition, the students were particularly well behaved that day and went through the lesson rather quickly. I feel that it would be more beneficial in the future to have students write down ideas for the discussion, break into small groups, rotate, and then discuss as a larger group. This uses classroom time more affectively and ensures that all students share their ideas at least once. Instruction: My choices of strategies would have been more affective if I had controlled popcorn more and restructured the discussion activity. In general, both of these strategies (as laid out in my lesson plan) went well but still could have been more affective. What my strategies lacked was the insurance that all students would be guaranteed to participate. As a result, I was able to see that the class generally met the learning outcomes, but I could not know if every student did. Assessment: I planned both formal and informal assessments. Following previous selfassessments, I designed this lesson to assess the outcomes of individual learners. The quiz that they took directly related to the lesson objective, which

measured knowledge. Students were informally assessed for comprehension on their discussion. As a group, I was able to tell that most students had met this objective. However, because of the way I had structured discussion, it is impossible to know if all students did. Professional Responsibilities: My cooperating teacher suggested two very important things. Firstly, she asked that I think about how I could include students who may have been passed over for reading. Secondly, felt that the length of the discussion was too long. I plan to address both of these in the future by restructuring my teaching strategies. As I have outlined above, I plan to be more inclusive of all students and better utilize time. Reflection: This lesson demonstrated just how important variance in teaching strategies could be. A previous lesson of mine had gone extremely well because it had kept students moving and involved. They never really had a chance to get bored with subject before something regained their attention. Conversely, this lesson seemed too abrupt. Without the right pacing, students brought all of their ideas forward at once.

ALVERNO COLLEGE

SUPERVISORs Feedback OF ED 315 Field Student

Candidate: Stephanie Rudnidcki Supervisor: D. Habanek Cooperating Teacher: M. Ludvigsen School: Park High School Planning and Preparation (AEA: Conceptualization/Diagnosis WTS: 1, 7DISP: Respect, Responsibility)
Uses teaching resources and curriculum materials that are appropriate in representing the ideas and concepts. Plans instruction appropriate to students stages of development and learning styles. Links new ideas to familiar ideas and makes connections to students experiences. Provides opportunities for active engagement, manipulation and testing of ideas and materials. Knows how to enhance learning through the use of a variety of materials. Values flexibility in the teaching process by monitoring and adjusting plans and adapting instruction when necessary and appropriate. Chooses appropriate teaching strategies, learning experiences, and materials to achieve different instructional purposes and to meet student needs. Varies his or her role in the instructional process in relation to the content and purposes of instruction. Plans motivational instruction by relating lessons to students personal interest. Seeks to find ways to meet the needs of diverse learners.

Check One: 1st Observation __X_ Date: 3.10.11 Number of Students: 17 Grade:

2nd Observation ___

Subject(s): World History

Evidence (Candidate)

You planned a lesson tha focused on the Russian Revolution and the development of communism. You matched your lesson with relevant goals. Your objectives dont meet the requirements of student centered, observable and assessable. They should start with a verb that directs you to the behavior that you can assess. Its never an objective to recal info for a quiz. For example: Explain the significant outcomes of the Russian Revolution. Or Describe the development of communism. Or recall significant events. You planned several assessment techniques, popcorn reading and a discussion to make good use of the time and keep students engaged.

____Inadequate

____Emerging

_X__Proficient

____Distinctive

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

ED FORM 711 0210 ED

Classroom Environment (AEA: Coordination/Integrative Interaction WTS: 2,3,5DISP: Respect, Responsibility )

Evidence (Candidate and Student) The pass is a nice feature. Consider how you would use it do they get one pass each day or one per week? Does it depend on the group or individuals? How can you keep track of who has read and who coud be called on? Could the SMARTBoard be used for this? Or a small chart that you have? They seemed to enjoy the popcorn reading and were surprised when the candy reward came. You relied on their honesty. I think it worked. The kids who passed didnt come up to get any. Find a way to interrupt student work instead of just starting to talk. People need time to shift cognitive gears and begin to listen. You gave directions twice during the quiz without warning. You guys 12 times. Find another way. I didnt keep track of how many girls and boys you called on or actually how many spoke. It seemed like there were more male voices. The female in front of me added a lot as did the male in the back. Its easy to count on the most vocal in any group. What strategies can you use to get every kid to respond? .

Shows respect for the diverse talents of all learners. Uses knowledge about human motivation and behavior to develop strategies for organizing and supporting individual and group work. Is committed to the expression and use of democratic values in the classroom. Organizes, allocates, and manages the resources of time, space, activities and attention to engage students in productive tasks. Knows how to help students work productively and cooperatively with each other. Uses strategies of effective classroom management to promote positive relationships, cooperation, and purposeful learning in the classroom. Respects students as individuals with differing personal and family background and various skills, talents and interests.

____Inadequate

____Emerging

__X__Proficient

____Distinctive

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

ED FORM 711 0210 ED

Instruction (AEA: Communication, Coordination, Diagnosis, Integrative Interaction WTS 4,6,7DISP: Respect, Responsibility, Communication)
Uses different representations and explanations of concepts when necessary to accommodate students who approach learning from different conceptual frameworks. Uses teaching approaches that address different learning styles and performance modes. Uses instructional strategies that promote student learning for a range of student abilities. Encourages discussion. Elicits samples of student thinking orally and in writing. Values the development of students critical thinking, independent problem-solving, and performance capabilities by using varied teaching and learning strategies to engage students in active learning. Modifies explanations when necessary to assist students understanding. Organizes, prepares students for, and monitors independent and group work. Recognizes the importance of verbal and nonverbal communication. Is a thoughtful and responsive listener. Communicates in ways that demonstrate a sensitivity to cultural and gender differences. Models appropriate communication strategies in conveying ideas and information. Supports learner expression in speaking and writing, and other media. Knows how to ask questions and stimulate discussion in different ways.

Evidence (Candidate and Student) Your beginning with a quick review of a video the students had seen on Monday. There was quick response from at least half of the group, building ideas off of each others comments. You interjected to build and correct. This was an effective way to access their memories for information they had been previously exposed to. The Popcorn reading procedure worked pretty well with this group. It shows interesting things about how students read as well as seems to keep them on track and following along. Your outline was very effective detailed and meaty- good information in an easily digestible format. There seemed to be almost an apology for the worksheet (quiz?) assignment. Consider the need for that in tone and words. There are solid reasons behind the curriculum. Be convincing and enthusiastic, not apologetic for holding them accountable for working through history in a meaningful way. Was the worksheet a quiz or a worksheet? You said both. Given the time they had to work, it could have been either. In you plan, it says quiz. Later you asked them to bring up their quizzes so you could see who had finished. How many kids copied the notebook question before handing in the multiple choice quiz? I saw almost no one writing after they turned in their quizzes. How could you do that differently. SMARTBoard again? Transparency? This part was confusing. You planned for the writing, included it on the quiz/worksheet and then made it contingent on participation. Are there reasons to have them right despite the talking? How about those who didnt speak? Had all students handed in the quiz before you began reading the pink sheet? No, I could see at least 2. Is that a good idea? What are the drawbacks. Open discussion: very interesting. This is another great opportunity to collect informal assessment information. Make a chart, code who speaks, what kind of comments they make. It helps you know the kids and figure out how to inspire those who dont speak to offer an idea, how to invite

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

ED FORM 711 0210 ED

in the kids who are hard to read when they dont bring their thoughts out loud. Since this is a small group in a seemingly safe environment, it appears that you could push a bit more to get more. You very obviously know your content and think well on your feet during discussions good for you and for them!

____Inadequate ____Emerging _X__Proficient ____Distinctive Assessment (AEA: Diagnosis/Integrative Interaction WTS: 8,9 DISP: Collaboration, Communication) Knows how to select and construct assessment strategies and instruments. Uses appropriate assessment techniques to enhance his or her knowledge of learners, evaluate students progress and performances, and modify teaching and learning strategies. Solicits and uses information about students experiences, learning behavior, needs and progress from cooperating teachers and the students themselves. Evaluates the effect of class activities on both individuals and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work. Uses classroom observation and information about students as sources for evaluating the outcomes of teaching and as a basis for reflecting on and revising practice. ____Inadequate ____Emerging __X__Proficient ____Distinctive

Evidence (Candidate and Student)

You planned to assess formally with an open note quiz. You also planned to assess nformally by discussion. You planned for students to write a short essay in their notebooks but that was contingent on the discussion. This seemed to be another opportunity to assess both their thinking and their writing. And to hear from all the kids, not just the most vocal ones. What is the real assessment of achievement value of a open note quiz? ..

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

ED FORM 711 0210 ED

Professional Responsibilities (AEA: Communication/Integrative Interaction WTS: 10DISP: Responsibility, Collaboration, Communication)

Evidence (Candidate)

Relates professionally and effectively with the cooperating teacher and faculty. Dresses professionally and consistently portrays a professional demeanor. Is enthusiastic about teaching. Seeks out the cooperating teacher to support his/her development as a learner and a teacher.

..Your relationship with Ms. Ludvigsen seems positive and collegial.

____Inadequate

____Emerging

__X__Proficient

____Distinctive

Summary Statement: You have a low key manner that is very effective with high school kids. You know your subject and respond easily and thoughtfully to
their ideas and questions. Work on assessment and get your objectives clear for every lesson. Well done!

Overall Performance: ____Inadequate

____Emerging

_X__Proficient

____Distinctive

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

ED FORM 711 0210 ED