HBGSD LESSON PLAN TEMPLATE

HARRISBURG SCHOOL DISTRICT

DANIELSON FRAMEWORK LESSON PLAN TEMPLATE

Teacher: K Hyson Subject: World History

Date: Mar 13-Mar 17, 2017 Title/Theme of this weeks lessons: The
role of the government in American
society
Lesson Essential Question(s): Unit:

Can you create an explanation of the 14th Rights and Responsibilities of Citizenship
amendment? Can you explain the role of the
Supreme Court in interpreting laws? Can you
explain precedent? Can you create an opinion
on historic court cases? Can you explain
affirmative action? Can you create an opinion
on what it means to be equal in the United
States?

Unit Essential Question: Acceleration/Previewing (key vocabulary):

Day 1- 5:
What does equality in the United Vocab:
States look like? Government, policy, state, authority,
politics, power, legitimacy, sovereignty,
citizenship, constitution, amendment,
political party, political participation,
bureaucracy, general election, primary,
gerrymandering, juvenile, censorship,
pornography, sexting, felony,
misdemeanor, integration, segregation,
ideology, foreign policy, globalization,
interdependence, democracy, republic,
dictatorship, immigration, migration

Introductory/Acquisition Extending Thinking Assessment Lesson

Lesson Lesson X
X X

**The delivery of your lesson is always contingent upon the content you
intended to deliver. Sometimes you may address all of the elements in the
template and sometimes you may not. This template is a guide to ensure you
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HBGSD LESSON PLAN TEMPLATE
are addressing the essential elements of a lesson plan to ensure students will
be able to demonstrate enduring understanding.**

Focus Statement of Objective What should students know and do as a result

Students of the lesson? (Component 1C)
Attention

Statement
of Mon-Tue : Students will continue to explore the 14th amendment
Objective: and analyze how cases are determined in courts; students will
begin analyzing affirmative action in colleges.

Wed-Fri:

Learning Unit Learning Goals: 1) Effectively analyze primary source documents.

Goals: 2) Demonstrate an understanding of the importance of point of view 3)
Effectively provide sound reasoning based in historical information and
data for specific opinions 4) Make connections between historical events
and the world we live in today 5) Students will be familiarized with The
U.S. Constitution, the rights and responsibilities of citizenship and ways
these impact us individually, nationally and globally.

Content Overview:
Governmental institutions (from around the world) have profoundly

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impacted our modern world. Whether this impact was generally beneficial
or harmful was dependent largely on which particularly countries are being
discussed. Ways in which forms of government impact us individually,
nationally and globally should be debated by students in todays
classrooms. Through the implementation of this unit, I hope that students
will walk away with a better understanding of how forms of government
and the rights and responsibilities of citizenship (in general) connect to the
world in which we live. Through the exploration of government and the
rights and responsibilities of citizenship, students will gain an
understanding of how it has influenced, both negatively and positively the
world. I hope to open students eyes to the wealth and freedoms (or lack
thereof) of other cultures in the world, and how these compare with the
government of The U.S. and the rights and responsibilities of our citizens.
My hope is that students will come to this increased understanding
through the learning and practice of these major skills: proper reading,
understanding, and analysis of primary source documents as well as
synthesizing informational/non-fiction text. Due to antiquated language
and the difficulties of interpreting biases, reading primary sources can be a
challenging skill to learn. As a result, I have tried to incorporate a mass
differentiation of activities compiled in an interactive notebook which
expose my students to a wide variety of primary sources, including legal
documents, small articles, and engravings, poetry, and I have provided
scaffolding to help them properly analyze these documents. The goal is
that through this repeated exposure to primary sources, students will
become more comfortable in using them as advantageous sources of
historical information. Students will be able to demonstrate this ability to
ACTIVITIES: properly read and analyze primary sources through both the questions
provided with each of the primary sources, as well as through their
application of primary sources to back up and defend their opinions.
Students will be able to apply concepts gained from primary and
secondary sources to make connections to real world incidents.

DAY ONE/TWO:

ACTIVATING ACTIVITY:

1. PARTICIPATION QUIZ: Students will review concepts from the prior lesson:
-Day 1: True or False: The Bill of Rights and all other amendments are
part of the Constitution.
-Day 2: Cite the documents that outlines what the federal government
can and can not do. This is where the federal government gets
its power.

ACTIVE ENGAGEMENT:

2. Students will annotate a secondary source (AFFIRMATIVE ACTION IN

American Colleges After Fisher v. Texas) to explore the idea of affirmative action
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and its relationship to the 14th amendment.

3. Students will use a graphic organizer to distinguish court precedent, case facts,
and decisions in three cases (Bakke, Gratz & Grutter, and Fisher). Students will
complete guided questions on the secondary source AFFIRMATIVE
ACTION IN AMERICAN COLLEGES.

4. GROUP SHARE OUT: After reading about the Fisher case, students will create
an opinion on whether they agree with the decision in the Fisher case. Students
will separate to either side of the room and debate the issue.

ASSESSMENT

5. In 10-12 sentences. Create an explanation for the 14 th amendment.

Create an explanation for Fisher v. Texas. Create an opinion on
affirmative action: does affirmative action violate the 14th amendment?
Do you personally think affirmative action is an appropriate solution to
helping minority groups? Create an explanation for the term equal in
America.

DAY THREE:
1. PARTICIPATION QUIZ: Students will review concepts from the prior lesson:
-Day 1: True or False: Local governments are given power by the states
and are not included anywhere in the Constitution.

2. Students will participate in an interactive lecture on voting problems

in the United States (voter fraud, participation rates, and voter
restriction). GROUP SHARE OUT, PAIR-SHARE, DATA GLLERY
WALK.

Assessment:
3. Ticket-Out-the-Door: Create an explanation for why these voting issues
are important to our government. Cite our type of government system
and create one connection between these voting issues to the rights
and responsibilities of citizenship we have discussed in class thus far.

DAY FOUR/FIVE
1. PARTICIPATION QUIZ: Students will review concepts from the prior lesson:
-Day 1: Create an explanation for a check and balance. Provide 3 examples.
-Day 2: Create a connection between the three levels of government and right
and responsibilities of citizenship.

EXTENSION ACTIVITY:
1. In groups of 4-5, students will read four secondary sources: Voter ID
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Laws Protect the Integrity of Our Democracy, Voter ID Laws are Good
Protection Against Fraud, Oppose Voter ID Legislation FACT SHEET, and
Voter ID Laws are Designed to Keep People From Voting. Each person in
the group is responsible for one article.
2. Students will use a graphic organizer to detail the main points of the
secondary sources.
3. Each group will take a position on voter ID laws. Each group will create a
presentation using a graphic organizer, poster paper, and a verbal
presentation to share their decision with the class.
4. GROUP SHARE OUT: What responsibility does the government have to
curtail voting issues?

ASSESSMENT

5. Create an explanation for the issue of voter ID laws. Create an

opinion: Do they help the voting process or hinder the voting process.
Based on concepts studied in class, create an opinion on the role of the
federal government in the democratic process.

AT THE CONCLUSION OF THESE LESSONS, STUDENTS WILL BE ABLE

TO: use the judicial review process to analyze court cases, apply the
equal protection clause to real life situations, create an opinion on
precedent, explain affirmative action, create an explanation for the term
equality, create an opinion on affirmative action policies in the United
States, create an explanation for voter ID laws, explain issues in voting in
the United States, analyze secondary sources to create an opinion on voter
ID laws, evaluate the role of the government in the lives of citizens and the
democratic process.

Common Relevance/Rationale: (Why are the outcomes of this lesson important in

Core Focus the real world? Why are these outcomes essential for future learning?)
(Components 1A,1C)

Relevance/Rationale: (Why are the outcomes of this lesson important in

the real world? Why are these outcomes essential for future learning?)
(Components 1A,1C)

Through all of my lessons I wish to have students: appreciate historical

perspectives, consider multiple perspectives, demonstrate an
understanding of political processes though analyzing and interpreting
sources, by distinguishing fact from opinion. Additionally, have students
act as historians using a variety of tools to draw evidence from
informational texts to support analysis and formulate reflection.
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Focus on DOK Levels: Level Three: Construct, Cite Evidence,
Formulate

#1 CC.8.5.11-12.A- Cite specific text evidence to support analysis of

primary or secondary sources, connecting insights gained from specific
details to an understanding of the text as a whole.
#2 CC.1.3.9-10.A- Determine a theme of central idea of a text and
analyze in detail its development over the course of the text, including
how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
#3 CC8.4.12.A- Determine the meaning of words or phrases as they are
used in text, including words that describe political, social, or economic
aspects of history/ social studies.
#4 CC 8.4.C.C- Evaluate critical issues, basic principles and ideals in
contemporary governments.
#5 CC.8.6.11-12B Write informative/explanatory texts, including the
narration of historic events, scientific procedures/experiments or technical
processes.
#6 CC.8.6.11-12.A Write arguments focused on discipline-specific
content.
#7 CC.8.6.11-12.C - Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose and
audience.
#8 CC.8.5.11-12.G- Integrate and evaluate multiple sources of
information presented in diverse formats and media (e.g., visually,
quantitatively, as well as in words) in order to address a question or solve
a problem.
#9 CC.8.8.11-12.I- Write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a single sitting or a day
or two) for a range of discipline-specific tasks, purposes and audiences.
#10 CC5.4.C.A- Explain how foreign policy is developed.
#11 CC6.4.C.A- Explain how specialization contributes to economic
interdependence on a national and international level.
#12- CC7.1.C.A- Use geographic tools to analyze information about the
interaction between people, places and the environment.

(These are the PA State Standards for SS for Reading and Writing in History
and The SAS Pa Common Core: History and Social Studies and Civics and
Government)

Language Statement of Language Objective: How will the student demonstrate

Objective understanding using the four domains of reading, writing, speaking, and/or
(Classes listening? (Components 1B, 1C)
with ESL Lesson Goal: Students will work together to act as historians, interpreting
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Co-teacher) and analyzing a wide variety of data.
I will use a broad content knowledge base sufficient to create
interdisciplinary learning experiences designed to ensure that all students
achieve state standards for content and achievement
I will design instruction that addresses the core skills, concepts, and ideas
of the disciplines/content areas to help all students meet PA learning
standards
I will represent and use differing viewpoints, theories, and methods of
inquiry when teaching concepts and encourage all students to see,
question, and interpret concepts from a variety of perspectives using a
variety of techniques and practices such as:

Writing - vocabulary word map for new terms learned

Reading read a contextualized sentence that includes a vocabulary
word.
Focus their attention on listening to teacher
Encourage peer oral communication
I will speak in the future tense to help them predict what their next
lesson or unit of study will be using sentence frames. EXAMPLES:
What do you think we will learn about
What do you think this section will be
about.

Encourage peer oral communication

I will summarize text and/or facts and information (as needed)
Provide academic vocabulary word banks for student reference
Modify summative exam to pinpoint essential learning goals
Modify Collins I for outlined summary sentences in response to re-
phrased questions
One-on-one counseling in pinpointing key concepts within
primary/secondary source material
Guided or modified notes
I will paraphrase information
I will ask probing, higher-level thinking questions

Anticipator Do Now / Warm-up - How will you engage students in learning? How will
y Set you connect the lesson to their prior knowledge? (Component 1E)
/Activating
Strategy

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HBGSD LESSON PLAN TEMPLATE
DAY 1: Create an explanation for affirmative action.
DAY 2-Create an explanation for Fisher v. University of Texas.
DAY 3- Create an opinion on the role of voting in the United States.
Day 4-Cite two voting issues discussed in class.
Day 5- Cite the requirements needed to vote in PA.

Introductor Teacher Directed Activities: ( Teaching of the new concept)

y / Short How will you aid students in constructing meaning of new concepts? How
Lecture/ will you introduce/model new skills or procedures? What instructional
and/or strategy(ies) will you introduce, re-introduce or utilize to ensure
Developme comprehension? (Component 1E)
ntal
Activities
Days 1-5:
Students will be introduced to affirmative action through a
(This should secondary source and guided questions.
describe the
activation or Students will be introduced to voting issues in the United States
introduction through an interactive lecture, graphic organizers, and secondary
to new sources.
content)
**See specifics under activities**
Guided Teacher-Monitored Activities:
Practice What will students do together to use new concepts or skills? How will you
assist students in this process? (Component 1E)

Days 1-5

Students will show assessment through completion of graphic

organizers, Group share out, group presentation, participation
quizzes, writing, and text annotation.

Teacher will monitor whole group discussion, text annotation, use

of graphic organizers, writing, small group work, analysis of
secondary sources, and assessment.

**See specifics/elaboration under activities **

Independen Practice Activities, Refinement, and Extension: What opportunities

t Practice will students have to use the new skills and concepts in a meaningful way?
or Activities How will students expand and solidify their understanding of the concept
and apply it to a real-world situation? How will students demonstrate their
mastery of the essential learning outcomes? (Components 1E, 1F)
List of possibilities:
Pair-share
Assessment
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HBGSD LESSON PLAN TEMPLATE
Collins II summarization
Graphic organizer
Extension activity: writing (cause/effect, analyzing information,
persuasive arguments, first person narrative)
Video-clip 3-2-1
Group share-out
Jig-saw
Review questions
Sentence Starters
TOTD
Collaborative poem
Acrostic
SWBS
Wordsplash
Silent class wide discussion
Chalk talk

Assessment Formative Closure Summative

/ Assessment: How will Activities: How Assessment: How will
Closure you & your students will you assist you ensure that all
What does know if they have students in students have mastered
success on successfully met the reflecting upon the identified learning
this lessons outcomes? What what they learned indicators? How will you
outcomes specific criteria will be today and are assess their learning
look like? met in a successful preparing for daily? How will you
(Component product/process? tomorrows lesson? assess their learning at
1F) What homework the end of a unit?
will be assigned to
help students
practice, prepare,
or elaborate on a
concept or skill
taught?
Collins II & graphic Collins II , summary TOTD (see pg 2), Collins II
organizer , do-now writing & TOTD, Summaries, review
journals and totd, graphic organizer questions, assessments
share-out responses, (See statement of and rubrics
pair-share and group objectives on pg 1 ( see statement of
work. which site topics for objectives pg1 which
writing, graphic show each lessons
(See statement of organizer content, assessment information
objectives on pg 1 do-now journal where applicable).

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HBGSD LESSON PLAN TEMPLATE
which site topics for
writing, graphic
organizer content, do-
now journal topics,
TOTD , review questions
and daily activities
which help students
meet the lesson
objectives).
Students will use rubrics
when and where
applicable.
topics, TOTD ,
review questions For lower level learners, I
and daily activities have provided guided
and homework notes to help focus lower
assignments which level learners in their note
help students meet taking. By having
the lesson students to fill in only the
objectives). important terms in the
blank spaces provided,
these terms will stand out
most to them and they
will not be distracted by
trying to fill in other, less
important information.
However, this extra
information will still be
provided for them in the
guided notes so that the
important terms are
connected in a meaningful
manner.

Resources/ What texts, digital resources, & materials will be used in this lesson?
Materials: (Component 1D)
Graphic Organizers, maps, World Cultures Text, rubric, graphs, video-clips,
extension activities, resource readings (magazine articles etc).

Access for How will you ensure that all students have access to and are able to
All: engage appropriately in this lesson? Consider all aspects of student
diversity ELL, IEP, & Gifted, etc. (Components 1B, 1C, 1E)
1) Review of IEP goals, collaboration with monitoring teachers.
2) one-on-one conferencing and follow up on assignments/tasks
3) written and oral directions and repetition of verbal directions while
indicating written directions.
4) Modify summative exams to pinpoint essential learning
5) Academic vocab reference agenda

6) Differentiation of lessons with the following specifics:

Reduced # of words in word-splash, Jigsaw (assign chunk-reading), group
share-out on articles content, one-on-one conferencing and follow up on
assignments/tasks, reduce the number of assigned assessment qs, give
repetition of verbal directions.

Differentiat What curriculum modifications and/or classroom accommodations will you

ion: make for Students with learning differences in your class? Be as specific
as possible. (Component 1B, 1D)
Provision for Individual Differences: How do my lessons accommodate
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HBGSD LESSON PLAN TEMPLATE
different developmental levels of students? My lessons accommodate
individual differences in approaches to learning, create connections
between the subject matter, student experiences and/or provisions for
students with particular learning differences or needs by my creation of an
interactive notebook of differentiated activities.
The theorist, Howard Gardner, articulated seven unique learning strengths
in students. Of those seven individual learning preferences, I have
incorporated some of these into my lesson plans. These three preferences
are articulated below.
Bodily-Kinesthetic: The Chalk Talk activities can grab the attention of
bodily-kinesthetic learners. These students learn best through hands on
activities that involve movement. Thus, moving about and making the
arguments for or against content related topics on the butcher paper
during the Chalk Talk activity should appeal to them. Another example is
engaging in sequencing activities which allow students tangible review of
events related to specific concepts.

Visual-Spatial: These learners enjoy multimedia, charts, photographs,

video-clips, movies and other modeling. They learn best when they can
manipulate and visualize information in spatial relationships. As a result, I
will incorporate many different forms of media including video clips, film,
music, engravings and maps to add appeal to them.

Interpersonal: Having students work in pairs when reading the primary

sources encourages the discussion of thoughts and ideas. Interpersonal
students learn best when discussing with other students their knowledge
and feelings towards a topic, thus working in pairs in this activity caters
well to them, as it allows them to discuss their knowledge and feelings
about the historical perspectives provided, as well as ask questions
directed towards one another.

Intrapersonal: Based on an interpersonal style of learning, my lessons

accommodate intrapersonal learners. The guided notes activities and
group-share outs are a way for intrapersonal students to have time to
individually process the material without (personally) having to worry
about conferring with other students, or participating in a class wide
activity.

While the reading of the primary sources is based on an interpersonal style

of learning, these activities accommodate intrapersonal learners. An
example is The Chalk Talk activity, while in essence a class wide
discussion, takes place in written form. Thus, it is a great way for those
students reluctant to participate in class wide discussion due to their
intrapersonal learning style to nonetheless participate. After all, ultimately
they are solely responsible for what they write on the butcher paper.
Students are also responsible for their reflections in Collins I or II in written
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HBGSD LESSON PLAN TEMPLATE
form.

My lessons also incorporate both higher and lower level learners:

For lower level learners, I have provided guided notes to help focus
lower level learners. By only requiring them to fill in the important terms in
the blank spaces provided, these terms will stand out most to them and
they will not be distracted by trying to fill in other, less important
information. However, this extra information will still be provided for them
in the guided notes so that the important terms are connected in a
meaningful manner.

For higher level learners, I will utilize my time during activities such as
pair/share activities to encourage higher learners to think deeper about
the task. I will be participating, when necessary, in the activities to prompt
students to stay on task and live in the DOK Levels 3 & 4. Thus, I can use
this time to ask higher level learners more provoking questions to get
them thinking about their analysis and help them to delve as deeply into
the material as possible.
I also try to incorporate the following activities to create success for all
students:
Grouping, Chunk Reading, Pair-Share, Question Stems, Formative
Assessments, Guided Instruction of this units major concepts. I try
to incorporate rubrics to help drive participation, provide projects,
use a variation of testing questions (t/f, matching, fill in the blank
and open ended higher-level thinking qs), Collins I and Collins II
writing, talk to the text, graphic organizers, silent discussion,
chalk-talk etc.
Student groups will be arranged so everyone has access to work on
academic performance.
Students will work in cooperative groups and/or pairs
Students will use interactive notebooks designed to keep students
engaged and motivated through creating visual aids and/or ability to
cite information to demonstrate their learning
Use of sentence strips to organize ideas when needed.
Varying questions

(see Access for all)

Reflection:

PA Common Core Aligned Lesson Reflection

The following reflective questions should assist in the planning and preparation of lessons. The
teacher should be able to reflect, answer and be able to discuss instructional practices based on
guiding questions.

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HBGSD LESSON PLAN TEMPLATE
1. How did this lesson support PA CCSS or PA Standards?

2. If applicable, how does this lesson address eligible content?

3. How did this lesson reflect academic rigor?

4. How did this lesson cognitively engage students?

5. How did this lesson engage students in collaborative learning and enhance their collaborative
learning skills?

Danielson Reflection Guide:

1. What was the extent to which instructional outcomes were achieved?

2. What were the strengths and weaknesses of the lesson?

3. Based on the weaknesses in the lesson, what would be some specific alternative actions to
improve the lesson?

4. What would you expect the level of success of each of your improvements for this lesson?

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