Lesson Planning

Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

8.4.6. GRADE 6
A. Identify and explain how individuals
and groups made significant political
and cultural contributions to world
history.
B. Identify and explain important
documents, material artifacts and
historic sites in world history.
C. Identify and explain how continuity
and change has affected belief systems,
commerce and industry, innovations,
settlement patterns, social
organizations, transportation and
women’s roles in world history.
D. Explain how conflict and cooperation
among social groups and organizations
affected world history.
Lesson Objective(s)
(Stated in observable and measurable terms)

SWBAT explain key biographical facts and notes about an important historical figure from ancient China, and define their cultural
significant accomplishments.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)

The assessment plan is for students to create a virtual poster project to explain the cultural significance of their historical figure.

Materials:
Textbook, notebook/binder, pencil, mobile computer lab with internet connection

Inclusion Techniques for Students with Special Needs:

Modified directions and task goals. Inclusion aid and reading specialist will be present in classroom as well. Some students will
be pulled by special education teacher for small-group instruction.

Enrichment Techniques:

Assignment modified with more challenging goals. Quest (gifted support) teacher will provide addition materials and pull-out
students if necessary.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able
to participate in the lesson): Those items listed in the above two categories will be practiced, as well as student choice based on
interest within the given unit of study.
Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
What do you want your legacy to be? After you leave this school? When you look back at your life? Draw pictures, diagrams, or
use phrases to explain. Put your name in the middle of a blank page and circle it. Then create a web of examples to answer the
questions. Share with a small group of 4.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)
1. Focus Activity: In 3-4 sentences explain your opinion as to who the most important figure of ancient China was and why.
2. After discussion of focus topic, complete the Anticipatory Set.
3. As a large group, if anyone wants to share an example of their hopeful legacy, allow for that and discuss.
4. Introduce the mini-project based on important ancient Chinese figures. Distribute the project overview sheet and rubric
for students. Allow for any questions about the material. Explain that students should be giving items of legacy about
the person.
5. Introduce students to Glogster, an online virtual poster creation program. Using the mobile lab, students will create their
own virtual poster about their key historical figure. Students must have 3 important items of legacy about the person.
6. After students have completed their work, they will present their material and projects to their classmates.

Guided Practice/Independent Practice/Assessment Activities

The assessment activity is the creation and completion of the virtual poster about a key ancient Chinese figure. Students will be
assessed on the accuracy of their content and creativity of their poster.

Closure:
We will view the virtual posters via the overhead projector. Students will give a mini-presentation about their figure and explain
their choices for items of legacy.