edTPA Lesson Plan

Name Priscilla M. Cicero

Lesson #, Lesson Title Lesson #3, Syrian Civil War Class Discussion

Date and Day of the Week Thursday, February 28th, 2019

Grade Level and Class 10th Grade World Affairs Elective
Period and Length 7th Period, 47 Minutes
Materials Needed Pens, pencils, smartboard, PowerPoint presentation, relay summary
worksheets, topic-specific articles, Differentiated Instruction
Presentation Notes worksheet, mobile desks, map of the Middle East
Standards and Objectives
Standards:
CCSS.ELA-LITERACY.RH.9-10.4.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political,
social, or economic aspects of history/social science.
CCSS.ELA-LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and
persuasively.
Learning Objectives:
SWBAT discuss relevant features, facts, and concepts about the Syrian Civil war.

Central Focus: To examine the many national and international factors of the Syrian Civil War.

Academic Language Demands:

● Language Function: Explain, give in own words
● Language Demands: Explain verbally (sharing ideas and information)
● Syntax: citing evidence
● Vocabulary: Bashar al-Assad; ISIS; Turkey; Gulf States; Saudi Arabia; Sunni; Shia; conflict; Rebels; Free
Syrian Army; Jordan; Iran; Iraq; imam; Kurds; Russia; United States; Hezbollah; Arab Spring Protests; Vladimir
Putin; President Donald Trump; Jihadists; Extremists; Islam/Islamic; martyrdom; caliph; caliphate; Al-Qaeda;
Jabhat al-Nusra; Proxy War; Holy War; civil; Civil War; theocracy
● Discourse: discussing thoughts and information with the rest of the class; one-sentence summary frames
welcome: “A _ is a kind of _ that…” or “x and y are similar in that they both…, but x… while y…”
● Language Supports: I will facilitate class discussion about the Syrian Civil War, manage the classroom as
students share their thoughts, and provide relevant guide questions to further the conversation as needed.
Assessments Related to This Lesson:
● Entrance ticket (informal)
● Class discussion (informal)
● Relay Summary Worksheet (formal)
● Differentiated Instruction Presentation Notes (formal)
● Exit Ticket (informal)

Instructional Strategies and Learning Tasks that Support Student Needs

Time Action Rationale
(Minutes)
5 Launch (Motivation): What was 1 Question You Still Have
From Yesterday’s Class?

Teacher will write student questions on whiteboard.

5 Instructional Procedure (Model): Teacher-Facilitated Class

Discussion

Students will restate the five article topics for clarity.

Students will refer to the DIPN as needed when participating in
class discourse.
Differentiated Instruction Presentation Notes: Syria

Group #1

Group #2

Group #3

Group #4

Group #5

30 After Structured Practice Assessment: Class Discussion

The class discourse is the structured practice assessment. It is

about the way we practice understanding these facts and
concepts by exploring them. It is going to take up the entire
class period. Students should spend the entire period asking
and answering each other’s questions. Teacher clarification
should and will be given as needed.
5 Closure: Homework Assignment Announcement

Announcement before students leave will also be followed up by

a google classroom reminder. Students must bring all materials
(DIPN, Relay Summary Worksheet, gist summary) to class the
next day for their next assignment. They should prepare
themselves as needed; having read and recapped their notes.
 edTPA Lesson Plan
Name Priscilla M. Cicero
Lesson #, Lesson Title Lesson #4, Syria’s Future

Date and Day of the Week Friday, March 1st, 2019

Grade Level and Class 10th Grade World Affairs Elective
Period and Length 7th Period, 47 Minutes
Materials Needed Pens, pencils, smartboard, PowerPoint presentation, relay summary
worksheets, topic-specific articles, mobile desks, map of the Middle
East
Standards and Objectives
Standards:
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation
by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned
exchange of ideas.
Learning Objectives:
SWBAT suggest resolutions for the Syrian Civil War based on what they learned.

Central Focus: To examine the many national and international factors of the Syrian Civil War.

Academic Language Demands:

● Language Function: Explain verbally (debate) and written (RAFT activity)
● Language Demands: Formulate, suggest
● Syntax: citing evidence, formulating clear statements whether it be verbally or written
● Vocabulary: Bashar al-Assad; ISIS; Turkey; Gulf States; Saudi Arabia; Sunni; Shia; conflict; Rebels; Free
Syrian Army; Jordan; Iran; Iraq; imam; Kurds; Russia; United States; Hezbollah; Arab Spring Protests;
Jihadists; Extremists; Islam/Islamic; martyrdom; caliph; caliphate; Al-Qaeda; Jabhat al-Nusra; Proxy War; Holy
War; civil; Civil War; theocracy
● Discourse: discussing thoughts and information with the rest of the class; one-sentence summary frames
welcome: “A _ is a kind of _ that…” or “x and y are similar in that they both…, but x… while y…”
● Language Supports: There is always a model example demonstrated or presented in the beginning of each
lesson, following the “I do, we do, you do” methodology. Because my class is the last period of the day, my
students know that they are allowed to visit me during office hours or predetermined off-periods to discuss any
concerns. They may ask any questions they feel are necessary in understanding the objectives of the lesson.
At this time, students are also welcome to share with me the information they have accumulated so far, as well
as inquire about any gaps in their worksheets or present sections of missing information that is necessary in
order to complete the main task that is related to the central focus.
Assessments Related to This Lesson:
● Entrance Ticket (informal)
● RAFT Activity (formal)
● Class Discussion (informal)
● Exit ticket (informal)
 Instructional Strategies and Learning Tasks that Support Student Needs
Time Action Rationale
(Minutes)
5 Launch (Motivation): Entrance Ticket
PowerPoint Slide #1:
“My name is ____ and I am an expert in ____…”

E.g: “My name is Ms. Cicero and I am an expert in the topic of

the Assad Regime.”
5 Instructional Procedure (Model): Teacher-Modeled
Explanation of RAFT activity

R: Expert in Assad’s Regime

A: President Assad
F: Letter
T: Please resign.
5 Structured Practice (Application): Brainstorm!
Role: Who are you? What are you an expert in?

Audience: Who are you writing to? Why?

Format: What format is it going to be written in? (Letter)

Topic: Propose a Solution! What expert advice can you give to

help the Syrian people end all of this conflict?

25 After Structured Practice Assessment: RAFT Activity

Completion with Rubric

Role: Who are you? What are you an expert in?

Audience: Who are you writing to?

Format: What format is it going to be written in? - Letter

Topic: What expert advice can you give to help the Syrian
people end all of this conflict?
5 Closure: Exit Ticket
Take your ticket, turn it over, and write a topic you would like to
be an expert in. Choose another topic that interests you and
state why.

“... but I would like to be an expert in the topic of ___

because ___.”