Lesson Plan Template (Inquiry)

Video links: https://www.youtube.com/watch?v=kG_A3ET3foc

AP classroom video 3.1

Teacher Candidate: Lorena Calderon

Subject Grade Level: 10 Mentor: Jody Janis

Central Focus Describe the important
understandings and core
concepts that you want students
to develop over the course of the
learning segment/lesson
The core concept that I want my students to understand
during this lesson is HOW empires expanded.
-How did the empire expand? Did they use force?
(gunpowder)
- WHY did the empires expand?
WHAT were major developments in the empire?

Standard: Using the TEKS as guidance, what Unit 3: Objective A

standard(s) do you want your Students should be able to … Explain HOW and WHY
students to master?) various land-based empires developed and expanded from
https://tea.texas.gov/curriculum/ 1450 to 1750.
teks/
Key verbs:
Deconstructing/ Expand
Unpacking the Standard(s) Development
Determine key verbs:
Identify and underline key verbs Students will need to know how to compare each land-
within the standard and/or based empire and use evidence to support their claim.
element(s). (Thesis Practice)

Identify concepts and skills

students will need to know,
understand, and be able to do to
reach proficiency.

Objective: Targets must be aligned to the I can... explain why and how land-based empires
TEKS and with the assessment(s); developed and expanded.
targets should be stated as
measurable in student friendly
language. What will students be
able to do? Use “I can”
statements . You cannot change
the verb or content. ***Reminder -
Verb alignment present in
standard, objective and
assessment***

Sub-Objectives: How will you connect to past Connection to past learning:

learning? What key vocabulary Connections will be made with state-building. There is
and/or academic language overlap on how the expansion and state-building.
needs to be reviewed or
introduced? Key Vocabulary/Academic Vocabulary to include in the
If applicable: What images will lesson:
you use for key vocabulary? What Gunpowder empires.
sentence starters might be Ottoman empire
helpful? Safavid
Mughal
Russia empire

ELPS: Include #s, letters and full- ELPS

verbiage Include #s, letters and
full-verbiage
https://ipsi.utexas.edu/EST/files/
 standards/ELPS/ELPS.pdf
Language Objective based Use the format: “ I can…”
on ELPS: (TSWBAT…)
Assessments: What is your evaluative criteria?
What evidence will you collect to
demonstrate students’
understanding/mastery of the
learning target(s)? How will you
formally and informally assess
student mastery? What are your
plans for adjusting the pacing of
the unit for struggling learners?
What written and oral feedback
will you provide to students to
encourage mastery?
❏ Formal Assessment:
❏ Informal Assessment:
❏ Plan for adjusting
pacing for struggling
learners
NOTE: The formal assessment
might not be a part of this
lesson.
Materials/Technology/Re Describe the materials,
sources needed for the technology, and resources
lesson: needed for the lesson
Managing Student ❏ When and how will
Behavior Can’t teach you establish norms
them if you can’t reach for learning and
them! behavior during the
lesson?
❏ What will it look and
sound like if students
are engaged vs.
compliant in the
lesson?
❏ How will you allow for
movement, transitions
or brain breaks to
capitalize on
engagement and
performance
Opening (describe ❏ Opening: What will
activity): students be doing
immediately after the
Opening: bell rings to kickstart
I can …
Formal Assessment
SAQ
1. What are gunpowder empires? Identify all 3
empires.
2. List 2 ways each gunpowder (Land-based)
empire expanded.
Informal Assessment
- Asking questions throughout the class. Check
for understanding and asking students to
elaborate on their answers.
-
Plan for Adjusting Pacing
- Take more time in the beginning if they are
really not understanding the expansion and
the HOW and WHY. slow down the lesson.
- Do all three gunpowder empires together
-
Materials:
Notebook
AMSCO Book
Ways of the world book
pens/ pencils
Technology
Laptop
Other Resources:
Rules:
No phones
No headphones
Get out notebooks and be ready for class.
The norms will be established at the beginning of class.
The norms have been put in place at the beginning of the
semester and the students know what is expected of them.
If any of the students don’t respond then they will get a
reminder that if they do not talk they will be called on.
How engagement will look and sound
Engagement will look like students taking notes, reading
the text, or speaking with their classmates. The speaking
will have words such as gunpowder, Mughals, Safavids,
ottomans, Russia.
Plan for movement, transitions, or brain breaks
The movement will look like students moving into groups.
Their brain break will come after their group work before
we come back to a whole class.
Opening, if applicable:
When the students come and sit down I will introduce the
questions we need to answer by the end of class.
Estimated time to
complete’:_______
Structure (whole class,
collaborative, individual,
etc): _______
Focus/Anticipatory
Set/Hook/Activate
Thinking
Estimated time to
complete:_______
Structure (whole class,
collaborative, individual,
etc): _______
“Explore’ (Describe
Activity)
Estimated time to complete
‘Explore’’:_______
Structure
Differentiation
(Enrichment and
Remediation): Tailoring
instruction to meet
individual needs;
differentiating the content,
process, and/or product.
Consider cultural
diversity, gifted, etc.
Accommodation(s)- A
change that helps a student
overcome or work around
the disability:
Modification(s)- A change
in what is being taught or
what is expected from the
student:
Remember, an
accommodation is not
lowering expectations or
teaching below grade level
content/objectives.
class? (bell ringers, do EXPANSION: What comes to mind when you think about
nows, seat work) expansion? (2minutes)(2 minutes to write your answer
down)
Share out loud
❏ Engage: What will you
do to get students Engage: I plan on engaging the students with a picture. The
excited about learning? picture will enlist emotions and thinking.
Why is this
information relevant to Expansion is used in leadership. I can relate this to big
your students and business. Expansion means more power and legitimization
their culture and of power.
community? How will
you motivate students
to learn this material
in the set and
throughout the lesson?
Think about how this
activity is aligned to
the standards and
objectives. Use
knowledge of students’
prior learning,
personal, cultural,
and/or community
assets to “hook” them.
Explore Explore Description
During this part of the lesson, the reciprocal peer tutoring (RPT)
students explore through an
investigation-type activity. Think The students will be broken up into
about the type of questions that groups of 4 each of them being
you will ask to encourage
students to think through the “experts” in the expansion of 1 of the 4
process and problem solve? (Use empires. The student will present their
Bloom’s Taxonomy or Costa’s
Levels of Thinking as resources). information to their group while
Students should be working others take notes.
together in groups based on your
knowledge of their learning
styles, or some other
characteristics.
Differentiation “Explore”: Grouping of students: grouping students will have a leader in
❏ Grouping of students: the group and one person who could use extra support.
What opportunities do
students have to work
independently or Differentiation: Enrichment and Remediation: The
together? How are students will have time to read the book and steve heimler
these groups designed video.
to increase mastery of
objective? NOTE: You
may or may not have Accommodations and Modifications:
groups during this Captions
portion of the lesson. Type notes
Allow to watch the video with headphones and work alone.
❏ Differentiation - Define words beforehand
Enrichment and
Remediation: What
opportunities do
students need to
strengthen their
understanding of the
strategy or skill
presented?
❏ Accommodations and
ESL Strategies Document Modifications: What
accommodations and
ESL Strategies Matrix modifications do you
have to make for ELL,
SPED, 504, and
struggling students?
How will these
accommodations and
modifications support
mastery of the
objective?

Questioning “Explore”: What Questions:

type of questions can you ask
students to overcome their -what drove the expansion?
mistakes? What misconceptions -Why did these empires expand to this location? (trade!)
do you anticipate students might -How do leaders legitimize their power?
have? (Using Bloom’s Taxonomy - Explain what new technology led to expansion and how.
or Costa’s Levels of Thinking,
plan some questions you will ask
student)

Academic Feedback What type Academic feedback stems:

of support or academic feedback
do they need to overcome such
challenges? How do you plan to
reteach if students are not
mastering content?
Plan at least 3 academic feedback
stems that are aligned to the
learning goal so that they can
easily identify students who are
meeting those goals.
1. Teache just gunpowder empires with them as a
whole class.
2. Reteach and explain aspects of expansion.
3. If needed I can reteach the trade routes and baby
step them through how trade routes were vital
in the new technology (gunpowder) that helped
these empires expand for power and money.

‘Explain’ : Explain(modeling): During this

Estimated time to complete
‘Explain’’:_______
Structure (whole class,
collaborative, individual,
etc): _______
Differentiation
(Enrichment and
remediation): Tailoring
instruction to meet
individual needs;
differentiating the content,
process, and/or product.
Consider cultural
diversity, gifted, etc.
Accommodation(s)- (A
change that helps a student
overcome or work around
the disability):
Modification(s)- (A change
in what is being taught or
what is expected from the
student):
part of the lesson, the students
I will model what the expansion by talking about the
should be discussing what they
empire that came and fell before the three empires were
learned in the explore portion..
able to expand. I will talk about Tamerlane and his
This is the time when the
invasion of India and his dependence on the military.
teacher/students will model the
strategy or skill they are learning.
What content knowledge are you
teaching students based on your
own understanding? You or the
students are literally thinking
aloud. Consider including both
Tier 1 (examples) and Tier 2
(think aloud)
Differentiation for ‘Explain”: Grouping of students: grouping students will have a leader in
❏ Grouping of students: the group and one person who could use extra support.
What opportunities do
students have to work
independently or Differentiation: Enrichment and Remediation: The
together? How are students will have time to read the book and steve hymler
these groups designed video.
to increase mastery of
objective?
Accommodations and Modifications:
Captions
❏ Differentiation - Type notes
Enrichment and Allow to watch video with headphones and work alone.
Remediation: What Define words before hand
opportunities do Ask “How” and “Why” questions
students need to Encourage students to lead discussions and teach
 strengthen their
Remember, an understanding of the
accommodation is not strategy or skill
lowering expectations or presented?
teaching below grade level
content/objectives.
❏ Accommodations and
ESL Strategies Document Modifications: What
accommodations and
ESL Strategies Matrix modifications do you
have to make for ELL,
SPED, 504, and
struggling students?
How will these
accommodations and
modifications support
mastery of the
objective?

Questioning: What type of Questions:

questions can you ask students
to overcome their mistakes? Plan for calling on students:
What misconceptions do you
anticipate students might have?
(Using Bloom’s Taxonomy or
Costa’s Levels of Thinking, plan
some questions you will ask
student)

How will you make sure that you

are calling on volunteers, non-
volunteers, and a balance of
students? How can you
eliminate bias when students
share their thinking and
ideas?

Academic Feedback: What type Academic Feedback Stems

of support or academic feedback
do they need to overcome such
challenges? How do you plan to
reteach if students are not
mastering content?
Plan at least 3 academic feedback
stems that are aligned to the
learning goal so that they can
easily identify students who are
meeting those goals.

‘Elaborate’ (Describe the Elaborate: During this part of the Students

Activity) lesson, the teacher will monitor
students’ understanding.
Estimated time to complete Students extend or elaborate on
‘Elaborate’’:_______ what they’ve learned or apply
Structure ( collaborative) what they have learned to a new
setting. Like the Explore, this
stage should also be active,
collaborative, and hands-on.

Differentiation “Elaborate”: Grouping of students:

Differentiation What instructional strategies and
(Enrichment and planned supports will you Differentiation - Enrichment and Remediation:
remediation): Tailoring employ to meet the needs of each
instruction to meet student in order for each student Accommodations and Modifications:
individual needs; to demonstrate learning and
differentiating the content,
process, and/or product.
Consider cultural
diversity, gifted, etc.
Accommodation(s)- (A
change that helps a student
overcome or work around
the disability):
move towards mastery regarding
the learning target(s)?
❏ Grouping of students:
What opportunities do
students have to work
together? How are
these groups designed
to increase mastery of
objectives?

Modification(s)- (A change
in what is being taught or ❏ Differentiation -
what is expected from the Enrichment and
student): Remediation: What
opportunities do
Remember, an students need to
accommodation is not strengthen their
lowering expectations or understanding of the
teaching below grade level strategy or skill
content/objectives. presented?

ESL Strategies Document

❏ Accommodations and
ESL Strategies Matrix Modifications: What
accommodations and
modifications do you
have to make for ELL,
SPED, 504, and
struggling students?
How will these
accommodations and
modifications support
mastery of the
objective?

Questioning “Elaborate”: What Questions:

type of questions can you ask
students to overcome their
mistakes? What misconceptions
do you anticipate students might
have? (Using Bloom’s Taxonomy
or Costa’s Levels of Thinking,
plan some questions you will ask
student)
How will you make sure that you
are calling on volunteers, non-
volunteers, and a balance of
students based on ability and
sex?
Describe your plan for calling on students:
I will wait for volunteers when i ask for one but if i don’t
get any volunteers ill just wait and my silence will get
awkward maybe someone will volunteer. If I don’t get any
volunteers after the second time I will then call on a
student.
The balance will be between who raises their hands who I
don’t hear from often. If i know a student has the right
answer and just wont volunteer than I will call on that
person to get the conversation started.

Academic Feedback: What type Academic feedback stems:

of support or academic feedback
do they need to overcome such
challenges? How do you plan to
reteach if students are not
mastering content?
Plan at least 3 academic feedback
stems that are aligned to the
learning goal so that they can
easily identify students who are
meeting those goals.
Academic feedback stems:
4. Teache just gunpowder empires with them as a
whole class.
5. Reteach and explain aspects of expansion.
6. If needed I can reteach the trade routes and baby
step them through how trade routes were vital
in the new technology (gunpowder) that helped
these empires expand for power and money.

Closing - Check for Write your Closure using the Launch Frame
Understanding (Describe Planning a Discussion We will continue to cover expansion throughout unit 3,
the activity): How will the Framework: but we will focus on different aspects of expansion. By the
lesson end and bridge to
learning for the future?
What do you want to
reiterate to students? Based
on the pacing of the lesson
and feedback from
students, did they master
the objective? Make sure to
revisit objectives.
Evaluate
end of unit 3 you will be able to explain why and how
Launch Frame expansion, the administration of an empire, the conflict
❏ Opening statement between empires, and the collapse of an empire.
and question to get
the discussion Eliciting, Orienting Questions.
started (Example, What did you learn about expansion today?
“We have been Is there something you have about today’s lesson?
learning how to add Are there any gaps from the past that I need to fill?
fractions in this
activity. What was
an important key in Conclusion Frame
We will continue to look at Empires and their expansion,
adding the fractions
conflict, and collapse.
that helped you?
What have we been
learning about
today?”)
Eliciting, Orienting
Questions to ask During the
Discussion
❏ What eliciting,
probing, and
orienting
questions will you
ask during the
discussion?
Conclusion Frame
❏ Closing statement
about what they
learned in the
lesson and what
they will be
working on next.
(Example - “We
have been adding
fractions in this
activity - In our
next activity, we
are going to
continue this
work…. or
Tomorrow, we
will begin
subtracting
fractions.)
How will you assess their Evaluate
learning? I will evaluate their learning by having them write a thesis
comparing empires, then they will expand and give details
that support their thesis.