Secondary Lesson Plan Template

UNLV Student: Jessika Stephens PSMT Name: Sarah Marlott

Course & Grade: World History Honors/10th Lesson Topic: The Ottoman Empire
Date: 9-8-21 Estimated Time: 45 minutes

1. State Standard(s): SS.9-12.WH.16: Describe the factors that shape group, national, or individual identity,
including but not limited to: institutions, religion, language, social class, geography, culture, and society.
2. Teaching Model(s): Inquiry Training Model (Syntax)
3. Objective(s): Students will be able to:
● Discuss the origin of the Ottoman Empire
● Explain how the empire came to power
● Analyze and understand the history of the Ottoman Empire and the impact/influence that it has
made on modern events and culture in Turkey and the Balkans.
4. Materials and Resources:
● Chromebook or print out/paper version
● Canvas
● GoogleDocs
5. Instructional Procedures:
a. Introduction: I plan to have my mentor teacher welcome the class (as this is my first lesson of the
semester) and have her get them started for the first five minutes of class before handing it over to
me. The objective for this lesson will be posted publicly for the class to see on Canvas and will be
verbally stated prior to beginning the lesson when I go over the overview. From there I will review
the prior lessons that were taught that week on the Mongol, Tang, Song, and Saffavid Empires and
how it will tie into what we will be learning about the Ottoman Empire.
b. Activities or Learning Experiences: I will begin the lesson by having the class pull up the reading guide
on their personal computers and will introduce the lesson by asking the students what they know about the
Ottoman Empire and we can discuss any answers for the first few minutes. From there, we will start the
lesson/reading guide. Together as a class, we will read through the reading guide and answer the
corresponding question after each section, and stopping for questions along the way. We will start with an
overview of the Ottoman Empire and I will ask the students to analyze a map and identify three regions
that the Ottomans conquered. In this lesson we will learn about how the Ottomans came to power, how
religion changed under Ottoman rule, their economic/social/political systems worked and how and why
the Ottoman Empire fell at the end of World War I.
c. Closure: The lesson will end by going over any parts that any students may have missed and I will
ask them if they need me to go back over anything or have any questions for me to answer. I will
make sure that they know that this is to be turned in for a classwork grade before I dismiss them. I
will review why the Ottoman Empire’s legacy was so important and transformative in regards to
modern day.
d. Extension and Contingency Plans: I plan to utilize the entire class period.
e. Accommodations and Modifications: In my 4th period, I have three students with IEPs and one
student with a cochlear implant. I plan on taking my time with instruction and speaking loud and
clearly so that every student has the opportunity to hear and understand the lesson equally.
6. Assessment and Evaluation of Learning: By going through the reading guide with the whole class and
answering the questions together, will act as their assessment for the lesson.
7. Homework Assignment: The only homework assignment will be to finish the reading guide at home if
you didn’t finish it in class.
8. Reflection: Teaching this was great because I have always loved the Ottoman Empire and still find it so
interesting. What challenged me was making sure that the whole class was engaged but by ending each
section with questions, it encouraged them to stay focused. Also, I think the implementation and
analysis of supporting primary sources kept them interested. They performed well! The classes were
active in class and my mentor teacher acknowledged that I spoke loudly and clearly during 4th period
(for my student with the cochlear implant).
Secondary Lesson Plan Detailed Description
1. State Standards: Standards refer to state approved, subject and grade level specific, documents. Lessons
must address at least one standard. District level curriculum documents usually link objectives to
standards, however, you may also identify appropriate standards by consulting the state department of
education’s listing of approved state standards for your content area.
2. Teaching Model: For methods courses, this may be dictated via the instructor’s syllabus. Simply put the
name of the teaching method(s) here, eg: “Direct Instruction”
3. Objective(s): If you are placed in a field experience, objectives should be sourced from specific district
specific curriculum documents. When providing an objective, also provide any specific numbering that
refers to district curriculum and state standards.
If you are not using a district specific curriculum document: Using Bloom’s (revised) taxonomy,
clearly state the objective(s) of the lesson. The objectives should be SMART (student-centered,
measureable, attainable, reasonable, and teachable). Make sure you consider higher levels of learning
and ensure that you have considered and addressed cognitive, affective and psychomotor domains (as
applicable). Also, align the standards from #1 above to your objectives. Which objective(s) meet witch
standard(s)
4. Materials & Resources: Use a variety of modes and materials (e.g., use of internet, textbooks, handouts,
overhead transparencies, PowerPoint, videos, guest speakers).
5. Instructional Procedures: General Guidelines
This section includes the a. Introduction, b. Activities or Student Learning Experiences, c. Closure, and d.
Extension and Contingency Plans.
● Indicate an estimated time for each step in the instructional procedures.
● Steps: Is the new material presented in small steps, focusing on one skill or concept at a time? Are
there sufficient and appropriate examples?
● Management issues: Where and how will the transitions in the lesson occur? Where will the
materials/resources be housed and how will they be distributed?
● Technology use: What technological aids are you use to help students’ understanding? Is there
evidence of technology and audio-visual use/integration?
● Student learning: Are there opportunities for active learning? Are you addressing different modes,
styles and ways of learning? Are students sufficiently prepared for student practice? Is there
sufficient student practice (where appropriate)? Are these aligned to the objectives of the lesson? Is
there sufficient teacher feedback during student practice?

Specific Guidelines
a. Introduction: Explain how you will establish set and how much time the lesson will take.
Explain how the objectives of the lesson will be communicated to students. Describe the
motivational techniques will you use. Explain how this lesson links to prior knowledge, learning
experiences, and other lessons.
b. Activities or Learning Experiences: State how the activities or learning experiences help
students meet the objective(s) of the lesson. Estimate how much time each step will take.
Describe the motivational techniques you will use. Explain how the activities or learning
 experiences link to prior knowledge, learning, and lessons. Clearly outline teacher and student
actions for each step of the instructional procedure.
c. Closure: State how the lesson will end and how you will ensure student understanding. Explain
what students can expect in future lessons. In your closure, you should refer to the objectives
that were introduced in the beginning of the lesson.
d. Extension and Contingency Plan: Describe what you and the students will do if time remains
in the lesson, especially if the students have achieved mastery or understanding of the content.
How can you extend their learning in the remaining time? List some extensions to the lesson and
the procedures for them. Describe your contingency plan if you need to cut the lesson short due
to unforeseen circumstances. What can you cut or move without drastically changing the
learning outcomes?
6. Accommodations and Modifications: Explain how you accommodate diverse learners (e.g., special
needs students, ELL, differences in learning styles, different abilities, cultural differences) and how you
will differentiate instruction.
In the field, as much as possible, refer to your PSMT for specific students’ IEPs and/or 504
accommodations in order to align the lesson to their specific needs.
7. Student Assessment: Generally, the assessment tools should be based on the teaching model and
aligned to the instructional procedures and objectives of the lesson. State how you will review and check
for student understanding during and at the end of the instructional process. Use a variety of ways to
check for student understanding. Provide an accounting of formative and summative assessments in
the lesson.
If you are in Practicum 2 and Internship, your formal lessons must include the detailed assessment of
student work included here:

8. Homework: Describe the homework assignment, how it is aligned to the instructional objectives and
process, and how it should be assessed. If you do not have a homework assignment provide an
explanation, for example “No homework necessary because lesson objectives were met through during class
time.”
9. Reflection: if the lesson is taught in the field, then this reflection should be completed after the lesson
was taught. Consider how your expectations were or were not met and consider reasons why.
For methods courses: professors may require a reflection that focuses on your process in developing
the lesson especially taking into account your choice of content in relation to the assigned/chosen
method.

Correlation to The Interstate New Teacher Assessment and Support Consortium (INTASC) Model Core Teaching Standards
Lesson Plan Component
1. State Standards
2. Teaching Model
3. Objectives
4. Materials & Resources
5. Instructional Procedures
a. Introduction
b. Activities & Experiences
c. Closure
d. Extension & Contingency
Secondary Lesson Plan Rubric
is indicated for each component.
Level 3—Target Level 2—Acceptable L
Identifies all relevant and applicable Identifies most relevant and applicable Identifies
content area standards as provided by the content area standards as provided by the content ar
Nevada Department of Education. Nevada Department of Education. Nevada D
Teaching model listed matches syllabus
N/A N/A
requirement.
Objectives are appropriately sourced from Objectives are appropriately sourced from Objective
district curriculum documents (if district curriculum documents (if district cu
possible) and meet all of the “SMART” possible) and meet most of the “SMART” possible)
objective descriptors. objective descriptors. objective
Describes all of the materials and Describes most of the materials and Lists few
resources required. resources required. required.
Addresses all of the elements of an Addresses most of the elements of an Addresse
introduction—establish set, define time, introduction—establish set, define time, introduct
communicate objectives, motivational communicate objectives, motivational communi
techniques, and links to prior knowledge. techniques, and links to prior knowledge. technique
Follows all steps/phases of the teaching Follows most steps/phases of the Follows s
model and clearly outlines teacher and teaching model and clearly outlines teaching m
student actions. Lesson process is clearly teacher and student actions. Lesson and stude
delineated. process is satisfactorily delineated. unclearly
Encompasses all of the requirements as Encompasses most of the requirements as Encompa
described: definite end to lesson, ensures described: definite end to lesson, ensures described
links between current and prior learning, links between current and prior learning, links betw
lets students know what to expect in the lets students know what to expect in the lets stude
future, refers back to learning objectives. future, refers back to learning objectives. future, re
Provides either a reasonably planned
Provides reasonably planned extensions
extension or reasonably planned Does not
and contingencies based on the lesson
contingency based on the lesson plan contingen
plan description.
description and omits one.
 Lesson Plan Component Level 3—Target Level 2—Acceptable L
6. Modifications & Accommodations
Provides at least two reasonable Provides at a reasonable modification or Does not
modifications or accommodations to the accommodation to the lesson that modificat
lesson that differentiate instruction for differentiate instruction for diverse lesson tha
diverse learners. learners. diverse le
7. Assessment
Meets all of the requirements as detailed Meets most of the requirements as Meets few
in the lesson description and based on detailed in the lesson description and in the less
field experience level: (follows teaching based on field experience level: (follows field expe
model, aligned to procedures and on teaching model, aligned to procedures model, ali
objective, reviews for understanding and objective, reviews for understanding objective,
during and after, uses variety, equitable during and after, uses variety, equitable during an
distribution of teaching and learning, distribution of teaching and learning, distributi
formative and summative assessments are formative and summative assessments are formative
listed). listed). listed).
8. Homework
Meets all of the requirements as provided Meets most of the requirements as Meets few
in the Lesson Description (alignment to provided in the Lesson Description provided
objectives, assessment, materials). (alignment to objectives, assessment, (alignmen
materials). materials
9. Reflection (Taught in Field)
In-depth notes relating to challenges, Notes relating to challenges, strengths and Superficia
strengths and weaknesses of the lesson weaknesses of the lesson plan and strengths
plan as well as suggested modifications for suggested improvements for future and/or su
future replication. replication. future rep
9. Reflection (for Methods Courses)
Reflects on the advantages and challenges Reflects on only the advantages or Superficia
of writing the lesson based in the challenges of writing the lesson based in based in t
assigned model for the chosen content. the assigned model with little regard for regard for
Specific attention is paid to the process of the chosen content. Some attention is paid attention
planning the delivery of instruction and to the process of planning the delivery of planning
evaluation of learning. instruction and evaluation of learning. evaluatio
EDSC 323.1001
Lesson Plan Peer Review Log Name:

LP 1—PRESENTATION LP 3—CONCEPT or INQUIRY LP 5—PROBLEM BASED

LEARNING
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LP 2—DIRECT INSTRUCTION LP 4—COOPERATIVE

LEARNING Peer reviewers will initial
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under the proper lesson plan in
● ___________________ ● ___________________ order to receive credit for
review in class.
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