UMF Unit-Wide Lesson Plan

Template
Name: Cheyenne Yslava Program: Social Studies Course:
American
Military History

Lesson Topic / Title: Taking the ASVAB

Lesson Date: March 9, 2023 Lesson Length: 45 Minutes Grade/Age: 10th

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum
goals based on content standards.

Learning Objective(s) Instructional Decisions / Reasoning

Students will identify steps within the process of joining
the military.
Students will recognize the difficulty of joining the
military.
This is similar to the objectives from
the beginning lesson. We were not
able to fully get through the planned
ideas for the previous lesson.
These objectives precisely fit with the
activity for the day. It is also common
for people to assume that joining the
military is easy while, in reality, it is
not just signing your name on a piece
of paper.

Content Standard(s) Instructional Decisions / Reasoning

History This standard fits into the content being

(F2) Analyzing and critiquing major historical eras: major taught during this unit and this lesson.
enduring themes, turning points, events, consequences,
and people in the history of the United States and the
implications for the present and future.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner

performance and determines best supports for continued learner growth.

Assessment Instructional Decisions / Reasoning

ASVAB practice test The only assessment we have today is

the practice test they are doing. They
Post-test discussion are not being assessed on the score
they got, but rather their ability to do
the work and following discussion.
After they do the test, I want to know
their feelings on the difficulty, if they
knew more than they thought, or
anything similar.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise
in reviewing instructional materials from the perspectives of both the discipline and individual
 learner needs.

Materials, Resources, and / or Technology Instructional Decisions / Reasoning

Pen/Pencil Not many materials are needed for

this lesson. All of these are ordinary
Notebook/journal everyday things they need to have.
The only thing different is the printout
ASVAB printout ASVAB test they will have.
They have an ongoing game of risk set
Risk game up in the classroom.

Revised 07/19/2018

Instructional Methods: Selects, creates, and sequences learning experiences and performance
tasks by using a variety of instructional approaches, strategies, and technologies that make
learning accessible to all learners and support learners in reaching rigorous curriculum goals.

Teaching and Learning Sequence Instructional Decisions / Reasoning

Greet students as they enter (1-2 minutes).
Go over the plans for the day (2-3 minutes).
ASVAB practice test (15-20 minutes).
Post-test discussion (5 minutes).
Risk (10-12 minutes).
They do not have a journal entry for
this day because it is a half day. I want
their time dedicated to the work given
and class discussion.
They will have ample time to take the
test and try their best to answer all
the questions. I want them to take it
seriously to see what it is like. After, I
want to touch base with them and
hear their thoughts and reaction.

Meeting students’ needs (differentiation, Instructional Decisions / Reasoning

extensions, modifications, accommodations)
Electronic options for those who struggle with
handwriting.
Extended time if needed.
If a student has an issue with writing
things by hand, they have the option
to complete this test online in the
form of a Google doc. They are also
given extra time if needed, even
though it is not a graded test.

Field Courses Only – Post lesson

Reflection

11/13 students met the standard.

Two students did not turn in their corrected practice test.

The lesson did not go exactly as planned. Today we had a delay because of a
snowstorm that had been going on for two days. We had a snow day previously, but
today was just a 2-hour delay. The students were also very unmotivated and could
not focus on what we were trying to do, even with it being a shorter class. When
given the practice test, a few students verbally stated that they did not care about
putting effort into the answers. They knew that it was not a real, graded test. It was
an activity that we were doing, but some did not want to put effort into it. Once
they were done with it, I reviewed the answers as a class so they could see what
they got right. Some students were pleasantly surprised with the amount they got
correct. Since we were done earlier than expected, I improvised by showing them
the Space Force anthem and talking about that branch of the military. They were
very interested in learning about Space Force.

Teaching Standards and Rationale

Standard 4 Content Knowledge 4(f).

Throughout my unit, I have been able to evaluate and modify instructional resources better
to fit the strengths and needs of my students. By finding a practice test for the ASVAB, I was able
to pick and chose what questions I wanted to give to the students. I did this based on my
knowledge of the student's strengths and weaknesses.

Revised 07/19/2018