UMF Unit-Wide Lesson Plan

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

Lesson Topic / Title: Introduction to our Military.

Lesson Date: March 6, 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 be able to: When doing a course on American

Describe the different branches of our military.
Recognize the process of joining the military.
military history, students must first
understand the military's essential
functions. They need to know what
each branch does and other details
about them.
Many people also assume that joining
the military is an easy process. It
requires numerous steps and tests to
join. Breaking the stereotypes
surrounding this aspect of our
military is essential for everyone.

Content Standard(s) Instructional Decisions / Reasoning

History The students will be analyzing and

critiquing our military. This standard
(F2) Analyzing and critiquing major historical eras: major fits the overall topic of this unit.
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

Pre-assessment Since this is the beginning of this unit;

the students will take a
pre-assessment to see what they
know and a few things they want to
know. This allows me to better plan
lessons for the upcoming days. I know
what they want to focus on and what
they already have some information
on.
 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 These are all standard materials

Paper needed for each class. All students
Journal should have writing utensils, papers,
Internet access and laptops. The school provides
Laptops laptops for all students, so they
Projector usually have their laptops with them.
Slideshow The slideshow is something I created
Interest Survey and need access to when presenting.
This is where most of my information
is housed, allowing the students to
listen to me and see/read along.

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 come into the room. Give them a I always try to greet students as they
moment to settle as they retrieve their journals. (2-3 come in. It is nice to do a check-in and
minutes). see where they are for the day.

Journal entry (3-5 minutes).
Class discussion on the journal (5-10 minutes).
State the objectives for the day/what we will be doing (2
minutes).
Give them the pre-assessment (5-10 minutes).
Transition to the slideshow (15 minutes).
They usually do not need a reminder for
journals. They have made it an
automatic habit.
After they complete their entries, we go
on to discuss them as a class.
Sometimes they have more to say, and
some days, they do not want to talk.
I often go over what we will be doing
for the day. I tell them if we are
watching a video, a slideshow with
notes, a game, or anything else. Usually,
they get choices as well when it comes
to a few things we do.

The first thing they need to do before

we start the unit is a pre-assessment.
This allows me to see where they are
with their knowledge and what they
want to know.

I will start with the introduction

slideshow, depending on how much
time is left.
 Meeting students’ needs (differentiation,
extensions, modifications, accommodations)
Multiple means for assessing students.
Different choices in activities and learning.
Instructional Decisions / Reasoning:
I assess my students through many
little things. I see if they are
participating in class discussions,
their journal entries, and the notes
they take. Students are all different,
and that is why I use different
assessments.

Field Courses Only – Post lesson

Reflection

13/14 students met the objective.

One student was absent that day.

The students were on task and engaged when talking about the branches of the
military. They asked questions about the different requirements to join and helped
break negative stereotypes. They participated in conversations started by both
myself and my mentor teacher.

One issue this day was getting distracted for a very long portion of the lesson. It was
still on topic with the more prominent theme but not specific to what we were
supposed to do for the day. While this is true, it is still a way for the students to learn
and engage differently with more real-life stories. While this is valuable for the
students, it puts us off track with where we should be in the unit.

They all completed journal work and the pre-assessment that was assigned at the
beginning. Although, they took much longer to do their pre-assessment than
expected.

Teaching Standards and Rationale

Standard 1 Learner Development 1(h)

As an educator, I respect learners differing strengths and needs. Through my interest survey,
I was able to ask varying questions regarding what the kids are interested in and how they learn.
I am committed to using this information to understand my students better and meet their
needs.
Revised 07/19/2018