COLLEGE OF MOUNT SAINT VINCENT
Department of Teacher Education
LESSON PLAN TEMPLATE
Name: Justine Lopez
Number of Students: 14 Name of Classroom Teacher: Justine Lopez
Planning for Instruction
Lesson Topic:
(Indicate the subject of the lesson)
New York Common Core/ Next Generation
Standards:
(Choose ONE and list the number and text of the
standard)
Learning Objective(s):
Content Objective: (Student learning outcomes to
be achieved by the end of the lesson. Can refer to
what action students will do and how.)
Rationale:
(Identify the purpose for teaching the less
on and the importance to future learning. In other
words, how does the current lesson provide a
foundation for future learning.)
Prerequisite Knowledge and Skills:
Identify the prior knowledge and skills upon which
this lesson builds.
Personal/cultural/community assets
Identify how instruction will connect to and/or build
upon background knowledge, interests, experiences
and/or culture.
Academic Vocabulary:
Identify particular words/phrases that are essential
to understanding the content of this lesson. This
should include both tier 2 and tier 3 words as
appropriate.
Anticipation:
(Identify the possible misconceptions or challenges
students may have related to the learning
objective/topic, i.e. “Common Errors”)
Materials & technology:
(List materials and resources specific to the lesson.
This should include websites where you gathered
ideas.)
Date: 8/1/2023
Grade Level: 8
Social Studies
Standard 2: World History
Students will use a variety of intellectual skills to
demonstrate their understanding of major ideas, eras,
themes, developments, and turning points in world history
and examine the broad sweep of history from a variety of
perspectives.
Students will be able to Analyze FDR’s “Day of Infamy” speech to
assess its role in persuading Congress to vote for a declaration of
war.
Student will be able to Identify, describe, and evaluate
evidence about events from diverse sources (including
written documents, works of art, photographs, charts and
graphs, artifacts, oral histories, and other primary and
secondary sources).
Students will be able to recognize an argument and analyze
evidence in any other subject or situation.
The prior lesson on Pearl Harbor will be used to continue into this
lesson.
Role of social, political, and cultural interactions in the
development of identity
point of view, primary source; plunder, infamy, solicitation,
maintenance, diplomatic negotiations, will, grave
The students can determine an author’s point of view or
purpose in informational text.
YouTube videos, paper assignment, “Day of Infamy” speech
and power point presentation
 COLLEGE OF MOUNT SAINT VINCENT
Department of Teacher Education

Differentiated Support / Multiple Entry Points for Diverse Students

Complete the chart below to summarize required or needed supports, accommodations, or modifications for your
students that will differentiate your instruction in this lesson. As needed, consult with your cooperating teacher to
complete the chart.
Special Subgroups of Diverse Learners Supports, Accommodations, Modifications, Pertinent IEP Goals:
Handouts will be provided in dual language.
❒ English Language Learners
Accommodations will be followed as per IEP guidelines.
❒ Students with Disabilities or with IEPs or
504
❒ Gifted needing greater support or challenge

Background knowledge will be given verbally and visually by

❒ Students with gaps in academic knowledge
PowerPoint presentation
Para will assist student and if needed assisted learning devices
❒ Students in need of behavior support
will be provided
Assessment Evidence:
(Describe how activities or assignments will provide you feedback on how you are monitoring student learning)
Formative Assessments: KWL charts
(Conducted during the lesson and can include Exit tickets
student questions and responses. This also Quiz (within 2 days of lesson)
includes teacher observations of student
engagement and assigned tasks.)
Development of Lesson
Motivation: (5 minutes) https://www.history.com/topics/world-war-ii/japanese-attack-
(This should “hook” students to follow the lesson. pearl-harbor-video
The activity should elicit prior knowledge and
Watch the video with the sound OFF..
experiences. It is not the beginning of the lesson
content).
Question on Board for student to answer
What I see and notice...

Ask students to turn and talk to their partner about what

point of view means.
Cold call one or two pairs to share their thinking

Mini-lesson (10 - 15 minutes):
(Opportunity for teachers to introduce and model
the new skill, concept or approach in a very
intentional and concise manner. Students learn by
observing and demonstrating engagement during
this instructional strategy. Opportunity for guided
practice should be integrated into the mini-lesson.
Include 3-5 guiding questions. )
● Yesterday you learned how the U.S. supported Great
Britain and the Allies with military supplies through the
Lend Lease Act.
● During this time, the U.S. held meetings with
representatives of the Japanese government in an
attempt to maintain peace between the two countries.
Japan was part of the Axis alliance with Germany and
Italy.
● On December 7, 1941 a Japanese attack on Pearl Harbor
changed the relationship between the two countries and
led the U.S. into World War II.
 COLLEGE OF MOUNT SAINT VINCENT
Department of Teacher Education
Independent Work Time (30 - 40 minutes):
(Designed learning activity that is directly related to
the lesson objective. Students can work in pairs,
small groups, or independently.
Closure (5 minutes):
(Explain how you will recap the learning that
will happen in the lesson, i.e. key questions,
checking for understanding, etc.)
Follow Up
(Select an assignment to enhance further
learning. May include review, homework,
enrichment, remediation, etc.)
“Summary: Attack on Pearl Harbor, 1941” excerpt
At 7:55 a.m. [on December 7, 1941], the first Japanese bombs
fell on Pearl Harbor, the main base of the U.S. Pacific Fleet.
Japanese torpedo bombers, flying just 50 feet above the water,
launched torpedoes at the docked American warships. Within
half an hour, the U.S. Pacific Fleet was virtually destroyed. The
worst damage occurred to the Arizona; a thousand of the ship’s
sailors drowned or burned to death. Altogether, 2,403 Americans
died during the Japanese attack on Pearl Harbor; another 1,178
were wounded. Japan lost just 55 men.
Next you will watch the video again, with sound on. You will hear
an excerpt of what is known as FDR’s “Day of Infamy” speech.
(or) will read it from the handout provided.
Watch the video again. Watch the full video with sound on.
Answer questions 1-2 below based on what you hear.
1. What is the tone or mood of the recording?
2. What word or phrase did FDR use to create that tone or
mood?
Review Vocabulary words and use them in discussion of the
lesson.
Homework Essay:
If you were a member of Congress at the time, would you have
voted for war?
Would it have been the speech that swayed your opinion?
Explain.