Part I: Begin to construct a one-day lesson plan for teaching history effectively, incorporating one or more authentic learning experiences. Include an appropriate history standard mapped to objectives, instructional strategies, and relevant resources in your lesson. Complete the following sections of the GCU Lesson plan template located on the College of Education site in the Student Success Center: Section I: Planning Section II: Instruction Part II: Write a 500-750-word rationale depicting how your lesson content, strategies, tools, and resources are standards-based and appropriate and engaging for teaching history to secondary students. Defend your rationale with relevant, scholarly research. Use three to five scholarly sources in support of your content.
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GCU College of Education
LESSON PLAN
HISTORY LESSON PLANS
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Lesson plan
| Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title | 9-12 History World War II: The Pacific | ||
| I. Planning | |||
| Lesson summary and focus: | This lesson plan is about the World War II in the pacific region. The focus is to make students to understand the events of World War II by explaining to them about the events that took place during the World War II. | ||
| Classroom and student factors: | The lesson will take place in the classroom setting because the students will be able to watch video tapes and read printed materials about the World War II. Classroom environment also enables the teachers to effectively assess the students. | ||
| National / State Learning Standards: | This lesson will attempt to address National Council for Social Studies standards which include: Power, authority and governanceGlobal connectionsCivic ideals and practices. | ||
| Specific learning target(s) / objectives: Research in depth the key events of the World War II in the Pacific.Debate whether dropping the nuclear bombs was best way to end the war. | Teaching notes: The lesson falls under governance, authority and power. | ||
| Agenda: The lesson begins by asking students to state what they know about World War II in the pacific. The children will tend be provided with printed materials | Formative assessment: The assessment follows a three-point rubric: Three points where the students actively engage in meaningful debate and discussion.Two points students somewhat engaged in debateOne point where students minimally engage in debate and discussion. | ||
| Instructional Materials, Equipment and Technology: | Materials needed include: Pencils and papersComputer with internet accessPrint resources about World War II in the Pacific. | ||
| Grouping: | Students are grouped into two groups: one group will support the dropping of bombs to end the war, while the second group will take opposing side in the debate. | ||
| II. Instruction |
| A. Opening |
| The lesson requires the students to have prior knowledge about World War II. the teacher begins the lesson by asking students few questions about world war II |
| The history lesson seeks to inform the students about brutality and difficult conditions different nations faced in the second world war. |
| B. Learning and Teaching Activities (Teaching and Guided Practice): |
| Differentiation |
| The students will watch different segments from video tapes, watch the scenes from different pivotal battles as well as listening to American veterans that participated in the World War II. The students should be able to differentiate the difficult conditions United States and its allies faced during the war. |
Rationale of lesson plan
It is important to understand that lesson planning should not be prepared because it is a principle requirement, but to assists the teachers to ensure that they apply the most thoughtful approach to teach the students effectively(Yalcinkaya, Boz, & Erdur-Baker, 2012). Although different curriculum require lesson plans to follow specific format, it is important for the teachers to toiler made their lesson planning to work for them. The lesson plan should ensure that students accomplish the objectives of learning. Lesson planning is accomplish in five-step approach:
- Lesson opening
- Introduction to new materials
- Guided practice
- Independent practice
- Lesson closing
It is crucial for the teacher to determine the appropriate approach of opening the lesson since this first step establishes how the students are prepared to learn. The introduction should inform the students about the lesson they will be learning(Olgun, & Adali, 2008). Through communicating the purpose and nature of the activity as well as connecting the cueing and knowledge of students responses and the activity required. Analysis by Association for Supervision and Curriculum Development (ASCD) indicated that students who have prior knowledge on what they are going to learn score 27 % higher than the students who do not have prior knowledge of what they are going to learn. Lesson planning enable teachers to inform students clearly about what they are going to learn, why the lesson is important, how the lesson is connected with the knowledge that is already known and how the lesson is going to be taught.
Introduction to new materials
Since the teacher has prepared the students psychologically and mentally to learn, it is time to introduce new materials that will assist the students to learn. The strategies used to introduce new materials is very important in the learning process(Bonney, 2015). Bearing in mind that teacher is the expert in the classroom, he/she should ensure that examples and explanations are concise, accurate, clear and correct. In this case the history lesson is about World War II: Pacific, therefore as a teacher it is imperative to make students understand the conditions under which the war was fought.
Guided practice
Practice helps the students to explore and apply new knowledge and skills. Studies indicated that teachers introduces the lesson, give the students all the materials and explicitly introduced the concept through modelling and demonstration of skills, but fails to allow the students to practice in order to internalize and explore the new skills and knowledge(Rowland, C., 2003). The main purpose of guided practice is to allow students to engage and interact with new materials to the extent of internalizing them. Lesson planning enables the teachers to establish guided practice strategies that work well for them. The review of mnemonic devices, summaries, recitations, concept webs, graphic organizer, sample problem and teacher questioning are some forms of guided practice.
Independent practice
This section involves students refining the knowledge and skills about the subject matter without the guidance of the teachers. Independent practice comes in different forms including completing the tasks, demonstrating the skills, answering questions and solving the problems(Brewster, 2015). By the end of the lesson, the teachers should be able to determine if the students clearly understood the objectives of the lesson through the use of independent practice.
Closing
It is important to end the lesson by restating and reinforcing the objectives of the lesson and giving the students the opportunity to test their understanding(Bonney, 2015). The closing should take few minutes since it involves reinforcing and clarification of lesson’s objectives, restating the importance of the objectives and assessing student’s mastery.
References
Bonney, M. K. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains. Journal of Microbiology & Biology Education, 16(1): 21-28.
Brewster, J. (2015). The Feudal System: Castles At War. Retrieved from Discovery Education: http://www.discoveryeducation.com/teachers/free-lesson-plans/the-feudal-system-castles-at-war.cfm
Olgun, S. O. & Adali, B. (2008). Teaching Grade 5 Life Science With A Case Study Approach. Journal of Elementary Science Education, 20(1): 29-44.
Rowland, C. (2003). Tainos: SIOP History Lesson Plan. Retrieved from Sheltered Instruction Observation Protocol: http://www.cal.org/siop/pdfs/tainos.pdf
Yalcinkaya, E., Boz, Y. & Erdur-Baker, O. (2012). Is Case-Based Instruction Effective in Enhancing High School Students Motivation Towards Chemistry. Science Education Intelect, 23(2): 102-116.
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