Documente Academic
Documente Profesional
Documente Cultură
STANDARDS (
www.cde.state.co
)
Content:
1. c.
Construct and defend a
written historical argument
using relevant primary and
secondary sources as
evidence
.
Democracy and
st
21
Century Skills:
Cooperate for a common
purpose
Democracy and
st
21
Century Skills:
SWBAT Cooperate for a
common purpose by working
together to understand the
reign of terror sources and
answer questions about
those sources.
OBJECTIVES
Content:
SWBAT Construct and defend
a written historical argument
using relevant primary and
secondary sources as
evidence by reading sources
on the reign of terror and
answering questions about
the validity of the terror.
ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
The answers to the questions
and the annotations
Democracy and
st
21
Century Skills:
I will
observe the groups working,
and the answers to the
questions.
Democracy and
st
21
Century Skills
KEY VOCABULARY
Content
Guillotine
Public Safety
Robespierre
Democracy and
st
21
Century Skills
LESSON FLOW
This is the actual planning of the lesson activities.
Time
Time
Pre-Assessment
Time
Building Background
Link to Experience:
What do you think is the most humane way to execute
someone?
Link to Learning:
Have you heard of the guillotine?
Time
Activity Name
Should be creative title for you and the students to associate
with activity.
Was the reign of terror justified?
Anticipatory Set
The hook to grab students attention. These are actions and
statements by the teacher (or students) to relate the experiences of the
objectives of the lesson, to put students into a receptive frame of mind.
To focus students attention on the lesson
To create an organizing framework for the ideas, principles or
information that is to follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to
be introduced.
Time
Instructional Input
Includes: input, modeling and checking for understanding
Models of Teaching
:
Inquiry, Cooperative Learning, Concept Attainment, Direct Instruction,
Discussion, Socratic Seminar, Synectics, Inductive, Deductive and Mastery
Learning, etc.
Inquiry about the reign of terror
SIOP Techniques:
I do, We do, You do.
Guided Practice
: An opportunity for each student to demonstrate grasp of new
learning by working through an activity or exercise under the teachers
supervision. The teacher moves around the room to determine level of mastery
and to provide individual feedback and remediation as needed. (Praise,
Prompt, and Leave)
I will go through the class to see ask questions and praise good work.
Reading , Writing, Listening, Speaking
Students will read sources, speak and listen with their neighbors, and write
answers.
Checking for Understanding
: Determination of whether students got it before
moving on. It is essential that the students practice doing it right so the
teacher must know that the students understood before proceeding to
practice. If there is any doubt that the class does not understand, the concept
or skill should be re-taught before practice begins.
Questioning Strategies:
Utilizing Blooms Taxonomy questions should
progress from the lowest to the highest of the levels of the cognitive domain
(knowledge, comprehension, application, analysis, synthesis, evaluation and
creativity).
The questions move from knowledge to judgement
Independent Practice:
Once the students have mastered the content or skill, it
is time to provide reinforcement practice. It is provided on a repeating
schedule so that the learning is not forgotten. It may be homework or
individual or group work in class. It can be utilized in a subsequent project. It
should provide for relevant situations not only the context in which it was
originally learned.
Time
Time
Review and Assessments of All ObjectivesHow will you and how will the
students know they have achieved the objectives of the lesson?
Content:
So was the reign of terror justified?
Literacy and Numeracy:
Did the activity help you to be able to analyze
documents?
st
Democracy and 21
Century Skills:
How did your group work as a team?
Time
Closure
What will you and the students do at the end of the lesson or after a chunk of
learning to synthesize, organize and connect the learning to the essential
question(s)?
Was the reign of terror justified in the circumstances?
Time
Next Step
Napoleon
Post-Lesson Reflection
( For the Teacher)
1. To what extent were all objectives achieved?
The objectives were achieved for the
most part, but I should have been more specific with students about the importance
of cooperating for a common purpose. Some groups were able to do so well, but
others struggled. Perhaps a grade associated with the activity may have convinced
students to try harder in that realm.
2. What changes would you make if you teach the lesson again?
I would explain the
context of the reign of terror in direct instruction, in order to give them a basis. I also
would have gone over the texts with the students as a class.
4. To what extent does this lesson achieve the Mission of the Agenda for Education in
st
a Democracy? To what extent does this lesson achieve the 21
Century Skills?