Wayne County Schools 21st Century Instructional Lesson Plan Page 2
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2Think-Pair-Share
Instructional Games
Music/Rhyme/Rhythm/Rap
Thinking Maps
Student Facilitators
Movement
Technology Integration
X
Storytelling
Humor
X
Use of visuals
Field Trips(Virtual)
Project/Problem- Based Learning
X
Metaphor/Simile/Analogy
Reciprocal Teaching
Mnemonics
Peer/Self Assessment
Drawing or illustrating
Other:
Writing/Reflecting/Journals
X
Simulations/Role Play
Other:
Explain, Explore, Elaborate
Content Chunks: How will you divide and teach the content?
Transitions should be used every 5-15 minutes to keep the students’ brains engaged.
Involve students in an analysis of their explorations.
Use reflective activities to clarify and modify student understanding.
Give students time to think, plan, investigate and organize collected information.
Give students the opportunity to expand and solidify their understanding of the concept and/or apply it to
a real-world situation.
This Unit Will take 10 school days
20 mins – Total time for grammar warm-up. Includes independent practice and class discussion.
20 mins – Students meet in literacy groups.
40 mins – Lesson planned for that day.
Day 1 – Warm-up, distribution of books, placing students in groups, signing group contracts. DBQ on causes of WWI.
Day 2 – Warm-up, literacy group meetings, group research and presentations on causes and actions of WWI.
Day 3 – Warm-up, literacy group meetings, war poetry of Walt Whitman in gallery walk.
Day 4 – Warm-up, excerpts from The Things they Carried, literacy group meetings
Day 5 – Warm-up, literacy group meetings, war poetry of Wilfred Owen, Rupert Brooke, Allen Seeger as station work.
Day 6 – Warm-up, literacy group meetings, excerpts from Jarhead as station work.
Day 7 – Warm-up, literacy group meetings, station work on “Just War” theory as it relates to WWI, and the
Afghanistan war.
Day 8 – Warm-up, literacy group meetings, Paideia seminar on the idea of just-war.
Day 9 – Warm-up, final literacy group meeting, review of the unit.
Day 10 – Unit assessment.
Evaluate/Assessment of Learning
Evaluate throughout the lesson. Are students able to answer the Essential Question(s)?
Present students with a scoring guide (such as a rubric) to self-assess.
What assessment(s) will be used to be sure the students are successful?
Data on NSCOS objectives will be collected from warm-up activity and class discussion.
Data for collaboration and self-management rubrics will be collected during class discussion and groupwork.
Describe, Analyze, Reflect (Then and Now):
How effective was the lesson? How did the strategies help the students deepen their understanding? Cite
evidence of student work, performance, behaviors, and/or remarks to support your view.
What caused the lesson to go well? What challenges did you encounter?
What did you do to contribute to the lesson’s effectiveness?
How will you link this lesson to future learning?
What learning did you take from this lesson to apply to future lessons? What would you do differently
next time?
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