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					                                    Saint Mary’s University of Minnesota
                                 Learner-Centered Instruction Model (LCIM)

Teacher:    Steve Jents Subject:               World History             Date: 3/22/10
 Standards and Objectives                                                            Prior knowledge activation
                                                                                     (Standard 2)
Minnesota State Social Studies Standard III (World History)
                                                                                            Students will participate
Substandard H: Global Conflict 1914-1945
                                                                                             in an activity which
The student will demonstrate knowledge of the worldwide impact of World                      relates directly to the
War 1                                                                                        previous day’s homework
       Students will analyze the economic and political causes of World                    Relating the short term
        War One and how they interacted as well as the impact of                             causes of World War One
                                                                                             to a fire or explosion
        technology on the war
                                                                                             shows students how built-
                                                                                             up pressure (long-term
Objective: Students will demonstrate knowledge of the short term
                                                                                             causes) reacts with a
causes of World War One (Assassination of the Archduke, the                                  catalyst (short-term
Austrian Ultimatum, and the formation of alliances)                                          causes) to create
                                                                                             combustion.

                                                                                     Purpose (Standard 5)
Introduction/Anticipatory set (Standards 2, 5, 7)
                                                                                     World War One came to fruition due
The teacher will use a spark lighter (not an actual lighter) to generate sparks as   to the existence of both long-term
students enter the classroom. After students are seated and the class period has     and short-term causes. Students
begun the teacher will ask students why there isn’t an explosion each time a         have recently learned about the
spark is lit. After going over the process for an explosion (fuel + spark), the      long-term causes of the war and
teacher will make a connection between an explosion and the onset of World War       need the short-term cause
One, with the fuel being the long term causes and the spark being the short term     information in order to understand
causes. As students have spent time learning about the fuel of World War One,        the total picture of how the war
they will now learn about the spark that ignited it.                                 started.



Presentation/Modeling/Checking for understanding (Standards 1, 2, 4)                 Adaptations for diverse learners
                                                                                     (Standard 3)
The teacher will go over the previous day’s reading on the short
term causes of World War One with students. After checking for                              Students with different
                                                                                             styles of note taking will be
understanding of the three main short term causes (the                                       given the opportunity to
Assassination of Archduke Franz Ferdinand and his wife, the                                  earn credit for the previous
Austria-Hungarian Ultimatum, and the formation of alliances in                               day’s assignment so long as
Europe), the teacher will hand out the second short-term causes                              effort is shown to organize
reading. After handing out the reading the teacher will go over                              information on the previous
                                                                                             day’s handout.
instructions for the learning activity.                                                     Longer response times will
                                                                                             be given when students are
                                                                                             asked open-ended questions

                                                                                     Media/Materials/Resources

                                                                                     Short-Term Causes handout, Spark
                                                                                     lighter, 4-3-2-1 Reflection overhead,
                                                                                     Projector
Learning activity/Guided practice/Monitoring (Standards 2, 4)            Adaptations for diverse learners
                                                                         (Standard 3)
The teacher will instruct students to read the Short-Term Causes
handout as a class, with each student taking one paragraph and                 Students with lower
reading it aloud to everyone. The teacher will explain that students            reading abilities will be
will be called on at random and thus students need to pay attention             given more time to read
to the entire reading so they can keep up with their classmates.                their paragraph to the
Depending on the class size the teacher can read one or more of the             class
30 paragraphs. The reading should take between 15 and 20 minutes,              Reading aloud allows
                                                                                audible learners to ingest
and if time allows the teacher to summarize main points a few
                                                                                information
paragraphs at a time. Once the article has been read in its entirety
the teacher will instruct students to get their notebooks out before
placing the 4-3-2-1 Short Term Causes reflection activity on the
overhead projector. Students will then be given 5-10 minutes to
complete the reflection in their notebooks.




Closure (Standard 4) How lesson will be summarized

The teacher will review that day’s reading material by asking
students to go over answers from their 4-3-2-1 reflections. When
common answers are given the teacher will ask the class to raise
their hands if they got a similar answer.




Assessment (Standard 8) How student learning will be assessed            Adaptations for diverse learners
                                                                         (Standard 3)
Summative: The teacher will note the answers given aloud by
students during the reflection of the 4-3-2-1 activity and will notice   Students will be able to complete
if the majority of students arrived at similar conclusions.              the 4-3-2-1 Reflection Activity
                                                                         with a partner (time-willing)
Formative: Information from this lesson plan will be featured on the
                                                                         Test/Quiz accommodations will
end-of-unit and class final exams.                                       be given where appropriate

Formative: The 4-3-2-1 Reflection will be handed in along with other
notes at the end of the unit and will be scored on a 0 (incomplete)-1
(partially complete)-2 (fully complete) scale
                                         Post-Lesson Reflection (Standard 9)
If you were to teach this lesson again to the same group of students,          Information source(s)
what would you do differently? The same?
Time allocation, directions, materials, presentation, etc.




What do most of your students know and are able to do as a result of           Information source(s)
this lesson?




Identify those who had difficulty with this lesson. Why? What could            Information source(s)
you do differently for them next time?




Based on today’s lesson, what do you plan to do next with this class?          What grouping(s) will you use?

				
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posted:12/17/2011
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