Concordia University Nebraska Education Department Lesson Plan Format

Concordia University Nebraska Education Department Lesson Plan Format
Name: Abigail Huggins Grade Level: 11
Topic/Central Focus Subject: US History

The Persian Gulf wars Time Frame: 45 minutes
- Will cover from the significant operations
of the 1st Gulf war, the Clinton years, and
war in Afghanistan, start of 2nd war
(Depending on length of student
discussions)
Standard(s) to be met in the lesson:

- SS 12.4.1 (US) Students will analyze how major past and current US events are chronologically
connected, and evaluate their impact(s) upon one another.
- SS 12.4.2.a (US) Analyze and evaluate the impact of people, events, ideas, and symbols, including
various cultures and ethnic groups, on history in the United States
- SS 12.4.1.b (US) Select, record, and interpret key national and global events in chronological order
(e.g., timelines with eras and selected key event)
Learning Objective: Assessment Tool(s) and Procedures:
TSWBAT: - Formative: Class discussion concerning the
- Describe significant operations and key events opening video
- Explain how the US accomplished their objectives - Formative: continuation on K-W-L chart from
so quickly 1st lesson plan and brief class discussion
- Compare the outcomes and consequences of each concerning the end of the 1st Gulf War
country and identify changes in militaristic power - Small group work comparing the end results of
st
(from the 1 war) the 1st Gulf War and the causes of the Iraq war
st
- Chronologize timeline events of the 1 Gulf war - Formative: the results of the informal, 4
and begin with those of the 2nd gulf war corners-style exit ticket will be tracked and
- Describe the causes and justifications for war for compared with progress from other lessons,
each country involved in the 2nd Gulf War throughout the unit and the year as a whole, but
- Compare and contrast the causes of each of the no grade will be assigned to each student’s
Gulf Wars answers
Research-Based Best Practice used in lesson and why it is appropriate/useful

- Lecture- Discussion: This approach allows students to grasp difficult concepts, document the
material in a way beneficial to them, and keeps students involved with the lesson.
- Differentiating Instruction: This approach allows students to become more engaged in a lesson
and differentiates teaching methods, changing based on students’ needs/ interests (see below).
- Small group discussion prompts will utilize critical thinking skills, and students’ answers will
be built upon further by peers and instructor guidance.
Student Engagement used throughout the lesson
- Students will engage in discussions at various points throughout the lesson.
- Students will actively take notes through the use of a timeline graphic organizer throughout the unit.
- Students wil actively demonstrate their knowledge of the content through a 4 corrners exit ticket.
Key Vocabulary:
- Operation Desert Shield
- Operation Desert Storm
- Operation Desert Sabre
- Insurgency
- Weapons of Mass Destuction
Materials: powerpoint presentation, timeline Technology: powerpoint presentation, timeline

graphic organizer, personal notes (optional, but graphic organizer, optional supporting videos
preferred), pencil/pen (YouTube)
Faith/Values Integration:
n/a
Assets (Knowledge of Students: personal, cultural, community)

- Pre-existing information from previous day’s powerpoint
- Potential background knowledge on the gulf wars
- Possible personal connections to those involved
Differentiating Instruction
Identify the elements of the lesson that are differentiated (content, process, product).
Identify the student characteristic you will use to differentiate (readiness, interest, learning profile).
Explain how you differentiate (whole class, groups of students, individuals, or students with IEPs or 504 plans)
- Students with physical injuries, such as Justin, will be given preferential seating for ease of mobility.
In exercises such as the 4 corners exit ticket in this lesson, he has the option whether or not to move
around the room (as it may be rather crowded) but must give an answer to every question immediately.
- For Sarah, with her reading disability, simplified notes will be printed before class, most likely in a
fill in the blank format based on the powerpoints (these notes will optionally be available to rest of the
class, as well, upon request).
- For those that are gifted but not identified, Scott and Emma, discussion questions will be of varying
degrees of difficulty to challenge their higher thinking skills. For any projects assigned, such as the
book review I would like to include in this unit (mentioned in first lesson plan), students will have
choices of varying ways to carry out the project while still achieving the same end result, but in a way
that will either challenge or simplify to some degree the material so that all students are learning and
succeeding. Allowing students to choose the type of project (with teacher approval first) allows for
students to demonstrate their strengths, as well as incorporate their interests (such as if some enjoy art,
some enjoy writing, others may wish to present, and others may choose something completely different
still).
- For those that finish assignments quickly, alternate assignments will be prepared that are slightly
more challenging, but not worth a grade. This way, students that finish quickly will still be learning and
actively engaged with the content. Optionally, these students may choose to use remaining time to read
their novel and work on the corresponding project.
- For students who struggle, in general, access to notes such as those given to Sarah will be available.
Additionally, work days will be built into the class schedule, or at least partial work times, for large
assignments or areas in which they may need help. During this time, attention will be given to any
student who has a question, and those who I know are struggling. When necessary, accommodations
will be made to help these students complete their work successfully.
- While “average” students may be capable of doing the assignments just fine, motivating students and
exciting them about the content is important. The use of various formative assessments will keep them
engaged in the class, and some may even enjoy the activity. Whiteboards, such as one of the formative
assessments used in this lesson, are usually fun for most and will engage them with the lesson content,
even if they zoned the rest of it out. Activities will keep the focus on the content at hand, but will
provide students with different ways of expressing their answers. The four corners exit ticket exercise
in this lesson takes the focus off the direct instruction, as some may not be engaged in this, and get
students actively interacting with the material while providing the opportunity to learn something new
that they might have missed in a presentation, or learn from a mistake.
Procedure with time allotments:

A) Hook/Engage/Pre-Assess Students
- Short video clip—intro/ continuation of significant operations with short follow-up discussion
(5-8 min)
- Class discussion: Students will add to their K-W-L chart concerning elements of the end of
the 1st Gulf War (2-3 min)—can be done before or after the direct instruction (see below)
B) Communicate the purpose of the lesson to students (objective/assessment)
- Written learning objectives on board and in powerpoint presentation
- A general lesson applicable to all history lessons: “For the truly noble mind, and to those who
are obligated to incolce themselves in public affairs and human communities, knowledge of
history and the study of moral philosophy are the more suitable subjects” -- Vergario
C) Instructional Sequence:
- Opening video clip and discussion (5-8 min)
- Direct instruction: powerpoint presentation wrapping up the significant operations of the 1st
Gulf war (depends on previous day’s lesson, 10 min)
- Class discussion: Students will add to their K-W-L chart concerning elements of the end of
the 1st Gulf War (2-3 min)
- Short supporting video wrapping up everything we covered, between the multiple days, over
the entirety of the 1st Gulf War leading into the Clinton years (5 min)
- Direct instruction: powerpoint presentation on the “in between” period (between the two
wars), leading into the start/causes of the 2nd Gulf War (will hereon out be referred to as the
Iraq war) (5 min)
- Class discussion/small student group work and discussion: compare the end results of the 1st
Gulf war and the causes of the Iraq War, and how the first led to the second. (8 min)
- Wrap-up discussion/ informal exit ticket: 4 corners-style exercise (see below) (remaining
time, 7-10 min)
D) Closure:
- Formative assessment in 4 corners- style activity. To review important elements of the 1st
Gulf War students will move around the room (different areas of the room signify designated
answers) to the area which they believe best answers the question. These review questions will
be based on learning targets, vocabulary words, key concepts and operations, and the like. (7-
10 min)
Analyzing Teaching (Reflection):

Completed after the lesson is taught.
For our Reflection, we will use the Lesson Reflection document
Give evidence that the lesson was successful for students meeting the learning objective(s).
If you could teach this lesson to the same group of students again, what are two or three things you would do differently to
improve the learning of these students based on their varied developmental and academic needs and characteristics? Consider
missed opportunities and other aspects of planning, instruction, and/or assessment. Explain in the table below.
Clearly state each change you would make. Explain why and how you would change it.

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Concordia University Nebraska Education Department Lesson Plan Format

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Concordia University Nebraska Education Department Lesson Plan Format

Name: Abigail Huggins Grade Level: 11

Topic/Central Focus Subject: US History

Standard(s) to be met in the lesson:

Research-Based Best Practice used in lesson and why it is appropriate/useful

Materials: powerpoint presentation, timeline Technology: powerpoint presentation, timeline

Assets (Knowledge of Students: personal, cultural, community)

Procedure with time allotments:

Analyzing Teaching (Reflection):

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