Milligan March 2 Lesson Plan

Date: 3/2 Teacher Name: Mr. Milligan and Mrs.
Bales (CMT) Class: Humanities
Grade Level: 6 Unit Name/Topic: The Latin Revolution Lesson Number: 1 Length: 50 minutes
Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.
Academic Content Standard(s): 6.1.13 – Explain the origin and spread of scientific, political, and social ideals associated with
the Age of Enlightenment/Age of Reason
Academic Content Language (content vocabulary, discourse, syntax): Toussaint Louverture, Napoleon, Haiti, South America,
Latin American colonists, liberation, independence, Father Hidalgo, Simon Bolivar, Mexico
If you are taking the Special Educator role, add these:

Academic IEP Goals:
Behavior IEP Goals:
Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . . Students will keep considering . . .
How Latin American colonies began to win their independence through How did Latin American colonies use revolutionary ideals to help win their
revolutionary ideals independence?
Questions to elicit deeper thinking or build upon about the topic...
How did independence affect the new Latin American countries?

What events led to movement for independence?
Student (SMART) Objectives(s) with academic language function:

Outcome(s) students will be able to demonstrate . . .
Completing the brochure with detailed illustrations and information over the Latin Revolution in one class period.
Stage 2: Evidence of Learning (Assessments)
Performance Task(s) tied to: Other Evidence

Students will show their learning by . . . Formative:
Students will be taking a lesson 4 quiz called the “Spread of
Completing the brochure and lesson 4 quiz.
Revolutionary Ideals”.
Evaluative Criteria: Summative (if any beyond the performance task):

Students success would look like. . . Students will be pulling information from the lesson 4 text to
Passing the quiz and students would have detailed illustration and
complete brochure.
information for detailed vocabulary words and people for Latin American
independence
Stage 3: Learning Plan
General Methods for Instruction (reference your content methods text):

(Highlight all that apply; provide references and examples/handouts)
Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation
Cooperative Learning Lab Learning Stations Writing to Learn Inquiry Learning Independent Learning
Small Group Direct Instruction Workshop Role Play Game Other:
Where will this lesson take place? General Education Classroom Resource Room Other:
Targeted Support(s) for Diverse Learners Technology Integration (purpose):
Specific Support Who will provide that Why? What’s the intention The online classroom management tool, Canvas, will be used
Needed (Special support? Where will that to take the Lesson 4 quiz.
Education Support support be provided?
and/or
accommodations A Google Slides presentation will be used to introduce
and discussion questions during the whole class discussion.
modifications)
Intentional Co-Teaching or Grouping Strategies:

❏ 1 Teach 1 Observe (gather specific data)
❏ 1 Teach 1 Assist (float to support/engage)
❏ Parallel Teaching (same material/smaller groupings)
❏ Station Teaching (divide content, repeat to groups)
❏ Alternative Teaching (grouping specialized attention)
❏ Team Teaching (delivering lesson together)
Lesson Agenda with Discipline-Specific Learning Activities (reference your content methods text)
Time: Teacher Will Be (Planned Supports tied to objectives Students Will Be (Learning Tasks connect to Rationale: (Based on
& build in checks for understanding) prior knowledge & assets): Research/theory)
2 minutes Introducing Lesson 4 quiz and answering Preparing to take test by opening
any questions. laptops and going to Canvas.
15 minutes Allowing students to complete Lesson 4 Completing Lesson 4 quiz.

quiz and walking around the classroom to
make students are staying on track.
5 minutes Facilitating discussion about Latin Thinking critically about the questions
Revolution and asking important questions and forming answers based of
about the material. Will also be introducing materials.
Latin Revolution brochure assignment.
28 minutes Allowing students to complete brochure Completing Latin Revolution brochure

assignment and walking around in case assignment.
there are any issues or questions.
Data-Driven Reflection and Decisions

Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the result? How well did the
class do collectively on meeting the objective at the level you expected? Any patterns, collective misconceptions/gaps? Who needs specific
support/reteach? Now, justify your next step in planning. What will you do next? Why (research-based- reference your content methods
text)? What do you anticipate the result to be?
Overall, for the first real whole lesson that I have ever taught, it went very smoothly. I was a little nervous at first but settled in
once we got into to the actual group discussion and activity. The objective, performance task, and evaluative criteria were all
met throughout the span of the lesson. This was evident in every student passing the Lesson 4 quiz as well as completing the
brochure activity with elite precision in relation to the instructions that were given. The students also exemplified true
creativity, which was another benefit of the activity. Furthermore, they were engaged during the class discussion and provided
reasonable answers to the questions given.
There were places for improvement. First and foremost, I could have walked around the class more frequently just to provide
support for the students if needed. There was one student specifically who may have required extra help or support, which
was provided eventually, but should have from the start. Next time, I would make a concerted effort to do this to ensure that
all students have the proper help they need/want. I would like to continue with these neat activities, as it seemed the
students enjoyed it. I also would like to incorporate some sort of simulation or role-playing activity into instruction at some
point. Simulations/role play are a great way for students to get involved in the curriculum while also having a little bit of
amusement.

Milligan March 2 Lesson Plan

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Date: 3/2 Teacher Name: Mr. Milligan and Mrs.

Bales (CMT) Class: Humanities

Stage 1: Desired Results

If you are taking the Special Educator role, add these:

Behavior IEP Goals:

Enduring Understandings / Goals (Why): Essential Questions:

Questions to elicit deeper thinking or build upon about the topic...

How did independence affect the new Latin American countries?

Student (SMART) Objectives(s) with academic language function:

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence

Evaluative Criteria: Summative (if any beyond the performance task):

Stage 3: Learning Plan

General Methods for Instruction (reference your content methods text):

Small Group Direct Instruction Workshop Role Play Game Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Intentional Co-Teaching or Grouping Strategies:

15 minutes Allowing students to complete Lesson 4 Completing Lesson 4 quiz.

28 minutes Allowing students to complete brochure Completing Latin Revolution brochure

Data-Driven Reflection and Decisions

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