Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful

lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students) For this lesson, I will be teaching an eighth grade social studies course. This class will be in the general education curriculum, and contain several students who do qualify for special education services. The specific needs of the students are as follows; 2 have ADD, 1 has autism, and one student is in a wheelchair and has mobility problems.

Who (if anybody) will assist with the presentation of this lesson, and what will their role be? I will present this lesson by myself, no additional assistance will be needed.

What is the long range goal(s) that is tied to this lesson? The long range goals that can be applied to this lesson are that students can analyze and determine the difference between different aspects of society. Also, another long range goal is that students will be able to research a topic and present a short Photo Story on the assignment to the class that differentiates different aspects of the topic and why It is important to Egyptian Society.

What is the specific learning objective(s) for this lesson? There are several specific learnign goals tied to this lesson. First off, the student will recognize different types of Egyptian architecture and what the purpose of different types of Egyptians buildings were. Also, students will be able to see how Egyptian architecture is relevant to other societies, as evident in different buildings and monuments throughout history.

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? The prerequisite skills and knowledge needed for this lesson are that students have been given a brief introduction to the various types of sculptures, monuments, and buildings that were common in ancient Egyptian society. Also, students will need to know how to work the Photostory program works prior to beginning the assignment, as well as how to properly search for free stock photos on the internet.

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?) I would say that this lesson is a combination of the learning acquisition and fluency stage. This assignment and lesson is learning acquisition because the students will be researching a certain type of monument and finding out its importance in Ancient Egyptian society. The lesson also pertains to the learning fluency stage because the students will then have to decide what material they research is relevant to the presentation and should be shared with the class.

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) Because this lesson has to deal with compiling a Photo Story and presenting it to the rest of the class, I imagine the lesson would take at least three days to complete. The first two days would be spent in the computer lab; splitting into groups and compiling the pictures necessary for the Photostory. On the next day, the students would put their Photostories together and ensure that they had information as to why this type of architecture was relevant in Egyptian society. On the third day, student would be given the first ten minutes of class to practice their presentations, and then each group would showcase their Photostories. Ideally, this would be an assignment that was only worked on in class.

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab) AND what materials will be needed? Ideally, I would like the first two days of the class to take plan in a computer lab. That way, the students could search and compile for relevant Photostories and creative an eye-catching and informative assignment. On the third day of class, the lesson will just need to be taught in a classroom with a computer and projection capabilities so the whole class can see the finished Photostories. The materials that will be needed for this lesson are computers for each student (or group), the Photostory software program downloaded on each computer, and notecards in case the students desire them for preparing for the presentation or taking notes.

Why are you planning to teach this lesson? Why must this information/skill be presented to the students? I am planning to teach this lesson because I feel as if architecture is an integral part to a unit on Ancient Egypt. Also, I feel as if architecture is a great way to use the Photostory program; there are lots of images and resources available when it comes to this topic in Egyptian society. This information needs to be presented to the students because they have probably seen many different Egyptian buildings and monuments before; this project thus requires students to analyze and interpret the relevance of these monuments. Concerning the skills presented in the assignment, it is important because Photostory is a means of presentation that can be useful not only in eight grade social studies, but in courses that the students may come across in high school.

How does this lesson relate to the PA Academic Standards? For the PA state standards for history, several of the world history standards are relevant to this lesson and this unit on Ancient Egypt. They are:

8.4.8.A: Compare the role groups and individuals played in the social, political, cultural, and economic development throughout world history. 8.4.8.B: Illustrate how historical documents, artifacts, and sites are critical to world history. 8.4.8.C: Illustrate how continuity and change have impacted world history. Belief systems and religions Commerce and industry Technology Politics and government Physical and human geography Social organizations

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? This lesson relates to previous lessons because it is included in a unit on Ancient Egypt. Each lesson in the unit will pertain to a different area of Egyptian Society. This lesson relates to future lessons because other lessons will pertain to different areas of Ancient Egypt, such as, mummification and graphing data on Excel charts.

How will you determine if students have met the lesson objective? (Think assessment) I will determine if the student have met the lesson by creating a rubric for the assignment that highlights if the students have compiled the proper amount of pictures (7), proper spelling and grammar with the Egyptian names, accurate content, cooperation in a group setting, and good use of time in class. The assignment will be worth a total of 20 points.

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups) To ensure maximum student access and participation in the project, I will choose the groupings for the project. Students that may be struggling in the course will be paired with stronger learners. Also, each group needs to be created with the overall dynamic in mind; too many leaders in one group will only create conflict, while no leaders in a group could lead the group into disarray.

Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement)

8.4.8.B: Illustrate how historical documents, artifacts, and sites are critical to world history. 8.4.8.C: Illustrate how continuity and change have impacted world history. Belief systems and religions Commerce and industry Technology Politics and government Physical and human geography Social organizations

Lesson Objective(s) (Stated in observable and measurable terms) By the end of the lesson, students will be able to create a Photostory of 7 slides and a title slide that pertains to a specific monument, site, or building important in ancient Egyptian society. Students will also be able to tell the class why their monument or building was important to Egyptian society in a short, 5 minute presentation.

Assessment Plan (What will be done to determine if lesson objectives have been met?) To determine if the lesson objective are met, the students will be given a rubric for the exact qualifications of what it takes to receive an A on the project. Students will be assessed out of twenty points to receive a grade on the project.

Materials: For the three days of this lesson, students will need at least one computer per group with the Photostory program downloaded on it. Students will also need to know of the various means for which to research free stock photos on the internet. Also, students will need notecards or paper to take notes on for the lesson.

Inclusion Techniques for Students with Special Needs: For students with special needs in the classroom, they will be paired in groups with students who are doing well in the class; as a group activity. Also, the students will be given the material to determine why the monument is important to Egyptian society instead of having to research it on the internet. If necessary, the material will be highlighted to ensure the proper information is consulted.

Enrichment Techniques: For enrichment techniques in the lesson, students could have several additional tasks to perform. First off, they could add an additional 3 pictures to the slideshow to bring the presentation to a total of 10 pictures. Also, The students could research additional information on the monument, such as what it was made out of and how it influenced later buildings in different societies.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): There are several different ways that this lesson could be differentiated. For example, students could have to include 5 slides instead of the required 7. Students would only have to provide a 2 minute presentation instead of a 5 minute presentation. For students that have issues with speech, they could write their presentation instead of having to say it in front of the class. These are just some of the possible examples of differentiation that could help any student succeed in the classroom.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set: For a brief introduction to the topic of architecture, I would show the students some common monuments in Egypt that everyone would recognize (Sphinx, Pyramids, etc). We would have a brief discussion on why they knew what these monuments were and why they are important to society even today. Then, I would explain the upcoming Photostory project to the students, and tell the students the groups they were placed in for the project.

Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

Present introduction material as seen above Show the sample photo story (as seen on the classes website) Explain the importance of using free stock photos via internet search, show students resources on the internet such as stock.xchng and other sites. Present provided research material to students to show them what a good source is . Hand out rubric to students and ask if they have any questions While students are working on project, stay engaged, walk around room to make sure students are staying on task and adequately preparing to present their project on the third day of the lesson.

Guided Practice/Independent Practice/Assessment Activities Because students will be working on this project throughout several days in the classroom, it is important to ensure that they are working well in the groups provided. As the educator during these lessons, I will need to field all questions the students may have on the project, as well as make sure they are using adequate resources for the project. Also, I will need to make sure they are using the proper free stock photos. The students will be assessed according to a rubric distributed on the first day of the project.

Closure: First, the students would be given ten minute to practice their short presentations in groups. Each group would then showcase their Photostories to the rest of the class. The students will need to be informed on their subject and able to take other students questions if they come up. To close the lesson, I would show the students a slide show showing how the elements present in these architectural wonders are present in buildings from other eras. Also, I would stress the fact that these buildings have stood the test of time.