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This lesson plan template includes all the Viterbo Essential Elements. For full instructions and examples of each
of the lesson plan components, see the Viterbo Essential Elements posted on Moodle in the Education Majors
course. All items below will expand as needed to add text.
Name_Christopher Ries____________________
Date___2/21/16____________________
Time
the belief that, after death, the soul flies up onto the
Resources
Materials:
Handouts
Prior Student Knowledge: Students will review their previous learning on different types of power sharing in the structure of government
(Federation, Confederation, Unitary) and apply that to the people of Iraq
Lesson Objectives:
Students will be able to:
1. Describe the perspectives of the main groups in conflict in Iraq
2. Identify at least two needs of each group in conflict.
3. Explain at least three reasons a particular government type would be
beneficial for the people of Iraq.
Academic Language:
Key Language demands and
functions
Content language to be used as a
means to explore ideas of various
methods of power sharing within
a society.
Academic Language
Practice
Support
Students will use prior knowledge
with government types and apply it
to various groups presented in the
handouts.
INSTRUCTION
Lesson procedures reflect best practices that are research-based and have a direct and positive effect on the teaching/learning environment.
You should indicate the time needed for each component of the lesson. Lesson plans should be detailed enough that any teacher could teach the
lesson from the plan.
Time
Closure: After the time limit has been reached (it will
be set to be about 25 min before the end of class),
groups will dissolve and the class will discuss any
difficulties that their group encountered, and in
general the difficulties that lie in finding a workable
solution to a problem as complex as this.
Students will write a short paper or audio recording in
class on what they believe is the best solution for Iraq
based on the arguments made in class.
IEP Requirements
SP Due to motor challenges due to CP - will need staff to scribe notes. Staff will also need to read his notes to classmates during the sharing
phase.
SL Due to processing delays will need simplified text to explain various perspectives. During the sharing phase staff will assist in simplifying his
peers information for his own note taking.
Rationale/Theoretical Reasoning/ Research: Simulation has long been held as a method by which students can construct an understanding of
complex social systems by experiencing elements of it for themselves.
Management/Safety Issues: What management and safety issues need to be considered when teaching this lesson?
Classroom Management: Students with a known history of having negative interactions will be split such that they are in
different sharing groups during the sharing group phase
Safety: General classroom safety rules apply. As they will not be using anything out of the ordinary, there are no additional
safety concerns to consider.
Analysis: After creating their proposals, students will be able to accurately identify three of the four main interest groups given a description of
their history and present condition.
Students will describe how the various forms of government would impact each group and their desire to participate in that system.
Reflection/Future Modifications:
To what extent did the class learn what you intended them to learn? Provide specific, evidence-based examples of
student learning?
What did you learn about your students as learners?
What will be your next instructional steps?
What have you learned about yourself as a teacher?