Ashland University

Dwight Schar College of Education

Standard Lesson Plan

Candidate: Jared Clemence

General
Informati
on

Date 4/12/16- 4/14/16

Subject
Grad
e
Learner Profile

CCP American History

Primarily 12th, with two in 11th

Academic Learning
Standard(s)

21. During the 1930s, the U.S. government attempted to distance the country from
earlier interventionist policies in the Western Hemisphere as well as retain an isolationist
approach to events in Europe and Asia until the beginning of WWII.
23. Use of atomic weapons changed the nature of war, altered the balance of power and
began the nuclear age.
Day 1: Student will understand the meteoric rise of Nazism and Adolf Hitler in 1930s
Germany and the role this would play in Europe over the next 15 years, including the
Holocaust.
Day 2: Students will understand how US involvement was limited until the bombing of
Pearl Harbor
Day 3: Student will understand the impact of the use of Nuclear Weapons on Japan and
the age it ushered in.
The students will be able to analyze some of the most important events leading up to
and during WWII, whether or not these could have been avoided, and possible different
outcomes of the war.
Hitler, Third Reich, Kristallnacht, SS, the Holocaust, Pearl Harbor, Cash-Carry, LendLease, Arsenal of Democracy, Enola Gay, Little Boy, Manhattan Project, Roosevelt,
Truman, Stalin, Churchill, Hirohito, Mussolini
All of this information should be review from previous years of education. There should
be little new information given during this class period.

Class is 23 students, with 11 males and 12 females. The class is a College Credit Plus
(CCP) through North Central State. The students are all a part of the honors program at
Mansfield Senior. The class is primarily white, and several students with black or
Hispanic background. The seniors are graduating in a little over a month, and their will
to be at school is quite below a normal expectation.
Learner Profile: Write a description of the class demographics: number of males, females, students on IEP or
504 plans, racial and ethnic background, ELL, gifted, academic or physical disabilities, and any other factors
that might help you target your lesson to the learners in the class. Include relevant student assessment
data and add to it as your lessons progress.
Learning
Goals

Central Focus

Learning Outcome
Academic language
Prior Learning

Updated 11/15/15

Ashland University
Dwight Schar College of Education

Standard Lesson Plan

Academic Learning Standard: Write the exact wording for the appropriate content standard(s).
Central Focus: Narrow down your standard to the specific focus of this lesson that is developmentally
appropriate for your students e.g. Identifying character traits to improve reading comprehension.
Learning Outcome: Define what the students will be able to do as a result of your lesson. It should be
specific and measurable: identify who, what, when, and how. Example: At the conclusion of todays lesson,
students will create a three-frame comic strip and use each of type of end punctuation appropriately (period,
exclamation point, and question mark) with 100% accuracy.
Academic language: Identify content-specific words e.g. perimeter, instructional terms e.g. analyze, general
vocabulary: frenetic to be taught in the lesson. These words should be used by both you and the students.
Prior Learning: Describe what prior content that has been taught. Example: In the last lesson, students
learned how to measure the sides of an object accurately, which has now prepared them to find the area of an
object.

Instructio
n Delivery

Introduction

Activities /
Procedures

The first question to hook the students is, What was the largest atrocity that occurred in
the 20th century? Many students will say the Holocaust, with several other answers.
Day 2 is going to start with a slight recap of the last chapter; the Great Depression, and
how it led to our actions during the Rise of Hitler.
Day 3 will be asking about the ethicality of dropping the bomb and killing innocent
civilians.
Day 1: After the hook, I am going into the rise of Nazism in Germany. The start is with
the Weimar Republic going through the dealings of the Weimar Republic leads to the Rise
of Hitler. From here, we will move onto the initial actions made by Hitler, and them move
onto his later actions, leading into the Holocaust and WWII. This will be a lot of lecture,
along with a clip from a TV show portraying the finding of a concentration camp.
Day 2: The first focus will be America trying to remain completely out of the war. This
then progresses to slight involvement, which progresses even further over time. After
the bombing of Pearl Harbor, its full blown involvement. This will be primarily lecture
based, with some visual aids.

Updated 11/15/15

Ashland University
Dwight Schar College of Education

Standard Lesson Plan

Day 3: With the dropping of the atomic bomb being so controversial in how it has
effected the world to this date and time, I would like to have a class discussion for about
10-15 minutes on whether the bomb should have been dropped or not, and the ethicality
of it in todays society.
Differentiation
There is a lot of time period pieces that I can pull from YouTube to aid in both visual and
aural learning. I would also like those that speak on Day 3 to get up and speak in front of
class, as if they were a general in the war room deciding whether or not to drop the
bomb.
Learning Conditions The lecture will be given to all of the students at once. The students will most likely be
divided is some fashion on whether or not
Materials
Projector, my notes to teach, students having notebook to take notes.
Closure
Day 1: Is there a Difference between a German and a Nazi?
Day 2: Did America wait too long to become involved?
Day 3: Was dropping the bomb the best solution?
Introduction: State the objective for your lesson to the students using developmental appropriate language
(oral and/or written). You should reinforce this objective throughout the lesson. Link this objective to the
students background knowledge and/or experiences in motivating ways to hook the learners into your
lesson.
Activities/Procedures: Describe in detail how you will teach your SMART goal objectives and academic
language and what methods you will use e.g. demonstration, lecture. Then describe what activities the
students will do e.g. small group discussion, experiments. Your plans need to be detailed and clear enough for a
substitute teacher to follow. Your methods and activities must be aligned with the goals of your lesson.
Differentiation: Think about the students who need more help and the ones who will grasp the material quickly. What will you do to
enrich the learning for both groups? Here you might consider Blooms Taxonomy, Learning Styles, Tomlinsons Tiering approach, Universal
Design for Learning, and Multiple Intelligences. Also, be sure to include accommodations for students with specific learning needs
including students who are gifted and students on IEPs.
Learning Conditions: List how the lesson will be delivered e.g. whole class, small group and any special
circumstances: substitute teacher, new student, students on individual behavior plans, safety conditions for lab
work etc.
Materials: Include all materials needed for your lesson: books, equipment, technology, student materials.
Make sure these are organized and ready to use.
Closure: Describe how you will end your lesson by restating or reinforcing your lesson goals and encourage
students to use this new learning in other contexts.

Updated 11/15/15

Ashland University
Dwight Schar College of Education

Standard Lesson Plan

Assessme
nt

Formative

With the lesson being taught lecture style, there is time for me to stop and ask a
question or two from the class, along with taking questions to help students gain a
further understanding. A quick write may be used one day to assess how students are
doing when it comes to understanding the information being taught.
Summative
Students will be tested later on a test given by Mr. Logan.
Formative: Describe how you will informally assess your students throughout the lesson (e.g., questioning,
whole class responses). Keep in mind that you may need to adjust your plans based upon student feedback you
receive.
Summative: Be very specific about the final formal assessment you will use at the end of the lesson/unit to
measure whether you have met your lesson goals. Attach the actual assessment if appropriate. This
assessment may need to be modified for individual students.
The information gained from your assessment should be used to provide feedback to your students and to
guide your future lessons.

Research

Research

One thing that always worked with myself and many students is tying music to the
education outside of the band room. Students who listen to time appropriate music tend
to remember more about a time period verses those who do not. This was tested by a
history instructor of mine before I had him. Though it was small scale, the music did
have a positive impact.
Videos often serve as visuals for some students to remember information. What better
way to teach the mood of America in the WWII then by showing the students some
propaganda films from the period and some war movies with good representations of
what happened.
As a teacher, you need to be able to connect theory into practice. Cite educational research that supports your
instructional decisions. This could be in learning theory, instructional delivery, specific content area instruction

Updated 11/15/15

Ashland University
Dwight Schar College of Education

Standard Lesson Plan

or assessment. State how your lesson aligns with the research findings i.e. Rasinski found that repeated
readings improve fluency which can have a positive effect on comprehension. I am having the students do
multiple choral readings of a poem while teaching them how close attention to punctuation and key words will
improve their fluency and comprehension.
Reflection
s
(Complet
ed after
the
lesson)

Content
Delivery
Changes to improve
this lesson
Next steps
Collect and record any assessment data from this lesson and use it to respond to these questions:
Content: Write a reflection on whether the students understood the content of your lesson and if you achieved
the goals of your lesson. Use your assessment data as evidence for this. What patterns of strengths and needs
of the students do you see?
Delivery: Write a reflection of the way you delivered your instruction. Were the students engaged in learning?
Did you need to change your plans based upon the students responses? What went well in the lesson? Could
you have done things differently?
Changes to improve the lesson: If you taught this lesson again, what would you do differently?
Next steps: Based on the results of this lesson, what should be the central focus of your next lesson?

Updated 11/15/15