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) This lesson is designed for 10th grade students in an academic level of World Cultures. This is an inclusion classroom so the functioning level of students is varied including very independent, focused students, ELL students who struggle with the language, and students with moderate learning disabilities. Who (if anybody) will assist with the presentation of this lesson, and what will their role be? I am the only teacher in this classroom, though after this class many of the ELL students and students with learning disabilities will continue to work on it with their specific teachers as well. They will assist with any confusion that still remains after my class, helping to clarify directions, chunking the assignment, or retranslating anything that was still not clear to the students. In particular situations they may make additional modifications for students who are struggling with the original modifications.

What is the long range goal(s) that is tied to this lesson? The long range goals that are tied to this lesson center around the students understanding the causes of the Industrial Revolution and the impact that this revolution had on the world. It is also important for the students to understand how this revolution affected particular groups of people and how it still has affected much of the world today (global connections). What is the specific learning objective(s) for this lesson? The specific learning objectives that are tied to this lesson begin with the students knowing how the Industrial Revolution began and what caused this tremendously significant time in history. It is also important for the students to understand what the innovations and technologies of this time period were and how they impacted the Industrial Revolution. What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? In order to effectively access and participate in this lesson, students will need to have knowledge of the time period before the Industrial Revolution, where there was little technology and industrialization. This helps the students understand the true impact that this revolution had on Britain as well as the world in terms of how substantial these changes really were. 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?) This lesson begins as a learning acquisition lesson where the students are given preliminary information about the Industrial Revolution, though it will evolve into some learning fluency regarding the innovations of this time period as they research and take ownership of particular ones When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) The preliminary information will be completed in one day, but the students will need 2-3 days to complete the assignment that takes place during this lesson. (One additional day in class for them to use the computers and 1-2 days for student presentations.)

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab) AND what materials will be needed? This lesson could take place in the regular classroom as it begins with discussion but they will need access to the mobile lab as they begin researching innovations of the Industrial Revolution and completing their assignments. The only materials that are needed will be the projector/Smart Board for the initial discussion and the mobile lab that will be signed out from the library for the students to use. 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 so that the students truly understand how and why particular innovations affected the Industrial Revolution, which is still affecting our lives today. I want them to make connections between the importance of this time period and the way that the world operates now so that they can truly see where some of these innovations began. This information must be presented to the students in order for them to truly understand the significance of the Industrial Revolution, and they will take more ownership of their particular innovation because they are required to find further information. How does this lesson relate to the PA Academic Standards? This lesson relates to the PA Academic Standards in that the students can evaluate how continuity and change through the Industrial Revolution have impacted both the United States and the world in the areas of Commerce/Industry as well as Technology. It also will show the students how these changes are still affecting our world today (global connections).

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? This lesson relates to the previous lesson where the students learned about the conditions in Britain before the Industrial Revolution in order to truly see the real impact that these innovations had. In future lessons the students will begin to see how all of this industrialization led to imperialism and the effects that both of those movements together had on world history. How will you determine if students have met the lesson objective? (Think assessment) The students final Prezi presentations will demonstrate to me if they have met the lesson objectives. They will need to explain their findings to the class and be able to show the 3 impacts for their innovation that they found. Students will also be assessed on the material presented by their classmates in the form of a quiz as well as a culminating assessment at the end of the unit. How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups) The discussion portion of this lesson will take place as a whole group (mainly lecture but with student input). To ensure maximum participation to the project-based portion of the lesson, students may work with 1 partner. This will ensure that they are doing they part and not just relying on a large group, but also so they have another person to help with the multiple facets (research, creation of Prezi, and presentation to the class). Having the students work in such small group will also allow many innovations to be explored by the class as a whole so that students can learn and benefit from the variety and multitude of presentations.

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) 8.3.U.C: Evaluate how continuity and change have impacted the United States (Commerce/Industry and Technology). 8.4.9.C: Analyze how continuity and change have impacted world history (Commerce/Industry and Technology). 8.4.W.C: Evaluate how continuity and change have impacted the world today (Commerce/Industry and Technology).

Lesson Objective(s) (Stated in observable and measurable terms) Students will be able to explain one of the innovations of the Industrial Revolution and give 3 impacts that this innovation had on the revolution itself. Students will create a Prezi presentation and use it to explain their findings to the class. In watching the other presentations, students will be able to listen and take notes in order to find all 3 impacts that each of their classmates discovered about their innovations. Assessment Plan (What will be done to determine if lesson objectives have been met?) To determine if lesson objectives have been met, students Prezi presentations will be graded in order to find 3 impacts that their innovation had on the Industrial Revolution. Students notes on their classmates presentations will also be collected for points in order to ensure that they know and understand the 3 impacts for each of their classmates innovations. There will also be a quiz the day after the final presentation and a culminating test at the end of the unit to assess this knowledge in a more formal setting. Materials: The only materials that are needed will be the projector/Smart Board for the initial discussion and the mobile lab that will be signed out from the library for the students to use. Students may also use their books as well.

Inclusion Techniques for Students with Special Needs: For students with special needs the assignment can be modified in one or more of the following ways: o Having them determine 1-2 impacts instead of 3 o If using Prezi is an issue, they can either be given a template to use or they may demonstrate knowledge using a different medium (PowerPoint, poster, etc) o Extended time if necessary Enrichment Techniques: For students needing enrichment, the assignment can be modified in one or more of the following ways: o o o In addition to the 3 impacts, this student can also explain how this innovation is still affecting the world today. This student can list more than the original 3 impacts (maybe 4-5). Prezi presentation can be made more elaborate.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): The inclusion and enrichment techniques listed above are some of the modifications that will be made to ensure that all students have access to and are able to participate in the lesson. Others include: o o o Creating more scaffolded benchmarks throughout the days of this project to ensure focus and meeting smaller goals. Adapting the number of impacts necessary on an individual basis. Adjusting the medium used for the final presentation

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set: Students will be given an entrance card that requires them to write down 3 adjectives that describe life before the Industrial Revolution. They will share their words with each other and agree on a common few words or themes that these words embody. This will spark the discussion of the true impact that the Industrial Revolution will have on this time period.

Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) (5 min) Anticipatory Set o o o o o See above

(10 min) Discussion: Students will participate in an in-class discussion through PowerPoint regarding some introductory information to the Industrial Revolution (causes, innovations, important people, etc). They will be encouraged to answer and be an active part of this discussion as well as take notes.

(5 min) Project Introduction: Students will receive the project handout that explains the requirements of their Innovation Project Working alone or with one other person, the students are to choose one of the innovations of the Industrial Revolution and research 3 impacts that that innovation had on the revolution. No groups should be working on the same innovation, so a signup sheet will be necessary. o o o Students are to compile their findings into a Prezi presentation consisting of 7-10 slides that are professional and visually appealing. They will have the rest of the class period today as well as tomorrow to work on the research and presentation. Presentations will begin in 2 days and all students will take notes on their classmates presentations as there will be a quiz the following day

(20 min) Project: o Students will be given time in class to begin researching. By the end of this period today, they should have chosen their innovation and found at least one impact that this innovation had on the Industrial Revolution. For homework, they should make sure they have all 3 and be ready to create their presentations in class tomorrow.

(5 min) Closure: o See below.

Guided Practice/Independent Practice/Assessment Activities Closure: At the end of the first day, students will be given an exit card where they are to write their innovation and 1 of the impacts that they have found. They are to compare this to their entrance card and discuss briefly as a class how the themes before the Industrial Revolution compare to those after. Students will be given time to research and then assessed informally at the end of the class period to make sure they have found the correct information. The Prezi presentations will serve as a more formal assessment of their findings. The quiz the following day will assess their knowledge of not just their own innovation/impacts, but their classmates as well. At the end of the unit, there will be a culminating test as well.