Extended Lesson Planning Format for Teacher Education Candidates

Ithaca College School of Humanities and Sciences

Name Joseph Buttimer

Lesson Title or Topic UN Declaration of Human Rights - Day 2
Grade Level 10th Grade
Course Name or Content Area Global II

Central Focus
Describe the ​central focus​ for the content/skill you will teach. The central focus should provide a short narrative summary of this
lesson and/or learning segment.
This lesson will focus on the Declaration of Human Rights by the UN. Students will be creating their own human
rights in groups and then the rights they came up with will be compared to the actual rights that the UN laid out.
Students will be looking at what rights are given and which ones are left out. Also students will look into how the
UN has defended these rights or not.

Context
1. State the long-range learning goals for the learning segment to which this lesson contributes. The long-range goals should deal
with mastery of knowledge/skills that students will be able to transfer to real-life situations.
2. Explain how this lesson builds upon lessons before it and how this lesson fits into the overall learning segment/unit.
3. Describe the students for whom this lesson has been developed. Consider the personal, cultural, and community assets of your
students and how this lesson builds upon those assets.
1.This whole unit on the Cold War will focus on document analysis, particularly news propaganda and reports.
Further the goals will be for the students to understand how the Cold War came to be, how it impacted not just the
two rival nations, but how it impacted the various proxy states around the world, finally the unit will focus on the
end of the Cold War and the break up of the USSR and the impacts this event had on shaping the world in which we
live in today. These skills of summary and understanding of cause and effect relationships will help students to see
an event happen, and to be able to track the long and short term causes of that event.
2.This lesson builds on the end of the World War 2 unit and the Holocaust. It will be taking a look into how the
world responded to the Human Rights abuses of the Holocaust.
3.​The students in this class will be 10​th​ grade global history students in ​Watkins Glen High School. This area sits at
the base of Seneca Lake in the Finger Lakes region of New York State.​ The area has many unique features: a wide
disparity in the SES of the student body, ranging from incredibly wealthy children of winery owners, and students
who do not have electricity at home. Also, there are advantages for this lesson as students would have already been
primed on the ideas and concepts of the Holocaust. Also this lesson will be interactive and allow the students to
share what they believe to be human rights and how that compares to the UN’s definition.

Prior Knowledge
What knowledge, skills, and concepts must students already How will you know if your students have prior knowledge, etc.?
know to be successful with this lesson? How/when will you teach/re-teach if necessary?
● Holocaust ● Results of Unit 3 Exam
● End of WWII

State/National/Common Core Standards

List the number and full text of each standard that is addressed in this lesson.
Remember to include content ​and​ literacy standards, as appropriate to the lesson.
CCRS- Literacy (9-10): #4 Determine the meanings of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social studies

#9 Compare and contrast treatments of the same topic in several primary and secondary sources
NCSS Themes: #5 Individuals, Groups, and Institutions- This lesson focuses on the institution of the UN and how
various groups and people have followed or not respected the rights that the UN has stated.
Objectives and Assessments
--Here list the short-range learning objectives specific to this particular lesson. These objectives should be items that are
immediately observable and easily assessed.
--In addition, you will identify how you will know if the learning objectives for this lesson have been met. List the types of
assessments​ you will use to determine whether the objectives have been met. List the types of formative assessments you will use
to monitor student learning of your specific learning objectives for this lesson. What assessments will determine proficiency,
excellence, or failure to meet the learning objectives of this lesson?
--As you consider your assessments, you should think about the kind(s) of feedback your students will receive from you related to
your assessments and how you will expect them to use this feedback.
- Formal assessments could include an exit ticket, a homework assignment, an in class writing assignment, a project, or a quiz or
a test you will give later, etc. Informal assessments could include structured observation, thumbs up/thumbs down,
think-pair-share, whiteboards, etc.
Learning Objectives Formative Assessments Summative Assessments
The students will be able to … What formal and informal assessments What evidence, by the end of the
(Learning outcomes to be achieved by will you use during this lesson to monitor learning segment/unit, will show that
the end of this lesson) whether your students are developing students understand and have met your
the understanding/skills required to learning objectives?
Every objective​ should have an meet the learning objective you have
assessment. identified? If you are using observation
as a form of assessment, write the
Note: Use as many rows as you have questions you will use as a guide for your
learning objectives. You must have at observations of students during the
least one objective, but there is no lesson.
maximum number.
SWBAT create their own Declaration The list of rights the students come In Class Essay (Regents Prep)
of Human Rights. up with
SWBAT compare their rights to the See above
UN Declaration of rights.
If, as a result of the assessments above, students have not met your learning objectives for this lesson,
what strategy/ies will you use to teach/re-teach?
Have the students read the Declaration of Rights and analyze it for strengths and weaknesses.

Academic Language Demands

Language function Explain: Students will be creating their own Declaration of Human Rights in
Choose a higher order language verb (e.g. groups. They will then share them to the class and explain how their list of
analyze, evaluate, explain, interpret, rights protects all areas of humanity. These lists will be compared to the
describe, predict, argue, or prove) that UN Declaration of Rights.
students must know how to do in order to
succeed in this lesson. See your edTPA
handbook for content specific language
function suggestions.
Vocabulary Skill: Lists- what the students will be creating to organize their thoughts on
What skill vocabulary (e.g., Venn diagram, which rights are most important.
graphic organizer, thesis statement,
symbols) ​and​ content vocabulary (e.g., Content: UN Declaration of Human Rights
imperialism, mitosis, isosceles) do students
need to know in order to succeed in this
lesson?
Discourse Arguments based on documents: Based on their knowledge of the
Discourse is a distinctive communication Holocaust, the students will come up with a list of rights. They will then
structure and/or style specific to your argue why their rights are best based on how well they would prevent
discipline (e.g. lab reports, literary analysis future genocides.
essays, document-based arguments,
proofs, critiques, etc.) In what discipline
specific ways do students need to
communicate in order to succeed in this
lesson?
Language supports
How will you help students understand the verbal and written language requirements to succeed in this lesson? (These should
also be included in your step-by-step procedures below.)​ ​How will you help them use Academic Language during this lesson?
(Include how you will use students’ prior knowledge and your teaching in this lesson to facilitate and deepen student learning.)
Modeling by the teacher.

Advanced Preparation for the Lesson

1. What instructional resources/materials do you need to prepare in advance?
List here the resources you will use to engage your students and assess their learning in this lesson.
Include handouts, slides, supplies, images, grouping plans, manipulatives, equipment, rubrics, answer keys, or anything else that
requires advance preparation. Written materials should be attached to this plan.
2.​ ​What else do you need to do ​before the lesson starts ​in order to be ready?
List here reminders to yourself so that you’re prepared when the students walk into the room.
1. Prepare slides of pictures
2. Have slide with the real Declaration of Rights
3. Be prepared to discuss and compare and contrast student rights vs. the real Declaration
Lesson Procedures: Instructional Strategies/ Learning Tasks
Describe, in detail, the steps you will follow in this lesson, attending to both what ​you​ will be doing and what ​the students​ will be
doing.
Time Step-by-Step Procedures
Opening (Launch)
How will you begin your lesson in a way that motivates and engages students in learning this lesson’s content? (Motivation for
lessons should be interesting, age-level appropriate, brief, and directly related to the learning objectives of the lesson.)
2 mins. 1.Welcome the kids to class, take attendance, explain that today is about human rights
Procedures
List the next steps of your lesson. Provide a detailed description of what teacher and students will be doing. Your planned
formative assessments and language supports from above should show up in this section as part of your lesson procedures. Add
rows below as needed.
Write lesson plan procedures so that another teacher could pick up your plans and actually accomplish your objectives for the
lesson. The following procedural terms are too vague: introduce, discuss, review. ​How​ will you introduce something new? ​ How
will you organize discussion? ​How​ will you conduct a review? Include specific questions you will use.
3 mins. 2.Put the kids into groups and give out instructions.
15 mins. 3.Students create their own list of 10 rights that they believe all humans should have
20 mins. 4.Students share out their ideas and provide constructive criticism. Also the real Declaration will be
shown and the students will compare their answers to it.
Closure
How will you bring this lesson to closure? How will students reflect on what they learned today, and how will you prepare them
for what’s ahead?
4 mins X.Close class and explain that the next lesson is on Proxy Wars.

Inclusiveness
Universal Design
What general features of your procedures and/or assessments support the learning of all students by making this lesson
accessible for every student in the class? Make sure to address each of the 3 major principles of Universal Design (i.e. providing
multiple means of (1) representation, (2) action and expression, (3) engagement).
The groups will be pre-chosen and be done so that each group has a mix of performance levels. This way students
can help each other. Also the creativity of the lesson will allow for multiple ways of engagement.
Students with Specific Learning Needs (to be completed below)
What are some of the specific learning needs possessed by students in your class, and what will you do to intentionally support
students’ learning specific to this lesson?
IEP/ 504 Plans Supports, Accommodations, Modifications,
Examples: Auditory processing, attention related issues Pertinent IEP Goals ​(Do not copy and paste from other
lesson plans. These supports should be specific to this
lesson and these students. List specific supports for
students using initials to designate each student.)
Refocusing Have the groups self police, have the aids assist, also
monitor by constantly go from group to group
Specific Language Needs Supports, Accommodations, Modifications
Examples: English Language Learners, regional varieties of
English
N/A
Other Learning Needs Supports, Accommodations, Modifications
Examples:​ ​Struggling readers, students with gaps in academic
knowledge, students learning at an advanced level, etc.
Advanced Learners Their task is to keep the group on task and to help those
that are struggling

Theoretical Principles/ Research-Based Practices

Describe clearly how the theory/research supports your selection of learning activities for this lesson.
Zone of Proximal Development, Group Work
References
Include here any professional resources from which one or more parts of this lesson plan have been borrowed/adapted. (If a
mentor teacher shared plans, please credit them.)
UN Declaration of Human Rights