Secondary Lesson Plan: Field Experience III (EDUC 329) and IV (EDUC 429), Clinical

Practice ( EDUC 461), HIST 451/461

Instructions: Please write a lesson plan that includes the following components for each lesson you teach in your
placement setting. Be aware that, should they occur, one point will be deducted for every two
grammatical/mechanical errors. You must provide a copy of your lesson plan to your cooperating teacher or university
supervisor BEFORE you teach the lesson to students. Your teacher must sign and date the hard copy of your draft
plan.

Teacher Candidate
Katherine Tipp
School (NA for HIST 451)
Northside Middle School

Date/Time of Lesson

(NA for

HIST 451)

3/25/15 9:05AM
Subject/Grade Level
7th Grade Social Studies

Observer
Ms. Rebecca Lewis
Cooperating Teacher

(NA for HIST

451)

Ms. Rebecca Lewis

Description of Lesson

(a general description in two or three sentences of what you will do with your students)
The students will take note on a short lecture given about Gandhi. They will then work in small groups to complete an activity
specifically directed towards the partition of India.

Lesson Plan Component

Lesson Topic/Title

Description
Gandhi and His influence on the Partition of India.

Title of lesson, similar to a book title

Curriculum Standards Addressed

NCSS Standard(s): List the number and
title of the theses addressed and then
briefly explain how this lesson addresses
each theme. (HIST 451 and EDUC 461
only)
SC Curriculum Standard(s): List the
number of the standard addressed and
then briefly explain how this lesson
addresses each standard.
SC Academic Indicator(s): List the
number and write the indicator

Standard 7-6: The student will demonstrate an understanding of the significant political,
economic, geographic, scientific, technological, and cultural changes as well as the advancements
that have taken place throughout the world from the fall of the Berlin wall in 1989 to the present
day.
Indicator 7-6.2: Compare features of nationalist and independence movements in different
regions in the post- WW2 period, including Mohandas Gandhis role in the non-violence movement
for Indias independence, the emergence of nationalist movements in African and Asian countries,
and the collapse of the apartheid system in South Africa.
This lesson will address both the standard and the indicator by giving in depth information about
the role of Gandhi in Indian history in addition to the collaborative activity that the students will
complete. The interactive activity will engage the students knowledge on the political and cultural
aspects of the standard.

Lesson Plan Component

Cross-Curricular Connections
Write how the lesson is integrated with
other social studies subject areas.

Description
This lesson is integrated with geography because the activity requires the identification of
countries on a world map. It also pulls from knowledge of past events and being able to predict
the movements influence on future movements.

Instructional Objectives

What should students know or be able to

do by the end of the lesson?
Students will (VERB)

Every lesson should address

Historical Thinking Skills and
Literacy)
Objectives should be observable
and
measureable
List the numbers for the standards
that each objective addresses; i.e.,
NCSS 1, SC GS-6.1

Materials/Resources

List all materials needed to

implement your lesson; e.g.,
pencils, notebook, selected
reading(s), video, PowerPoint...
If digital technology will be
integrated in the lesson to
enhance the learning experience,
address how.

The students will be able to create a timeline of Gandhis life using the lecture notes and
the text and must include at least 10 major events.
The students will be able to complete a T-Chart given the assigned readings and must
include at last 3 bullet points on each side of the graphic organizer.
The students will be able to write a paragraph given the writing prompt on India with no
more than 5 grammar errors.
Students will be able to identify India and other countries given a blank world map with no
spelling errors or misplaced countries.

25 copies of the writing prompt

25 copies of the T-Chart
25 copies of a world map
Prezi slideshow
Pencil and paper

Prerequisites (Prior
Knowledge)

Social: The students will have to work collaboratively in groups of 3-4 to complete both a graphic
organizer and a writing prompt.

List skills/abilities students will need to

successfully participate in their learning
experience according to the following

Cognitive: The students will need to recall prior knowledge on past revolutions
Emotional: The students must be confident in themselves in order to actively participate and
2

Lesson Plan Component

developmental needs:
Social

Cognitive

Physical
Emotional

Accommodations

How will you accommodate for

varying rates of learning (early
finishers/slower-paced learners),
learning styles, and any relevant
diversities?
What accommodations will be
made for students with special
needs?

Description
contribute in a group setting.

To begin, I would initially try to ensure that the assigned groups have varied student ability to
ensure that there is equality for all students if possible. If a student finishes quickly I will have
them assist any other students in the group who may be struggling with the work, encouraging
peer learning. If there begins to be an excess of those students then I will have them pre-read the
next assignment independently until it is time to move on or the other members in their group
catch up. For slower paced learners, they will receive help from their group members throughout
the lesson when needed such as using the system described above. Students will special needs
will also be assisted by their peers and myself during the duration of the lesson as needed. Other
accommodations will be made accordingly such giving them extended time (perhaps even giving
them the assignment the day before for home work) or orally dictating the assigned reading.
This lesson also reaches a variety of different learning styles. Auditory learners will benefit from
the lecture while visual learners will benefit from the graphic organizer portion of the lesson.
Kinesthetic learners will benefit from moving into groups and also writing out the thoughts and
answers of the groups. Overall, this lesson has a facet for every style of learning.

References
Cite all references for materials/resources
used in preparing the lesson. Citations
should be in APA, 6th edition format.

Procedures

Motivation

Grouping

Instructional Strategies (steps in

the lesson)
to include questioning
techniques and
lesson closure
*Examples: Bell Ringer
activity, primary
source activities, debates,

The motivation in the lesson is that by labeling the map correctly the students will be able to use it
later on to directly answer map questions on the test, therefore giving them incentive to ensure
they are spelled/placed correctly. The students will begin the lesson individually but later be
placed into groups of 3 or 4 in order to complete the interactive activity.
The lesson will open with a quote from Gandhi and the students will have to write a short 2-3
sentence reflection on the quote and how it reflects the teachings of Gandhi. This will also serve
as a post-assessment to allow the students to recall information from the previous lesson. Then
the students will take notes on a short 15-20 minute lecture. Afterwards, the will break off into
their groups to complete the T-Chart and reading assignment that includes a short writing prompt.
This is done collaboratively but the students will each still be responsible for obtaining the
information on their individual sheet. The students will have an additional 20-25 minutes to
3

Lesson Plan Component

video
that recap

Description

complete this portion of the lesson. To conclude, I will draw a T-Chart on the board and take points
analysis, closing activities from each group to create a master T-Chart to be displayed in the classroom. The quote
reflection done at the beginning of class will now serve as the students exit slip once the lesson
the lesson
is concluded as class ends.
*Be sure to explain how

you will teach

historical thinking and
literacy.

Assessment(s) of the
Objectives
What assessment(s) will you use to
determine what students learned and
achieved during the lesson?
The assessment(s) must be aligned with
instructional objectives.

Part of the students homework in conclusion of the lesson of the day will be to create a
timeline of Gandhis life and turn it in the following day for a homework grade.
I will observe the group dynamics and work ethic to ensure the T-Chart and written
assignment are being completed. This will count as a daily grade.
The students will have a map check to ensure correctness and therefore will be able to use
it on a future test.

Evaluation of Lesson
Were objectives successfully achieved?
What went well? What would you like to
improve? What adjustments will be made
in succeeding lessons?

Notes:
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