Lesson Design Template

Department of Teacher Education

Teacher Candidate:
Rachel Kocourek

Date:
11/16/15

Subject/Grade/Course
Humane Letters 7/8th
grade boys
Persecution

Lesson Title: Pictures of persecution today

STAGE 1 DESIRED RESULTS

Established Goals / P-12 State Content
Standards
What relevant goals (content standards,
professional standards, course or program
objectives, learning outcomes) will this lesson
address? Cite name of standards document,
numbers & text, using only the parts specific to
this lesson.

7.4.1.2.1 Historical inquiry is a process in

which multiple sources and different kinds
of historical evidence are analyzed to draw
conclusions about how and why things
happened in the past.

Context

Why is this important for the learner? Justify your

reason for teaching this lesson.

What does persecution look like? Leading up to

the lesson students have learned about
persecution in Egypt, Syria. Iraq and Pakistan.
They have learned the overview of wars that are
going on in those countries as well as how the
Christians are being persecuted.

Students will be able to analyze and grasp the

significance of the consequences of present
day persecution. Seeing the violence through
pictures will help them grasp the significance
of the consequences of exclusion,
intimidation and fear caused because of
differences. Make connections and analyze
the violence that still continues today, the
violence that is ripping our world apart,
because of cultural and religious differences
and start the ideas rolling on how to create
solutions for their community and the world
and opening their eyes, to gain a stronger
knowledge of the differences and similarities
of cultures and how their origins and histories
created what they are today by the
interactions between cultures and people.
Academic Language Objectives

7.4.2.4.1 The differences and similarities of

cultures around the world are attributable
to their diverse origins and histories, and
interactions with our cultures throughout
time.

Content Objectives
Students will be able to [SWBAT.]
What key knowledge and skills will students acquire
as a result of this lesson?

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Rationale

Where does this lesson fit in the curriculum?

[consider big ideas/enduring understandings,
essential questions at unit level; What came before
this lesson and what will come after?]

Students will be able to ..[SWBAT]

What are the language
functions/vocabulary/syntax/ that students will
need to be successful in this lesson?

Students will be able to examine and construct

personal thoughts, such as how they feel and
what they think in depth of the effects of
persecution by looking at pictures of present
day persecution. Seeing these pictures and
discussing their feelings in class will help the
students make connections to what is
happening in the world today. Seeing the
consequences of differences, the students will
analyze and discuss possible solutions, making
connections in their own life and community in
regards to violence. Violence that is created
because of differences between people or
groups of people. The students will demonstrate
this by

Students will be able to analyze, discuss and

observe what present day persecutions looks
like and how it effects thousands of people
using vocabulary words such as:
Torture
Fear
Intimidation
Exclusion
Violence
Historical Inquiry
Cultural origins

STAGE 2 ASSESSMENT EVIDENCE

Students will show they have achieved Stage 1 learning objectives when
While looking at the pictures one at a time the students will answer the following questions: 1. Explain your immediate reaction to looking at this picture.
2. Describe at least three things you see in this picture (try to think beyond what you see, look at peoples face/reactions, their stances and the background)
3. Where do you think this picture is taken (country? As well as think about place, market, cemetery, streets?) 4. What do you think is happening in this
picture? (we know persecution but think beyond that, what type of persecution, the consequences, etc look at peoples faces and the surroundings)
These questions will show how much the students grasped and understood the consequences of persecution by not only answering the questions but using
the vocabulary words we have been working on as well as going in depth, making connections, analyzing the pictures, raising questions or comments using
critical thinking. They are making educated guesses on persecution, the context of the pictures, where they are taken and other observations based on the
pictures. They will be formulating their feelings, thoughts, and working off each others ideas to connect the readings of persecution and what persecution
really looks like.

Criteria for Evaluating Student Work

What criteria will be used when examining students products or performances to know if they were successful? What constitutes acceptable work? [rubric,
percentage correct, weighted parts]
Note: established criteria may not be applicable to every assessment measure above.

At first it will be independent work, they will be graded on answering the questions, giving in depth answers, looking beyond the pictures
and using vocabulary words, graded on how well they critically think answering the questions. They will later discuss with their peers around
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them and I will walk around listening to their discussions, making sure they are staying on track, answering the questions correctly and
chiming in to open the dialogue to have them think more in depth about what they see through these images. I will be mentally assessing
them during this period. After we will come back to a large group and have an open discussion about the pictures. Have the boys share their
feelings and thoughts about the pictures, persecution and connections they have made.

STAGE 3 - LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? Is there tight alignment with Stages 1 and 2? Is the plan
likely to be engaging and effective for all students? Lesson Guide may be tailored to type of lesson [direct instruction, inquiry, science lab, mock trial, etc.]
Use bullet points or numbered items format. Include discussion questions.

LESSON GUIDE
Opening//Motivation

Engage
Connect to prior
experience/learning
Communicate
learning goals,
expectations

TIME
12:0
4
12:1
5

Presentation/Instruc
tion

Teach/model/demo
the new
skill/strategy/concept
Scaffold
Use multiple
strategies

Structured Practice
Exploration/Inquiry
Model

Guide, interact
Question, think,
discuss
Explore key ideas,
issues
Check for
understanding

Guided
Practice/Feedback

Provide opportunities
for students to
rethink & revise
Tailor to different
needs, interests,
abilities

12:2
0-?

LEARNING EXPERIENCE/EVENT
Collect the class. On the board show the target for the day- Students will analyze and
discuss pictures of persecution. Have students do the Entry Task- Read 1 Peter 3:9 & 14-15
Do not repay evil with evil or insult with insult. On the contrary, repay evil with blessing,
because to this you were called so that you may inherit a blessing. But even if you should
suffer for what is right, you are blessed. Do not fear their threats; do not be frightened.
But in you hearts revere Christ as Lord. Always be prepared to give an answer to everyone
who asks you to give the reason for the hope that you have. But do this with gentleness and
respect.
Ask a student to read the passages out loud and ask them how the passage is connected to
persecution. Have a short discussion with the passage. Feeding off of the students answers.
What do you think about repaying evil with blessings? Would that be hard? Could you do it?
Why do you think that is a good idea? What does God want you to know, feel, and do when
you are faced with hardships and suffering. Can you give an example in your own life when
you would be prepared to give an answer the reason for your hope or when you should
repay evil with blessings?
Explain what we are doing for the day. Pass out the worksheets and explain what I expect of
them- to answer the questions, take a few seconds or few minutes to digest the picture,
observe and figure out what is happening, how it makes them feel, etc. They should include
words we have been focusing on such as fear, torture, violence, look at who is being
excluded and who is doing the exclusion, and/or what are people doing to be intimidating
etc. I will show one picture at a time and give them time to process it and answer the
questions. There are five pictures of persecution, all demonstrating a different aspect of
persecution (death by fire, on a cross, coffins, people scared and running, and refugee
camps).
Show pictures. Walk around to make sure students are staying on task and answering the
questions correctly (in depth, their feelings, full sentences.) Help those students who may
need help.
If there is time before the break, open up the discussion to the students to share their

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Correct
misunderstandings
Check for readiness
to work
independently
Provide feedback

ideas, responses and feelings. Help the students feed off of each other. Ask students how
they feel about someone elses response. Making sure all students are engaged and
listening to one another by connecting their thoughts to each other.

Independent
Practice/Application,
Transfer

Check for acquisition,

meaning & ability to
transfer learning
Allow students to
evaluate their work
and its implications

Closure

Review key
concepts/points
How will students
articulate their
learning?

STAGE 3 LEARNING PLAN

Equity Measures / Differentiation

What scaffolds and universal design elements have you included to ensure
ALL students meet high expectations?
Pictures are enlarged on the board for all to see. The students read the
questions but I will also read them out loud. Give them hints (if they are
stuck) to spark some ideas. Use students answers and try to help students
work off that or go more in depth.

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Progress Monitoring

How will you monitor students progress toward acquisition, meaning, and
transfer during this lesson? What are potential rough spots and student
misunderstandings? How will students get the feedback they need?
I will be assessing them throughout the class by walking around seeing what
the students are writing, in small groups I will walk around and listen to the
students to hear their opinions and thoughts and the same for the large
group. I will assess them by their answers, if they are on target, in depth,
analyzing and making connections. If they are answering different questions
or start to go a different route, either go with that path (if it works and is on
topic) or try to steer them a different way. If they are misunderstanding I can
use the first picture as an example and we can go over it together as a class.

Grouping

Will students work individually, in pairs, small groups? How are these
determined and why?
They will work individually at first to write down their feelings and
understandings of the pictures, then they discuss with a partner to share
their ideas, listen to someone elses ideas, ask questions if they arent sure
about something and then at the end discuss as a class. To share multiple
students ideas and feelings so all the students can learn from one another.

Materials / Resources

What materials/resources/technologies will you need for this lesson? What

will students need?
I will need a computer, a screen/projector, the pictures, the worksheets
printed out for each student. The students will need a pencil or pen.

Co-Teaching Model

Which co-teaching model(s) will be used [if applicable]?

To be determined. He provided the material and I will present it to the
students.

Contingency Plan

What Is your plan for those who need additional time/finish early/need
support? Back-up if things dont go according to plan?
The students who need additional time can use the time while students are
discussing with one another about the pictures. They can ask other students
opinions to get an idea. I will also be walking around helping students who
need it. I will also keep the pictures up and show the picture that is being
talked about so students can remember and build on their ideas.
If things dont go as planned I can have the students break up into groups and
have them discuss the pictures answering the questions together or think of
different questions on the spot about the pictures.

POST-INSTRUCTION REFLECTION
Strengths: What did you do in your planning and teaching to ensure your students would learn? To what extent did the whole class or group learn what
you intended them to learn?

Using pictures captivated the students and they became very interested in persecution. I knew showing them pictures would help them comprehend
persecution better. They have been learning about it for a few weeks but hadnt seen pictures of it. The most important part of the lesson was to have the
students react to the pictures and they did. I could hear it in their immediate responses to the pictures and the amount of questions they had right away. I
wanted the students to use their own reactions and thoughts and bring it to the whole class for the discussion. They were all busy writing down their
thoughts and answering the questions but I should have been looking at their responses to make sure they were writing what I was expecting and going in
depth as I hoped. It wasnt as community oriented as I was hoping. For example, there were many times where a few boys were talking at the same time or
when everyone was whispering to themselves. The questions they asked were more focused on the pictures and what they saw, which is important, but if I
had more time I would have liked to go more in depth about what it all means in the face of persecution. In order to go more in depth it is important for me
to feed those questions, spark the discussion. I few times I did but the conversation didnt grow from it.

Opportunities for Growth: For whom did the lesson work best? What didnt work and for whom? What will be your next instructional steps?

The lesson worked great for most of the students, especially the visual students. The students I work with who have reading and writing problems did a
great job writing down their thoughts. I think because they were writing their own thoughts and opinions it was easier for them. I wasnt able to look at their
answers after class because they still had another period after I taught but the few glances I saw the students were getting into it. If I had focused on one
picture for a longer period of time I believe the conversation could have gone deeper. There is never enough time. I need to be better at gagging the time. I
learned that I need to listen to the students and what theyre saying and quickly use those responses to steer the conversation if it isnt going the way it
should. In order to captivate the whole class it is important that the students are listening to each other, waiting their turns to talk, agreeing or disagreeing
with a classmate and having an open dialogue with each other. Its important that I facilitate that and have the attention of all students. If I were to teach
this class again I would use the same questions and pictures. I would explain better what types of answers I was looking for from the pictures and what I
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expected the students to discuss. I would focus more time on each picture as we discuss it. I would make clearer what my expectations were for the
students, to look beyond the pictures, think about your feelings, what the people in the picture are feeling, use the academic language we have been
working with, and use your imagination for what you think is happening. (That last part they did a great job of doing, their imaginations went wild).

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