Professional Documents
Culture Documents
Core Abilities
Defining in Context Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)
Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)
Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)
Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)
Part-Whole - Brace Map* (Alt. = Pie Chart)
Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)
Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)
Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)
* Thinking Map
Multiple Intelligences
Blooms Taxonomy
Authentic Assessment
Bodily/Kinesthetic
Knowledge
Observation Checklist
Visual/Spatial
Comprehension
Portfolio
Logical/Mathematical
Application
Rubric
Verbal/Linguistic
Analysis
Musical/Rhythmical
Synthesis
Thinking Map
Naturalist
Evaluation
Graphic Organizer
Interpersonal
Intrapersonal
Lesson Objectives
Identify the different types of battalion formations
and related specific drill commands
Describe the correct responses to battalion drill
commands
Describe the correct responses to inspection
commands
Metacognition
Logs
What?
So What?
Now What?
Performance
Structured Reflection
Notebook Entries
Project
Socratic Dialog
Legend:
E-I-A-G
Lesson Preview/Setup:
Gather Display or distribute Visual #1. Assign Battalion drill formation topics to cadet teams to
research. Provide chart paper, markers, copies of the drill manual and Flow Map samples for
cadets to show the purpose, commands and responses, and diagrams of their formations.
Learning Materials:
Note: Lab requires many hours of application. This lesson plan is taught during the first 90 minute
class period.
Inquire - Guide cadets to the learning objectives and key words in their Student Learning Plan to
preview the lesson activities. Display Video #1 and facilitate a discussion for cadets to identify
what they know about Battalion drill.
Process Post the cadet teams diagrams and Flow Maps at stations around the room. Rotate
cadets through stations to learn the different Battalion formations, commands and responses.
Apply Copy and distribute Forming, Inspecting, and Dismissing the Battalion Assessment Task
and scoring guide to cadets. Remove cadets Diagrams and Flow Maps from the walls. Guide
cadets to work in pairs to complete the Assessment Task.
Part 1: 45 minutes
Phase 1 -- Inquire:
Setup:
1. Move desks to the edge of the room or move to a location with an open area for marching.
2. Prepare to display multimedia items including: Focusing Question(s), Key Word(s), Video #1, and
Double Bubble Map.
Direct Cadet Focus:
1. Guide cadets to preview the information in the Student Learning Plan including the competency, core
abilities, performance standards, learning objectives, key words, learning activities, and assessment
activities.
2. Ask cadets to observe the formations, commands, and responses of the cadets in Video #1.
Learning Activity:
What does our class know about formations, dismissals, and inspections?
1. Prepare to display multimedia items including: Visual #1, Flow Map, and Reinforcing Question(s).
2. Prepare computer with Internet access, field manuals, and other resources for distribution to cadet
teams.
3. Provide chart paper and markers for cadet teams.
4. Assign senior cadets to monitor and assist cadet teams.
Direct Cadet Focus:
1. Divide the class into five teams.
2. Guide cadets to read Student Learning Activities 3 and 4 in their Student Learning Plans.
3. Instruct cadets to think about the drill commands and responses learned in earlier drill lessons.
Learning Activity:
What are the primary functions of forming, dismissing, and inspecting during drill?
Part 2: 45 minutes
Phase 3 -- Process: Input
Setup:
1. Guide cadets to post their Flow Maps and diagrams at stations around the classroom.
2. Ask for two volunteers from each team to act as cadet Subject Matter Experts present their teams Flow
Maps and diagrams to the class.
Direct Cadet Focus:
1. Review with cadets where they are in the learning process. Brainstorm on the board the key concepts
and supporting activities introduced during Part 1 of this lesson.
2. Guide cadets to read Student Learning Activities 5 and 6 in their Student Learning Plans.
3. Inform cadets that they will be rotating to each station to study the different formations and drill
commands and responses.
Learning Activity:
1. Guide cadet teams to start at the stations with the Flow Maps and diagrams that they created and
update or revise their materials as needed.
2. Instruct cadet Subject Matter Experts to remain at their stations to explain their teams Flow Maps and
diagrams.
3. Rotate teams through each of the stations so they can study all of the Flow Maps and diagrams and
provide feedback to the Subject Matter Experts.
Self-paced Option: Guide cadets to complete the above exercises by studying the material in the text,
creating their own diagrams if they wish, and to put their diagrams and answers to the Reflection
Questions in their Cadet Notebooks.
Reflection:
Use these questions as tools to focus cadet discussion, reflection, and note taking:
Learning Activity:
1. Guide cadets to complete the Forming, Inspecting, and Dismissing the Battalion Assessment Task in
pairs.
2. Instruct cadets to select a battalion formation that they didnt research in the Gather Phase for the
assessment task.
3. Instruct the cadet Subject Matter Experts to monitor and assist the cadet pairs if needed.
4. Guide cadets to use the scoring guide to self-assess their performance and to turn in their Assessment
Tasks for feedback and a grade.
(Differentiated Instruction) Self-paced Option: Guide cadets to complete the Forming, Inspecting, and
Dismissing the Battalion Assessment Task with a peer or senior cadet, to self-assess their work using the
scoring guide, and to turn in their Assessment Tasks for feedback and a grade.
Reflection:
Use these questions as tools to focus cadet discussion, reflection, and note taking:
What did you learn about being an effective drill member today?
Now that you have started doing formations, dismissals and inspections, how has your perception of
drill changed?
What do you think the best way is to prepare for a drill inspection?
Assessment:
Guide cadets to participate as members of a squad or team in the Forming, Inspecting, and Dismissing the
Battalion Assessment Task. Instruct the cadets to use the scoring guide to self-assess their work. Have
cadets submit their work for feedback and a grade. Have cadets place their completed assessment in
their Cadet Portfolio if desired.
Total Time: 15 minutes
Homework:
Cadets may need more time to complete the assessment task and section review questions.
Leadership Lab:
Since most classes and classrooms will be too small to perform Battalion drill, guide cadets to apply and
practice the skills learned in this lesson and chapter during Leadership Labs.
Note on Cadet Portfolios:
As cadets work through the lessons in this chapter, remind them to add completed documents to their Cadet Portfolio. Portfolios can be
arranged by topic, chapter, or LET depending on your needs. Refer to the Cadet Portfolio Assessment Task in your JROTC Instructors
Desk Reference for ideas on setting up and evaluating Cadet Portfolios.
Note on using the Classroom Performance System:
Use the Classroom Performance System (CPS) with cadets to ask questions during lecture, administer tests, quizzes and other class work,
grade homework, and/or engage in team activities. Refer to the CPS Training for additional uses of this tool for learning and assessment.