Enlightenmentlesson 3

LESSON PLAN TEMPLATE FOR
THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name:____Nathan Brandsma ___Date:____2/16/15______________________________
Unit Essential Question:___Why do we Study the Enlightenment? _______________
Lesson Topic:__Enlightenment_Thinkers _Class:___World History ____________________
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission the 4-Part
Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for All
of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
Enculturation in a democratic society, because the class will apply the ideas of the
enlightenment thinkers to their own society (Fossil Ridge).
STANDARDS (
www.cde.state.co
)
Content:
3. a. Discuss the historical
development and impact of
major world religions and
philosophies. Topics to
include the enlightenment.
Literacy and Numeracy:

Employ standard English
language properly and
fluently in reading, writing,
listening, and speaking.
Democracy and
st
21
Century Skills:
Develop new connections
where none previously
existed.

SWBAT Employ standard
English language properly and
fluently in reading, writing,
listening, and speaking by
Democracy and
st
21
Century Skills:
SWBAT
develop new connections
where none previously
existed by connecting the
OBJECTIVES
Content:
SWBAT Discuss the
historical development and
impact of major world
religions and philosophies by
researching and presenting
on the enlightenment
philosophers, followed by
imagining how the
enlightenment philosophers
would view fossil ridge.
creating a presentation and

discussing how the
would view Fossil Ridge.
to their high school
experience.
ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
The discussions and the
written responses about what
each philosopher would think
about Fossil Ridge High
School

The students answers about
the enlightenment thinkers
and Fossil Ridge. Each student
in the group must write a
response. Also, the discussion
following the writing as well.
Democracy and
st
21
Century Skills:
The conversations and
written responses require a
certain amount of creativity,
so these would help to assess
how students are engaging
with the material.
Literacy and Numeracy
Democracy and
st
21
Century Skills
Connections
KEY VOCABULARY
Content
Social Contract
Society
Government
HIGHER ORDER QUESTIONS for this lesson

Content
Why are the enlightenment
philosophers still relevant
today?
Why is it important to
rationally critique our own
institutions?
Literacy and Numeracy

Why is it important to use
English effectively?
LESSON FLOW
Democracy and
st
21
Century Skills
Why is it important to create
new connections?
This is the actual planning of the lesson activities.

Time
Anticipatory Set Purpose and Relevance

Warm-up may include any of the following: hook, pre-assessment, introduction
to topic, motivation, etc.
A quick image of a lightbulb on top of a head...what does this mean?
Time
Pre-Assessment
Time
Building Background
Link to Experience:
How would the enlightenment thinkers view Fossil Ridge?
Link to Learning:
Think about the discussion we had about philosophy. We are
going to research the enlightenment thinkers, and be sure to connect them to
the discussion. Apply your knowledge of the enlightenment philosophers to
Fossil Ridge.
Time
Activity Name
Should be creative title for you and the students to associate
with activity.
Fossil Ridge Philosophers
Anticipatory Set
The hook to grab students attention. These are actions and
statements by the teacher (or students) to relate the experiences of the
objectives of the lesson, to put students into a receptive frame of mind.
To focus students attention on the lesson
To create an organizing framework for the ideas, principles or
information that is to follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to
be introduced.
How is Fossil Ridge like a society?
Time
Instructional Input
Includes: input, modeling and checking for understanding
cooperative learning and inquiry
Models of Teaching
Inquiry, Cooperative Learning, Concept Attainment, Direct Instruction,

Discussion, Socratic Seminar, Synectics, Inductive, Deductive and Mastery
Learning, etc.
Cooperative learning, as students will work together to apply their knowledge of
the enlightenment thinkers to their own experience.
SIOP Techniques:
I do, We do, You do.
Guided Practice
: An opportunity for each student to demonstrate grasp of new
learning by working through an activity or exercise under the teachers
supervision. The teacher moves around the room to determine level of mastery
and to provide individual feedback and remediation as needed. (Praise,
Prompt, and Leave)
I will talk with students as they research, present and then apply their
knowledge.
Reading , Writing, Listening, Speaking
Students will be reading their notes on the thinkers, writing opinions about what
the thinkers believe, listening to their groupmates, and speaking about their
opinions
Checking for Understanding
: Determination of whether students got it before
moving on. It is essential that the students practice doing it right so the
teacher must know that the students understood before proceeding to
practice. If there is any doubt that the class does not understand, the concept
or skill should be re-taught before practice begins.
I will ask questions to see that the students are tying this to the thinkers ideas.
Questioning Strategies:
Utilizing Blooms Taxonomy questions should
progress from the lowest to the highest of the levels of the cognitive domain
(knowledge, comprehension, application, analysis, synthesis, evaluation and
creativity).
The research is basically knowledge, though students will need to connect their
research to the discussion they had previously.
This activity is the creativity, the highest level. It follows lower level questions,
and is the culmination of the enlightenment work
Independent Practice:
Once the students have mastered the content or skill, it
is time to provide reinforcement practice. It is provided on a repeating
schedule so that the learning is not forgotten. It may be homework or
individual or group work in class. It can be utilized in a subsequent project. It
should provide for relevant situations not only the context in which it was
originally learned.
Time
Accommodations, Modifications, and Student Adjustments

Consider: multiple intelligences, learning styles, cultural and ability diversity,
etc.
If the activity is too advanced or too easy for some, how will you modify
instruction so all students will learn?
What accommodations will be needed and for whom? (IEP, 504, Special Needs)
I will read the instructions aloud, as there is a student who has trouble reading
and needs the audio instructions.
Time
Review and Assessments of All ObjectivesHow will you and how will the
students know they have achieved the objectives of the lesson?
Content:
Success criteria is to come up with answers that align with the thinkers
viewpoints.
DId you speak and write with effective English?
st
Democracy and 21
Century Skills:
Did you create new connections today?
Time
Closure
What will you and the students do at the end of the lesson or after a chunk of
learning to synthesize, organize and connect the learning to the essential
question(s)?
A brief socratic seminar on why do we study the enlightenment?
Time
Next Step
The French Revolution
Post-Lesson Reflection
( For the Teacher)
1. To what extent were all objectives achieved?
The objectives were achieved well across the board by students
2. What changes would you make if you teach the lesson again?
The main thing I would change is more time to talk about the students answers about
their school, as they had great ideas and could have used more time to share their
thoughts with the class
4. What do you envision for the next lesson?
The next lesson begins the French Revolution
5. To what extent does this lesson achieve the Mission of the Agenda for Education in
st
a Democracy? To what extent does this lesson achieve the 21
Century Skills?
This lesson achived democracy and 21st century skills as students debated their ideas
about how the philosophers would view their school and came up with novel solutions

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LESSON PLAN TEMPLATE FOR

THE AGENDA FOR EDUCATION IN A DEMOCRACY

Literacy and Numeracy:

Literacy and Numeracy:

creating a presentation and

Literacy and Numeracy:

Literacy and Numeracy

HIGHER ORDER QUESTIONS for this lesson

Literacy and Numeracy

This is the actual planning of the lesson activities.

Anticipatory Set Purpose and Relevance

Inquiry, Cooperative Learning, Concept Attainment, Direct Instruction,

Accommodations, Modifications, and Student Adjustments

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