Lesson Plan 1
Lesson Plan 1
Lesson Plan 1
2. Expectation(s)
Expectation(s):
Students are expected to participate in all aspects of the lesson with their peers and individually; in order to be
assessed accordingly and be given appropriate grade deserved.
3. Content
What do I want the learners to know and/or be able to do?
● What were the stated and accepted reasons behind the American Revolution?
● What reasoning and evidence were used to support the move for independence?
5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
● Close reading
● Interpretation
● Analysis
● Discussion
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners? (Must include where applicable accommodations and/or modifications for learners identified as
exceptional.)
Students of different learning abilities have room to demonstrate what they learn throughout the lesson with
discussions, readings and actual participation in the lesson. Integrating all kinds of abilities in the classroom setting.
Lesson Plan Template
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B. Learning Environment
● Post on the board the names of those students who will take part in the first seminar so that they will know
to form a circle on the floor upon entering the room. It’s also helpful to arrange the room in advance,
creating a circle of desks or tables large enough to seat just over half the class, giving those students in the
gallery a vantage point from which to observe the discussion.
C. Resources/Materials
● Students: One copy each of Revolution Era T4 document packet (see Appendix A) and the Socratic
Seminar Analytic Rubric
● Teacher: Copy of Revolution Era TA packet for reference; roster of students for notes during seminar (see
Appendix C); plastic poker chips – enough to provide each student in the seminar with two (in other words,
equal to the number of students in the class)
6. Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners’ prior knowledge,
activities, procedures, compelling problem)
Students will conduct a Socratic Seminar, using the Revolution Era T4 document packet, and
will be assessed using the Socratic Seminar Analytic Rubric (see Appendix B). “T4” stands for
‘talk to the text,’ and is a model I borrowed from a great English teacher, who required her
students to make extensive margin notes as they read anything, in order that they become more
active readers, write down thoughts about texts (which help them retain the information), and
enables classes to have more active discussions, since everyone has notes.
Questions:
● What were the stated and accepted reasons behind the American Revolution?
● What reasoning and evidence were used to support the move for independence?
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).
The class will be separated into two equal-sized groups and will conduct two Socratic Seminars,
in order that all students have an opportunity to participate in the discussion and review the
efforts of others.
In preparation for this seminar, give the students the Revolution Era T4 packet a few days in
advance of the date of the seminar. How much time you provide will depend on your students;
however, I recommend 3-4 days, with daily reminders and perhaps a short discussion of the
passages in the packet, in order that your students are well prepared. Doing the
seminar on the class day before the formal exam, since the two function as a matched pair.
Students are to fill out the T4 packet by reading each passage, writing a one-paragraph summary
of the passage’s key points where indicated, and in each empty cell to the right of the segments
of the passage write at least one clarifying point (something that stands out to them), and one
Level 2 (how or why) question. These points and questions will enable each student to take part
in the discussion immediately. Students must have their packets in order to take part in the
seminar – if you don’t bring your facts & reasons, you don’t get to participate.
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Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice,
and gradual release of responsibility.)
Students who will take part in the first discussion are to sit on the floor and get out their T4 packets to review. Direct
the rest of the class to sit in the desks surrounding the circle of students on the floor. While the students are getting
settled, give two poker chips to each student in the inner circle. Once the whole class is settled, remind them that
each time they asked what they believe is a good question, or make a comment that they believe is insightful, they
are to toss one of their chips into the center. This serves two functions: first, it serves as signal to those in the
gallery that – hopefully – something worthwhile is about to be said and that they should take notice; and second, it
reminds each student taking part in the discussion that they must participate. Also emphasize that students in the
discussion may only speak when asking a question, or responding directly to one in play. To put it lightly, this is a
tremendous challenge to students – to most anyone, really – because it disallows people from simply chattering on
about what they think they know. Asking others and listening, then responding with comments or more questions, is
far more challenging and requires a great deal more self-discipline, both of the intellectual and behavioral sorts.
Remind the students in the gallery – those seated in the desks – that they are to take notes on the ebb and flow of
the discussion, using the backside of their T4 packet’s pages for notes so that they can refer to the document
passages themselves as needed.
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Appendix A: Revolution Era T4 Packet
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Thomas Paine: Common Sense (1776)
Some writers have so confounded society with government,
as to leave little or no distinction between them; whereas
they are not only different, but have different origins.
Society is produced by our wants, and government by our
wickedness; the former promotes our happiness Positively
by uniting our affections, the latter negatively by restraining
our vices. The one encourages intercourse, the other creates
distinctions. The first is a patron, the last a punisher.
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by a variety of causes and cures. But the constitution of
England is so exceedingly complex, that the nation may
suffer for years together without being able to discover in
which part the fault lies, some will say in one and some in
another, and every political physician will advise a different
medicine.
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Articles of Confederation, 1781
TO ALL TO WHOM THESE PRESENTS SHALL COME,
WE THE DELEGATES OF THE STATES AFFIXED TO
OUR NAMES SEND GREETING.
ARTICLE I
The stile of this confederacy shall be "The United States of
America."
ARTICLE II
Each State retains its sovereignty, freedom and
independence, and every power, jurisdiction and right,
which is not by this confederation expressly delegated to the
United States, in Congress assembled.
SUMMARY:
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Appendix B: Socratic Seminar Analytic Rubric
Understands question before Responds to questions Responds to questions but Extremely reluctant to
answering; cites evidence voluntarily; comments show may have to be called upon participate even when called
from text; expresses an appreciation for the text by others; has read the text upon; comments illogical
Speaking thoughts in complete but not an appreciation for but not put much effort into and meaningless; may
sentences; move the subtler points within it; preparing questions and mumble or express
& conversation forward; comments are logical but ideas for the seminar; incomplete ideas; little or no
Reasoning makes connections between not connected to other comments take details into account taken of previous
ideas; resolves apparent speakers; ideas interesting account but may not flow comments or important
contradictory ideas; enough that others respond logically in conversation. ideas in the text.
considers others’ to them.
viewpoints, not only his/her
own; avoids bad logic.
Pays attention to details; Generally pays attention Appears to find some ideas Appears uninvolved in the
writes down questions; and responds thoughtfully unimportant while seminar; comments display
responses take into account to ideas and questions of responding to others; may complete misinterpretation
Listening all participants; other participants and the have to have questions or of questions or comments of
demonstrates that he/she has leader; absorption in own confusions repeated due to other participants.
kept up; points out faulty ideas may distract the inattention; takes few notes
logic respectfully; participant from the ideas of during the seminar in
overcomes distractions. others. response to ideas and
comments.
Thoroughly familiar with Has read the text and comes Appears to have read or Student is unprepared for
the text; has notations and with some ideas from it but skimmed the text but has the seminar; important
questions in the margins; these may not be written out not marked the text or made words, phrases, ideas in the
key words, phrases, and in advance; good meaningful notes or text are unfamiliar; no notes
ideas are highlighted; understanding of the questions; shows difficulty or questions marked in the
Reading possible contradictions vocabulary but may with vocabulary; text; no attempt made to get
identified; pronounces mispronounce some new or mispronounces important help with difficult material.
words correctly. foreign words. words; key concepts
misunderstood; little
evidence of serious
reflection prior to the
seminar.
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Appendix C: Suggested Student Roster