EDLC 623
edTPA Task 1 Lesson Plan Template
Daily Lesson Plan Template
Preliminary Information
Candidate Name: Ima Champion
Grade Level: 12
Candidate’s Endorsement: Secondary History and Social Sciences
Central Focus: Apply social science skills to understand the social, economic, and political changes and cultural achievements in the high and late medieval periods by explaining patterns of crisis and recovery
Subject: World History
Learning Segment Theme: Crisis and Recovery
Where in the learning segment does this lesson occur?
☒Beginning ☐Middle ☐End
Lesson Structure or Grouping:
☒Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.
Student Assets (Knowledge of Students)
Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A.
Personal (Interests, family backgrounds, experiences, etc.)
This class has both male and female students; it is composed of different types of family structures. Some students have two-parent households, but more live in single-parent households. Three students live with extended family or other caregivers. The vibrant arts program at the school has resulted in many students participating in fine art-related activities both during the school day and after. At least 12 of the students are involved in sports or other after-school clubs.
Cultural (Traditions, dialects, worldview, literature, arts, etc.)
English is the primary language for most students, but three are ELL. There are 14 females and 10 males. About 1/3 of the class attends a Christian church every week. Two students attend a church that is a religion other than Christian. More than 2/3 of the class are economically disadvantaged and receive free or reduced lunch. The class comprises 2/5 students who are Black, 2/5 who are White, and 1/5 who are Latino or Asian. The students recently experienced the COVID-19 pandemic and may have had different cultural experiences that would impact discussions on this topic.
Community (Landmarks, community events, etc.)
The city is located on the James River in Central Virginia. It is close to several Civil War landmarks. The city is considered by many to be a college town with a large university and several other smaller colleges. The ocean is about 4 hours away, and Washington DC / NOVA is about 4 hours distance as well. One of the main city employers is a company specializing in nuclear power and renewable energy. That company gives generously to STEAM grants and initiatives in the schools.
Developmental (Cognitive, physical, social, and emotional)
The students are pacing well as a class and produce multiple ways of thinking and organizing information with graphic organizers and guided notes. The students cooperate, use partner talk, and share often. One student, who does not like group work, will discuss the required task with his group and then sit elsewhere in the classroom to independently complete his part.
Content Standards
State Standards
VA SOL WHI.14 The student will apply social science skills to understand the social, economic, and political changes and cultural achievements in the high and late medieval periods by c) explaining patterns of crisis and recovery related to the Black Death (bubonic plague).
National Standards
D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.
D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.
D2.His.10.9-12. Detect possible limitations in various kinds of historical evidence and differing secondary interpretations.
D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.
InTASC Standards
Standard #4: Content Knowledge-The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content- The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Standard #8: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Learning Objective(s)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion.
Teacher Version: Given a lesson on the consequences of the Black Death, the student will write at least one sentence each about the potential social, economic, political, and cultural consequences of a future pandemic similar to the Black Death, with the Black Death as a reference point, getting 4/4 correct.
Learning Target / Student Version: “We will be able to” or “I can”…..
I CAN identify four potential consequences of a future pandemic.
Beginning: Launch/Hook/Anticipatory Set
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students?
To start the lesson, the teacher will ask students how the COVID-19 pandemic has impacted students personally. Furthermore, the teacher will ask how the COVID-19 pandemic impacted state, national, and global cultures. This will hopefully activate students’ background knowledge of the pandemic’s impact.
The teacher will then ask students to consider how the COVID-19 pandemic may have been handled if it had occurred in the Medieval Period. This will help the class transition to the study of the Black Death.
Middle: Instructional Strategies to Facilitate Student Learning
For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers.
Instruction/Modeling
The instruction will begin with a short video explaining the Black Death. The video will cover the basics of the Black Death and how it impacted society.
The Black Plague in 5 Minutes: https://youtu.be/2CgqmXOwuj0
Following this short video, the teacher will present a brief PowerPoint presentation on the impact of the Black Death on the World, covering the social, political, economic, and cultural impacts of the Black Death. Here are the basic impacts of the Black Death that the teacher will present in class:
Political: Massive Jewish persecutions led to an increase in universities due to uneducated monks.
Social: Massive death among families (nearly 1/3 of Europe died).
Economic: Huge reduction in the workforce led to an increase in demand for workers. Wages increased, land was plentiful, and serfdom nearly disappeared.
Cultural: European culture became pessimistic and morbid. It inspired a revival of Greco-Roman styles and a further elaboration of Gothic art.
Guided Practice
Following the video and presentation, the teacher will hand out “Black Death Consequences” graphic organizers to students with the different impacts of the pandemic. The copy allows the student to understand the four possible ways a pandemic can impact society as a whole, those being social, political, cultural, and economical.
After the handout has been passed out, the teacher will ask students to imagine a possible world where a pandemic has occurred that has wiped out 1/3 of the population of their home country. The teacher will ask them to discuss with a partner four questions:
How did the Black Death impact the world socially, and how would a similar pandemic impact the world today?
How did the Black Death impact the world culturally, and how would a similar pandemic impact the world today?
How did the Black Death impact world economics, and how would a similar pandemic impact the world today?
How did the Black Death impact the world’s political climate, and how would a similar pandemic impact the world today?
At the end of the discussion period, the teacher will lead a group discussion about the potential impacts of a future pandemic.
Independent Practice
Every student will be given a “Future Pandemic” handout, which asks students to compare the Black Death to how a pandemic would be dealt with in the future. Students will be given time to begin working on this handout as they write their ideas about the impact of a potential pandemic while using the Black Death as a historical reference point. If students do not finish this handout during class, they will be expected to finish it at home before the next class period.
End: Closure
How will you end the lesson in a way that promotes student learning and retention?
To close, the teacher will create a Venn diagram asking students to briefly share what they learned from this lesson regarding the Black Death’s social, cultural, political, and economic impacts compared to COVID-19. This will spark a brief discussion at the end of class and help student retention so they can remember the key principles that have been taught.
Evidence and Assessment of Student Learning
How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning?
Diagnostic/Pre-assessment(s) (could be prior to the lesson)
Students will make a list of everything they know about pandemics.
Formative Assessments/
Feedback to Learners (part of the activities in the lesson)
Students will work on the handout in the Independent Practice to determine what might happen in a future pandemic compared to the Black Death. The teacher will circulate and work with students.
Summative Assessments (matches the objective)
Students will be given an exit ticket. Students will write at least one sentence about each of the potential consequences of a pandemic similar to the Black Death with respect to the political, social, cultural, and economic consequences. The student should have a minimum of four sentences, each covering a different area.
Academic Language Demands
Language Demand(s)
Students will be able to compare the Black Death with COVID-19 or a future pandemic. Consequences is the vocabulary word used for the function of the objective.
Writing complete sentences is the means of discourse for this objective.
Language Support(s)
Present examples of the terms. For the first vocabulary words (Pandemic and Black Death), examples of each will be given in class to explain the words during instruction.
A Venn Diagram would be used to compare the Black Death and COVID-19 in the closure.
For the discourse word (Writing), a complete sentence for the first question on the “Future Pandemic” handout will be modeled.
Essential Vocabulary
Pandemic, Social, Economic, Political, Cultural, Black Death, Disease, Europe, and Plague
LU SOE-Specific Lesson Requirements
Character Education
Perseverance
Psalm 46:1 God is our refuge and strength, an ever-present help in trouble.
Students will be able to look at individuals and families who persevered through the Black Death. Students can compare these actions to those of their families during COVID-19.
Materials
“Black Plague in 5 Minutes” YouTube video
SmartBoard
Impact of Black Death Presentation
Future Pandemic Handout
Black Death Consequences Handout
Technology Connection
Through the YouTube video “Black Plague in 5 Minutes” and Impact of Black Death Presentation. These connections utilize the electronic whiteboard in the classroom.
Consider the Following Question for the next section of this Form:
How will you support students to meet your goals? EXPLICITLY describe what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus).
Planned Supports
Black Death Video- for visual representation
PowerPoint with pictures that provides information for notetaking (Impact of Black Death Presentation)
Black Death Consequences handout- to enhance guided practice and notetaking
Future Pandemic handout – to enhance practice and writing skills
Pair sharing for learning connections and summaries
Venn diagram for comparison
Supports: Differentiation/Extension
How will you provide successful access to the key concepts to all the students at their ability levels?
Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.)
Two students with reading and writing disabilities, respectively, have IEPs. The student with a reading disability will be given a class recording as a reference point and extra time to turn in the assignment. The student with a writing disability will be allowed to have two extra days to complete the writing assignment, and the teacher will check in with them to make sure they understand what is required.
One student has a 504-plan due to severe ADHD. This student will be seated next to a well-focused peer to help keep them attentive. They will also be given a written outline for the lesson so they can follow along. There are two gifted students in the class as well. The gifted students will be expected to help lead the class discussion during guided practice.
ELL
The three ELL students will be placed with students who speak English as their native language during the partner period of guided practice. Also, the ELLs will be given the slideshow presentation to have as a reference point when completing the individual assignment.
Learning Styles/Student Engagement
This lesson will appeal to auditory learners because of its emphasis on class and partner discussion. Auditory learners will also be able to watch the video, which should help them by hearing the historical information.
This lesson will also appeal to visual learners through the PowerPoint, which includes pictures. Additionally, a class discussion period in which an outline is provided.
This lesson will appeal to kinesthetic learners by allowing them to move around during the class discussion. Furthermore, there are numerous activities throughout the rest of the class that will help them stay engaged.
Extension
During the discussion at the end of class, the impacts of a pandemic on society will be addressed.
Students who finish early may go to the History Channel website and read additional information on the Black Death.
https://www.history.com/topics/middle-ages/black-death
References: Resources
Cite all sources used in the development of the lesson materials and resources, including URLs or other references.
Council of Chief State School Officers. (2013, April). InTASC model core teaching standards and learning progressions for teachers 1.0. https://ccsso.org/sites/default/files/2017-12/2013_INTASC_Learning_Progressions_for_Teachers.pdf
Hasty History. (2015, April 7). The Black Plague in 5 minutes [Video]. YouTube. https://youtu.be/2CgqmXOwuj0
History.com Editors. (2020, July 6). Black Death. The HISTORY Channel. https://www.history.com/topics/middle-ages/black-death
National Council for the Social Studies. (2013). The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History. https://www.socialstudies.org/system/files/2022/c3-framework-for-social-studies-rev0617.2.pdf
Virginia Department of Education. (2015). World history and geography to 1500 A.D. (C.E.). https://doe.virginia.gov/testing/sol/frameworks/history_socialscience_framewks/2015/framewks-2015-hss-worldhistory-geography-1500.docx
References: Research to Support Instructional Design
Cite all research used to support instructional design, including URLs or other references.
Wester, J. S. (2020). Students’ possibilities to learn from group discussions integrated in whole-class teaching in mathematics. Scandinavian Journal of Educational Research, 1-17.
This research demonstrates that small and large group discussions can play an important role in student learning. Small group discussions followed by whole class discussions were shown in this study to be effective ways for students to learn. In this lesson, this idea will be applied.
Askell-Williams, H., & Lawson, M. J. (2005). Students’ knowledge about the value of discussions for teaching and learning. Social Psychology of Education, 8(1), 83-115.
This study showed that student discussions could be valuable to student learning. This seems true as long as the discussion fits within the subject matter being taught. This study emphasizes student discussions.
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