MAY 2014

Lesson Plan for Lesson Path

LESSON PLANNING
Waynesburg University
Pre-Instructional Planning:
The thought process that leads to the development of quality, meaningful
lesson plans

GUIDING QUESTIONS THAT WILL PROVIDE THE FRAMEWORK FOR THE LESSON. (RESPOND
TO EACH QUESTION.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and
specific needs of individual students)
7
th
grade students
The support teacher will assist with specific needs of certain students.

Who (if anybody) will assist with the presentation of this lesson, and what will their role be?
The support teacher will assist with one period of the lesson.
The support teacher will assist with one period of the lesson.
This will be the period that includes the support students.
She will individually work with each of the students as needed.

What is the long range goal(s) that is tied to this lesson?
The student will create an online Lesson Path about the rise and development of Islam by analyzing
information, making decisions, and solving problems.

What is the specific learning objective(s) for this lesson?
The specific learning objective is to analyze information and make decisions.

What prerequisite skills/knowledge will students need to effectively access and participate in this
lesson?
Students should have read the chapter on Islamic Civilization.
Students will have a prior knowledge of the history of other religions, and know what elements to look
for and highlight in the rise of Islam.
Students should know how to set up an account online (for Lesson Path, possibly Schooltube &
Teachertube).
Students should have a basic knowledge of working on a computer, and how to navigate the internet.

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson,
learning fluency lesson, learning maintenance lesson, or learning generalization lesson?)
The stages of learning for this lesson will be learning fluency and learning generalization.



When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)
The students will have 5 days working with the computers and 5 days of class/instruction time for this
assignment. This will span over a weekend. I will factor in 3 extra days for a cushion which will
make the total thirteen days. I am not sure how long the presentations will take.

Where should this lesson be presented to ensure maximum student access and participation?
(computer lab, classroom, science lab) AND what materials will be needed? How will technology be
incorporated into the lesson?
This lesson will take place in the computer lab and in the classroom.


Materials & Resources
The internet, textbook, and library books will be the key resources.
http://www.lessonpaths.com/
http://www.discoveryeducation.com/free-puzzlemaker/
http://glencoe.com/; http://www.history.com/
http://channel.nationalgeographic.com/channel/life-below-zero/?gclid=CNetyJu61r4CFW0aOgodwQYAww
http://www.teachertube.com/; http://www.schooltube.com/

Technology will be incorporated by the students doing research using the internet, creating the online
Lesson Path, and utilizing technology as he/she creates steps for the Lesson Path.

Why are you planning to teach this lesson? Why must this information/skill be presented to the
students?
Students will learn about the history of a region of the world.
Students will learn about the history of Islam, and its development.
Students will learn how to create a product displaying their knowledge. In doing so they will be using
valuable skills such as analyzing information, summarizing information, making decisions, and solving
problems. In addition, they will be using technology throughout the lesson.
How does this lesson relate to the PA Academic Standards?
Through this lesson students will be able to research, synthesize, and write information. In addition,
they will be using technology, and create a product using technology.







CC.8.5.6-8.B
STATE: PA Common
Core Standards (2012-
2013)
Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior knowledge or
opinions.
CC.8.5.6-8.C
STATE: PA Common
Core Standards (2012-
2013)
Identify key steps in a texts description of a process related to history/social studies (e.g.,
how a bill becomes law, how interest rates are raised or lowered).
CC.8.5.6-8.D
STATE: PA Common
Core Standards (2012-
2013)
Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
CC.8.5.6-8.E
STATE: PA Common
Core Standards (2012-
2013)
Describe how a text presents information (e.g., sequentially, comparatively, causally).
CC.8.5.6-8.G
STATE: PA
Common Core
Standards (2012-
2013)
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
CC.8.5.6-8.I
STATE: PA
Common Core
Standards (2012-
2013)
Analyze the relationship between a primary and secondary source on the same topic.
CC.8.5.6-8.J
STATE: PA
Common Core
Standards (2012-
2013)
By the end of grade 8, read and comprehend history/social studies texts in the grades 68
text complexity band independently and proficiently.
CC.8.6.6-8.B
STATE: PA Common
Core Standards (2012-
2013)
Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
CC.8.6.6-8.C
STATE: PA Common
Core Standards (2012-
2013)
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CC.8.6.6-8.D
STATE: PA Common
Core Standards (2012-
2013)
With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
how well purpose and audience have been addressed.
CC.8.6.6-8.E
STATE: PA Common
Core Standards (2012-
2013)
Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently.
CC.8.6.6-8.F
STATE: PA
Common Core
Standards (2012-
2013)
Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow
for multiple avenues of exploration.
CC.8.6.6-8.G
Gather relevant information from multiple print and digital sources, using search terms
STATE: PA
Common Core
Standards (2012-
2013)
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a s
CC.8.6.6-8.H
STATE: PA
Common Core
Standards (2012-
2013)
Draw evidence from informational texts to support analysis reflection, and research.
CC.8.6.6-8.I
STATE: PA
Common Core
Standards (2012-
2013)
Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?
Students will have a prior knowledge of the history of other religions, and know what elements to look for and
highlight in the rise of Islam.
Students will use the same skills in researching future religions and civilizations.

How will you determine if students have met the lesson objective? (Think assessment)
I will see and monitor the students progress as we work together in the computer lab. We will also use
the computer cart in the classroom. I can monitor their progress as they are working on the laptops in
the classroom. Also, I can go online to their Lesson Path and see their progress.
Students will present their Lesson Paths to the rest of the class.

How should this lesson be presented to ensure maximum student access and participation? (lecture,
whole group activities, small group activities, cooperative learning groups)
The lesson will be presented first my instructional lecture, then by whole group with students working
at computers, and then by cooperative learning groups.






LESSON PLANNING: WAYNESBURG UNIVERSITY
WRITING THE LESSON PLAN: TRANSLATING THOUGHTS INTO A PLAN OF ACTION

Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and
statement)
Through this lesson students will be able to research, synthesize, and write information. In addition,
they will be using technology, and create a product using technology.
CC.8.5.6-8.B
STATE: PA Common
Core Standards (2012-
2013)
Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior knowledge or
opinions.
CC.8.5.6-8.C
STATE: PA Common
Core Standards (2012-
2013)
Identify key steps in a texts description of a process related to history/social studies (e.g.,
how a bill becomes law, how interest rates are raised or lowered).
CC.8.5.6-8.D
STATE: PA Common
Core Standards (2012-
2013)
Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
CC.8.5.6-8.E
STATE: PA Common
Core Standards (2012-
2013)
Describe how a text presents information (e.g., sequentially, comparatively, causally).
CC.8.5.6-8.G
STATE: PA
Common Core
Standards (2012-
2013)
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
CC.8.5.6-8.I
STATE: PA
Common Core
Standards (2012-
2013)
Analyze the relationship between a primary and secondary source on the same topic.
CC.8.5.6-8.J
STATE: PA
Common Core
Standards (2012-
2013)
By the end of grade 8, read and comprehend history/social studies texts in the grades 68
text complexity band independently and proficiently.
CC.8.6.6-8.B
STATE: PA Common
Core Standards (2012-
2013)
Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
CC.8.6.6-8.C
STATE: PA Common
Core Standards (2012-
2013)
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CC.8.6.6-8.D
STATE: PA Common
Core Standards (2012-
2013)
With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
how well purpose and audience have been addressed.
CC.8.6.6-8.E
STATE: PA Common
Core Standards (2012-
Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently.
2013)
CC.8.6.6-8.F
STATE: PA
Common Core
Standards (2012-
2013)
Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow
for multiple avenues of exploration.
CC.8.6.6-8.G
STATE: PA
Common Core
Standards (2012-
2013)
Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a s
CC.8.6.6-8.H
STATE: PA
Common Core
Standards (2012-
2013)
Draw evidence from informational texts to support analysis reflection, and research.
CC.8.6.6-8.I
STATE: PA
Common Core
Standards (2012-
2013)
Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.

Lesson Objective(s) (Stated in observable and measurable terms)

The student will create an online Lesson Path about the rise and development of Islam by analyzing
information, making decisions, and solving problems.

Assessment Plan (What will be done to determine if lesson objectives have been met?)

I will see and monitor the students progress as we work together in the computer lab.
We will also use the computer cart in the classroom. I can monitor their progress as they are working on the
laptops in the classroom. Also, I can go online to their Lesson Path and see their progress.
Students will present their Lesson Paths to the rest of the class.
In addition to my assessment, the students will do peer evaluations.



Materials:
Pen/pencil. Notebook, promethean board
The internet, textbook, and library books will be the key resources.
http://www.lessonpaths.com/
http://www.discoveryeducation.com/free-puzzlemaker/
http://glencoe.com/; http://www.history.com/
http://channel.nationalgeographic.com/channel/life-below-zero/?gclid=CNetyJu61r4CFW0aOgodwQYAww
http://www.teachertube.com/; http://www.schooltube.com/

Inclusion Techniques for Students with Special Needs:
The support teacher will assist with specific needs of certain students.

Enrichment Techniques:
Students may do above the minimum requirements of the assignment. They may research additional
information and create a longer Lesson Path.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have
access to and are able to participate in the lesson):
Students may visit a mosque and film the event (then place into Lesson Path).
Students may interview a Muslim to gather more information (can film it, or have a written account of it) and
place it into the Lesson Path.

Lesson Presentation Introduction/Motivational Activities/Anticipatory Set:
Introduction: Teacher will present the assignment in the classroom using her example, the promethean board,
and the rubric.
Motivational Activities: Students will research on the internet, create puzzles and games for the Lesson Path,
and create the Lesson Path. The students will present their Lesson Paths, and teach the information to the
rest of the class. Students will be able to do the activities within the Lesson Paths of other students.
Anticipatory Set: Teacher will ask and lead a brief discussion on the following questions:
How does religion affect a culture/civilization?
How does religion affect a culture/civilization?
Why is there continued unrest in the Mideast?
How did Islam begin?
What are the teachings of Islam?
Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this
lesson. Bulleted statements are preferred)
Introduce Lesson Path on promethean board using teachers example on www.lessonpaths.com.
Look at some other lesson paths together. Go over basic elements in the Lesson Path.
Go over the rubric for the assignment. Ask questions and have students retell requirements.
Computer lab.
-Teach, and walk students through, how to do a Lesson Path.
-Have students explore other Lesson Paths.
-Students will research information to include in their Lesson Path.
In Class Work
-Students will read and research information about Arabia and Islam.
-Students will plan their steps for the lesson path what information to include, what activities to
include.
Teacher will work individually with students according to their needs during the assignment.
Teacher will monitor the students progress both in class and in the computer lab.
Teacher will go over presentation skills before students present their Lesson Paths.
Students will be picked at random to present their Lesson Paths.
One last day will be spent in the computer lab (or lab cart/laptops in classroom) for students to
complete activities and critique other students Lesson Paths.

Guided Practice/Independent Practice/Assessment Activities
The students will have a choice. The student can work individually on this assignment. Or, they can work in
pairs, and choose their partner.
The culminating activity will be the students presenting their Lesson Path to the rest of the class.
In addition, students will be assigned two other Lesson Paths to review, and complete the activities in them.
Students will journal about: 1) Explain five of the most interesting facts that you learned about Islam when
doing this project .2) Describe what you liked most about doing this assignment, and what you liked least. 3)
What did you find the most challenging about doing this project, and describe how you overcame that
challenge.
Closure: Closure will be the students journal writing and their peer critiques.