Table 2.1.

1 Grade Level, Content, Topic, and Rationale (limited to 1 page)

Category
Description
th
10 grade
Grade Level
Content Area

Modern World History

The Scientific Revolution and the Enlightenment

Unit Topic
State Standards Addressed
(written format)
Average Lesson Time
Why did was this unit topic
selected?
How does this unit address
state curriculum standards?
Why is this unit appropriate at
this time?

3 days of 52 minute lessons with 1 block day of 95 minutes

I selected this unit because it was around the election and also fell into my practicum schedule
This unit is heavily focused into student understanding of how Ideas effect people and society
While this unit is appropriate for this time since the students have begun to know each other better, I
think it would be better suited to be moved ahead of the unit on exploration in order to be
immediately following the renaissance since they are closely related.

Table 2.2.1 Unit Design Table (limited to 4 pages)

Obj. No.
1
2
3
4

Unit Objectives
TSWBAT relate the ideas expressed by enlightenment philosophers had an effect in reshaping the
structure of western society
TSWBAT recognize how the scientific method and other advancements created science as we know
it today

Level(s)
(e.g. Blooms
Taxonomy)
4 analyze
3 apply

Connect the ideas covered to present day society especially with regard to the recent election

2 understand

TSWBAT list the 4 scientists and their ideas covered during this unit

1 remember

TSWBAT appraise the experiences of common people and the elites in order to see how the
enlightenment changed western society

5 evaluate

Etc.
Preassessment:

Describe the preassessment used

I showed the
students the state
standards and
allowed them 5
minutes to research
the topics to find a
specific idea that
they want to learn
about more

Interest survey
Explain
rationale for
choosing this
assessment

I chose this
assessment
because I think
tailoring
curriculum to
student interests
represents the
best way to
motivate their
full participation

Explain the specific

adaptation(s) made
for Students A and
B OR why no
adaptation(s) are
needed

Student A: was
absent that day but
the main modification
I would have given
her is provide a piece
of technology for her
to use to research

Which objectives
does this
assessment
address?

This doesn't address

objectives directly
however this was one
of the main sources of
data I used in creating
the objectives

Identify how the

assessment will be
scored

Describe specific
student results and
how those results
will impact the unit
plan

This was a bell ringer

so it was just one point

The results showed a

broad array of
interests but students
overwhelmingly were
more interested in
learning about the
more ideological
differences instead of
just the great men of
this time

Lesson

Date

10/19

10/24

10/25

10/26

V
T
R
I
C*
I

CI

RC

IRC

Lesson
Objective(s)

Instructional Activities/
Strategies

Formative Assessment
(formal/informal)

Differentiate
between
inductive and
deductive
reasoning
connect at least
two of the
effects of the
scientific
revolution too
one of the
things they
learned in
science class

Bell ringer
Review Kahoot
Begin PowerPoint
Reasoning activities

Assess whether
Galileos
teaching of
Heliocentrism
was heretical

Bell ringer
Galileo PowerPoint
Reading of first two
documents
Answer questions as table
group or partners
Whole class discussion
Final judgment on heresy

Bell ringer: Which scientist

has had the biggest impact
on their field?

Recognize the
different uses of
rhetorical
strategies
depending on
goal.

Bell ringer
Noun game/ Green Glass
PowerPoint lecture
Lunch
Finish PowerPoint
Clip from Caesar movie

Bell ringer: hypothesize

what ethos pathos and
logos are.

Bell ringer
Lecture Notes
Feedback

Describe Specific
Adaptations/
Differentiation

Bell ringer: What are the 7

steps of the scientific
method
Kahoot on renaissance
Bell ringer: What was the
most prominent change in
your day to day life that
was caused by the
scientific revolution?
Explain the concept of
feedback sheets

I asked the students to

define vocab like heresy or
Geocentrism before I
explained it

There were no specific

adaptations I would use for
specifically the subgroup or the
focus students. However if a
student has trouble with
language or writing quickly, I
would provided guided notes.

Focus student B and other

students who finished early
were required to read and
answer the questions from the
second set of documents. In
addition, I required Student B
and other high achievers to
provide more in depth analysis
than their peers who required
more supports
I included the film clip so
students could visualize how the
strategies sound. In addition, the
language in Shakespeare can
be to challenging for struggling
readers

Distinguish
between the
experiences of
women during
this time based
on social class
Identify two
reasons that
caused the
English civil war

Annotations of excerpt
Feedback
Bell ringer
Lecture on women
Reading of documents and
filling out Venn diagram
Group discussion
Feedback sheets
Dangers of Addiction video
Class discussion
Note taking lecture
Feedback sheets

CI

Solve the
problems
created by the
lack of
civilization from
the Socratic
seminar

Bell ringer
English Civil War/ intro to
enlightenment notes
Lunch
Socratic seminar explanation
Run seminar
Finish sheets

Bell ringer: Which note

taking strategy is the most
effective for you?
Instead of answering
verbally to the class, the
students who I called on
had to come up and write it
on the board

VTI
C

TSWBAT
connect 3
checks and
balances in our
government to
the appropriate
branches.

Bell ringer
Finish enlightenment
PowerPoint
Power on computers
Play game
Answer questions
Feedback

Bell ringer: What are the 3

branches of government
and their specific roles?

10/28

11/1

11/2

11/4

Bell ringer: was it better to

be an upper class woman
during this time or a male
commoner and why?
Prior to the video I asked
the class to look for
examples of the rhetorical
strategies we learned
about last block day, which
I had students share with
their peers during
discussion

Since all 4 students in the

subgroup required the additional
time, I had the groups share one
thing they wrote to help them
catch up without embarrassing
them.
Student B redirected the
conversation to race, which I felt
was important to discuss. After
class I informed him why I
stopped the discussion, while
encouraging further discussion
down the road.
The note taking strategies was a
total modification to the lesson
because I felt it was an
important skill to develop
Student A expressed to me
during lunch that her trauma
made participating in the
seminar impossible, so she was
allowed to serve as the recorder
instead
I chose which students would
receive the envelopes and
included subgroup students and
student B
I requested the computer cart
because even though free state
is BYOD, I wanted to ensure all
students, even the subgroup
would be able to participate. In
addition, I had students partner
up if their laptop didn't work

11/7

TRC

Compare an
enlightenment
philosopher
with a
presidential
candidate

Bell ringer
Power on computers
Take who do I side with quiz
Group discussion on which
candidate and philosopher to
do
Begin researching each
person

Bell ringer: Which

philosopher had the
biggest influence on our
government?
The who do you side with
quiz was a way of ensuring
the students knew about
each candidates policy
beliefs

10

11/8

TRC

Bell ringer
Grab computers
Finish research
Create posters

Bell ringer: Which people

is your group doing for
your character portraits?

11

11/9

TRC

Election discussion
Watching Obamas speech
Finish discussion
Lunch
Finish posters
Pass out terms for exam

who needs more time on

your character portraits?

12

11/11

RI

Examine the
effects of
climate change
between
different areas
of the globe.

Bell ringer
Crash course video lecture
Allow students to select their
sources
Silent reading
Group discussion
Create poster depicting a
source

Bell ringer: What is the

difference between climate
and weather?

Focus student B asked if he

could work alone to do his
portraits on Nietzsche and
Obama instead of the other
choices. I allowed it since his
passion towards this would draw
out his best effort which I felt
was more important since he
had already demonstrated
mastery of most of the content.
Focus student A informed me
that she wasn't able to be in
class this week because of the
trial of her attacker. So I allowed
her to turn in a modified
assignment and also allowed
this for her group mates since
they were now at a
disadvantage compared to their
peers
I was unaware about Obamas
speech until a student brought it
to my attention and so we
watched it as a class to give
them feelings of control when
many powerless in dealing with
the elections aftermath
I designed this lesson because
Student B had requested
learning about minorities on a
feedback sheet. This was quite
difficult for such a Eurocentric
unit, however by expanding the
focus globally and allowing the
student choice in documents,
minority students werent

marginalized
13

11/15

IRT

All objectives

Pass out notecards

Students studying and
creating their notecard
Answer questions
Feedback sheet

14

11/16

RI

All objectives

Finalize notecard
Allow students to ask about
specific terms
Noun game for review
Lunch
Test

Allowed the students the

opportunity to ask for more
specific information on
terms they havent
mastered

One student created a quizlet

which I printed out for one of the
subgroup students who
requested it. In addition, one
student asked me to email him
the lecture notes and
PowerPoint slides so I printed
out copies so all students would
have access to this resource
Student A and another subgroup
student both had listed on their
IEP's extra time and a modified
exam which I created for them
after working with their sped
teacher. In addition, since an
additional student in the
subgroup had only attended for
half the days, I allowed her to
take this exam as well which
had 3 choices for multiple
choice instead of 4

Summative
Assessment:
*V-Lessons (must identify two) to be video recorded and observed; T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson
demonstrates integration of content across and within content fields; C- Lesson utilizes community resources

Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix A.

Table 2.2.2 Unit Design Narrative (limited to 2 pages)

Why are the objectives appropriate?
Why are the lessons sequenced in this manner?

Why were these instructional strategies/activities

selected?

How do the instructional strategies/activities

address the learning objectives for this unit?

How will a variety of levels of thinking skills be

addressed (e.g., Blooms Taxonomy)? Give specific
examples of use.

Explain the reading strategies that will be used

throughout the unit. Give specific examples.

The objectives are appropriate because they target higher levels of thinking which
depend on the mastery of the lower levels of thinking that are targeted by state
assessment and standards.
I started with the scientific revolution because the standardization of science through
the scientific method was a major influence of the more philosophical and societal
ideas that were created by the enlightenment philosophers. In addition, it was
important that we covered the basic framework of the enlightenment before the 2nd of
November because this was the week before the election, which was important to
cover both as a social studies teacher, and also because the specific beliefs of
enlightenment philosophers were the main influence of American style democracy.
Something that I wanted to do overall for this unit was tie in the content with other
subjects since many students are more interested in classes other than social
studies. I prioritized student needs over content acquisition which is why I felt it was
more important to cover effective note taking rather than the scheduled lesson.
Overall activates centered around the development of skills since these will be
utilized by students long after their time in the classroom. One example of this is
understanding the use of rhetoric both for analyzing new information, along with
crafting their own arguments.
The fact that skill development was the foundation for more of the activities than
content is because I tried to target the higher levels of understanding since this
requires mastery instead of mere acquisition. This is represented by the objectives
that target the higher levels of thinking.
I tried to center the highest levels of thinking skills around the activities since these
required a lot more active and expressive participation by the students. For the tip of
blooms pyramid or the creating level, I had the students create character portraits
that required them to research specific information about a modern politician and a
writer from the unit in order to relate the unit to current events. For the middle level
of thinking on analysis, students were required to compare and contrast an excerpt
from Olympia DeGouges and Mary Wellstonecraft through a vend diagram. Finally
while I tried to limit the more basic levels of thinking to the lecture, students
expressed the 2nd level of understanding through their identification of rhetorical
strategies through annotating the Shakespeare monologue.
Based on my time in both the schools and the classroom, I think that generally the
most effective strategies in helping develop literacy are based around alternative

(Remember that using text is not a reading strategy)

What resources will be needed for this unit (include

school and community resources)?
How will technology be integrated within the unit?
Explain both teacher use and student use.

How does the unit demonstrate integration of

content across and within content fields?

How does the unit demonstrate both teachercentered and student-centered instructional
strategies?

forms of media and collaboration to understand complex texts. For alternative forms
of media, I was originally going to have the students read an excerpt from
Montesquieus on the spirit of laws and compare it to the constitution. However, in
my teaching literacy class I found a computer game that required student interaction
in a way that synthesized these two documents which I thought was more effective
at targeting higher thinking levels. In addition, I showed a clip of the film version of
Julius Caesar since there is automatically going to be visual elements to the text that
are impossible to access through reading alone. For the group work, I had the
DeGouges comparison work as a think pair share with the students silently reading,
discussing as a table group before each group shared with the class one example.
This allowed all students the opportunity to fully understand the text regardless of
reading ability.
The resources I am using within the unit include a projector, my laptop, laptops from
the laptop cart, art supplies, videos and finally both notebook and poster paper.
The technology I primarily used was my own laptop which I connected to the
projector for PowerPoint lectures and videos. Student usage of technology in
regards to the physical unit was through their phones for the formative assessment
Kahoot along with looking up information they had questions about. They also had
access to a checked out laptop cart for the game on the separation of powers game
and also researching the candidates and philosophers for their character portraits. In
addition, I allowed students to listen to music during individual activities so long as
they only put one headphone in for me to get their attention. This is because I
personally find listening to music helpful for preventing distractions while reading.
Integrating content across multiple subjects was something I tried to emphasize
when planning this unit. This included incorporating the styles of reasoning from
philosophy courses, learning rhetorical strategies through Julius Caesar which was
something I did in my own high school English course and finally drawing ties to
science for nearly all of the scientific revolution activities. As far as Intra-social
studies connections, the entire election centered mini unit I did incorporated large
amounts of content from senior government courses such as separation of powers,
checks and balances and John Lockes writings on government.
Since the class expressed a preference to lessons that had lecture and activities
instead of alternating days, I tried to use the daily lecture as the time for teacher
centered strategies while the activities were student centered. This is because
lecture was the primary way of acquiring the content information, which involved
simpler levels of thinking. In addition, I tried to be as responsive to their needs

through lecture by adjusting my pacing by checking in with them mid lecture,

providing better note taking strategies, and also to change the pace I used a Crash
Course video on the little ice age instead of PowerPoints. For student centered
strategies, the best example was the Socratic circle which was completely student
ran and led with the only times I spoke related to classroom management issues.
Provide a copy of two complete detailed lesson plans in Appendix B.

Narrative 2.3.1 Lesson Plan Design (limited to 2 pages)

Question
What will the students entering this
lesson already know about the
topic?

What type of assessment was

chosen? Why?

How were the specific differentiated

activities needed to
adapt/accommodate for individual

Lesson Plan 1
Day 1
Prior to this lesson I expect the students to
know what the scientific method is from
their science classes. In addition, they
should know some of the cultural factors
that influence such as the printing press
and the rediscovery of ancient texts that
they learned during the renaissance unit.
I chose the worksheet on reasoning
because the students engage well with
worksheets and by having them focus on
specific problems in their lives It would be
something relevant to them
I allowed the students the opportunity to do
the Kahoot with a partner at their table in
case they did not have a phone to

Lesson Plan 2
Day 9-11
I expect the students to be able to identify the
enlightenment philosophers and their beliefs.
In addition, they should know that their
writings influenced our current structure of
government.
I chose the character portrait activity since It
was an effective visualization of both the the
enlightenment thinkers along with one of the
most impactful current events.
Since this week had many students absent
which disadvantaged them to their
classmates, I lessened the overall

learning needs for the Whole Class,

Subgroup, and Focus Students
determined?
Why was the specific reading
strategy(ies) identified in the plan
chosen?

How was critical thinking, problem

solving, and higher level addressed
thinking in the lesson plans?

How does the technology utilized

enhance student learning?

Discuss specific classroom routines

and procedures that will be in place
with this lesson to maximize
instructional time.

participate with. In addition, students were

allowed to discuss as a group their
individual problems in case students like
focus student A were undergoing serious
issues they would prefer to keep private
The worksheet the students filled out was
one I created by synthesizing two graphic
organizers. However these were the best
examples I could find and so if I taught the
lesson In the future I would try and provide
more effective ways of allowing the
students to organize their thoughts.
I had the students think critically in order to
understand how scientific discovery could
exist before it was standardized. In
addition, the activity had students solve
problems in their personal life by applying
the concepts of inductive and deductive
reasoning which was covered in the lecture.
The fact they were applying what the
learned represents a strategy that targeted
the higher orders of thinking.
The pre-assessment we did at the
beginning of class was a Kahoot which is
an interactive review tool that has students
answer questions on their phones. The
interactive and competitive components of
this website are powerful factors In
promoting student engagement and
motivation
The bell ringer at the beginning of class
prepares the students to learn while also
checking their prior knowledge and
previewing concepts from the lesson. In
addition I placed students of diverse

requirements for the projects that were being

done by individual students or pairs.

One of the requirements on the project was

finding beliefs and quotes stated by each
person. For the presidential candidate I
encouraged students to listen to speeches
given in order to have deeper understanding
of the message they were communicating. In
addition, the artistic components of the project
are helpful to visual learners.

The students utilized school issued laptops in

order to research their character portraits,
which allowed them to synthesize more
diverse sources of information than having
them read preselected articles. In addition, the
use of art supplies and poster boards was a
lot more dynamic in allowing the students to
express themselves.
I had the students power on the laptops at the
beginning of class even if they werent going
to be using them immediately based on the
slowness of the computers so that it wouldn't
take time out of their research. In addition, we

How will the active and equitable

participation of all students during
this lesson be ensured?
How does the lesson demonstrate
teacher-centered and studentcentered instructional strategies?

achievement levels together in groups to

allow the students to use each other as
resources if they have questions
Students were encouraged to collaborate
even though they had to turn in individual
work. This creates a classroom culture that
is supportive of each students needs and
learning.
Teacher centered activity lecture on the
causes of the scientific revolution.
Student Centered strategies included the
Kahoot and solving personal problems
through inductive and deductive reasoning

utilized an additional day to finish up the

projects.
Students had flexibility in the assignment
which was based on making it appropriately
challenging for each learner.
There wasnt really any specific teacher
centered instructional strategies besides
answering student questions related to the
material. The students on the other hand were
researching, writing and illustrating in order to
create their final product.

Table 2.3.2 Adaptive Plans (limited to 1 page)

LESSON PLAN 1

LESSON PLAN 2

PLAN FOR INSTRUCTION

What specific
adaptations/modifications to the
instructional plan are needed? Why
are these adaptations appropriate
for the student?
If adaptations are determined to be
unnecessary, identify the part(s) of
the plan that will not be adapted (if
any). Why are adaptations/
modifications not needed?

STUDENT A

STUDENT B

STUDENT A

STUDENT B

While the students

were solving personal
problems with
deductive and
inductive reasoning.
Student A had the
option of using one of
her classmates
problems instead in
case writing it down
would bring up the
trauma. This was an
effective adaptation
because I did not

There were no
specific adaptations
that I had for this
lesson with student b.
This was because
there were inherent
flaws in what I
provided them to
express themselves.
However if I used a
more efficient
worksheet, I would
require him to take
further steps in

I allowed focus
student A to work in
the SPED room since
she was dealing with
her trauma this week.
In addition, since she
said she was going to
be absent for part of
the week I modified
the requirements for
her into two different
options and gave her
the ability to choose.
These were effective

Student B was
allowed to do his
project on people not
related to the unit but
who were personally
interesting to him. He
chose Obama and
Nietzsche and his
poster turned out
excellent. I would say
his was the most in
depth of any of the
posters.

require her to do one

or the other, since
many people who
have experienced her
situation have issues
with feeling out of
control, which is
something I tried to
emphasize in her
learning.

problem solving

since my recognition
of her needs
encouraged her best
effort on the project.

Table 2.4.1 Unit Assessment Design Table (limited to 2 pages)

Describe
the
assessme
nt to be
used
Formative
Assessment
- Informal

Bell
ringers

Explain rationale
for choosing this
assessment
I utilized bell
ringers since I
liked its
effectiveness both
as a formative
assessment tool
in check their
knowledge from
prior lessons or to
preview the main
idea of the lesson.
In addition, it is an
effective
classroom
management tool

Explain the specific

adaptation(s) made for
Students A and B OR
why no adaptation(s)
are needed
For focus student A
since attendance has
been a concern, I select
volunteers each day to
share with the class
what they wrote. I also
encourage students to
correct what they wrote
which benefits her since
she is at least exposed
to the main idea of the
previous lesson.
Student B on the other
hand, my adaptations
were centered around
deepening his answers.
He would finish these

Which
objectives does
this
assessment
address?
Since this was a
daily activity all
the objectives
were covered.

Identify how the

assessment will
be scored
Students
received 1 point
per bell ringer
although I
tended to give
student answers
the benefit of the
doubt if their
answer was
incomplete. This
is because the
overall grade
was the least
important aspect
of the
assessment.

Describe how
specific student
results will
impact the unit
plan
I used the bell
ringers as a way
of checking their
understanding
and discovering
their prior
knowledge. In
addition, I utilized
one of the bell
ringers as a free
response
question on the
unit exam.

Formative
Assessment
- Formal

Galileo
documents
worksheet

I chose this
assessment
because it
required reading
strategies and
was also one of
the activities that
were oriented
towards content
instead of the
others which used
skills.

assignments with
minimal effort so
whenever I called on
him to share with the
class, I would press him
to elaborate further
which benefited both his
thinking while also
giving his peers
exposure to deeper
analysis.
Focus Student A was
absent this day but the
lesson adaptations I
planned were would
annotations of complex
terms with definitions
since she missed the
previous day
Student B was had to fill
out the section of the
worksheet for
documents C&D while
other students did not
progress far enough to
require this.

Objectives 2 and
4

This assessment
was scored on
the usage of
specific evidence
from the text. If
the students
answered but did
not cite, they
only received
partial credit

While this lesson

might not have
been as fun
others, I thought
document
analysis was an
effective practice
in assessing
content
knowledge.

Summative
Assessment

What is the
minimum level of
performance
expected of all
students to
achieve on the
summative
assessment?
Are any
differences in
performance
expected
between the

Unit Exam
with 28
multiple
choice
questions
and a free
response
portion
that had
students
utilize the
note taking
skills and
then
describing
separation
of powers

While the
students had a
project grade the
week prior to the
test, a traditional
unit exam is the
most effective
way of measuring
the students
general content
knowledge

For Student A, I followed

her IEP instructions in
developing
modifications. She
received additional time
to take it which she
chose to do so in the
SPED room with one
less distractor per
question. In addition, I
provided a fill in the
blank format for the
separation of powers.
For Student B I did not
provide any adaptations
because he has no
formal label through
SPED or gifted and this
exam is appropriately
challenging for him.

This addressed
all unit objectives

The Exam will be

scored out of 43
total points with
28 coming from
multiple choice
and 1 point each
per annotation
and answer on
the separation of
powers. In
addition, I
provided a 2point extra point
question that
asks students to
identify the
speaker of the
quotes in one of
the questions.
So the highest
possible grade
would be 45
points out of 43

Since this is the

primary way I am
assessing student
content
acquisition, I plan
on utilizing this
information in
order to
determine
whether my skills
focused
objectives were
adequate in
fostering
understanding or
if I need to
include more
activities that are
focused on
content mastery.

The final class average on the exam was an 83%, with the majority of the students receiving above an 80. However,
there were a few outliers that skewed the overall average. However, I expected that the students would score higher on
the questions centered around the skill based objectives which I was satisfied that was the case. However some of the
more content and rote memorization based concepts should have been addressed more.
I am concerned with the performance of the subgroup primarily because attendance is a major issue for several of
these students, and so they are not even getting the same amount of instructional time where I could provide supports
to help them. However, I encourage students to utilize their peers as resources in order to receive the notes they took
which they can take pictures of or hand copy. In addition, students sometimes email me asking for the PowerPoint
slides which I email to those students. In the future for working with this subgroup, I would print out copies to give them

subgroup
described in Task
1 and the
remainder of the
class? Explain.

in case internet access is not consistent for them. While this is an equitable strategy, I am still worried that this will not
be enough because numerous studies have proven that theres an achievement gap between low SES students and
there more affluent peers.