2017 Single Subject Program Lesson Plan Template

Section 1: Background Information and Context

A: The Basics
Name Anastasia White Grade level(s) 10th
Date(s) taught 11/22/2019 Course/Subject World History
Lesson Title Industrial Revolution Time Frame 1 hour
Graphic Organizer

B: Central Focus
Big Ideas
Essential questions What was the impact of industrialization in Europe?
for the Unit
Essential Question To what extent did the quality of life improve and/or decline during the Industrial
for Today’s Lesson Revolution?

C: Specific Standards and Objectives

Content 10.3 Students analyze the effects of the Industrial Revolution in England, France,
Standard(s) Germany, Japan, and the United States.

1. Analyze why England was the first country to industrialize.

2. Examine how scientific and technological changes and new forms of energy
brought about massive social, economic, and cultural change (e.g., the inventions
and discov​eries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas
Edison).

3. Describe the growth of population, rural to urban migration, and growth of cities
associated with the Industrial Revolution.

Common Core CCSS.ELA-LITERACY.RH.9-10.3

Literacy CCSS.ELA-LITERACY.RH.9-10.1
ELD Part 1: Interacting in meaningful Ways:

Collaborative​ (engagement in dialogue with others) 1. Exchanging information and ideas

via oral communication and conversations. 3. Offering opinions and negotiating with or
persuading others.

Interpretive​ (comprehension and analysis of written and spoken texts) 6. Reading closely
and explaining interpretations and ideas from reading.

ABF Outcomes Identity 1: ID.9-12.1

I have a positive view of myself, including an awareness of and comfort with my

membership in multiple groups in society.

Justice 15: JU.9-12.15

 I can identify identify figures, groups, events and a variety of strategies and philosophies
relevant to the history of social justice around the world.

Assessment
Objectives
Tools for Assessment Evaluation Criteria
Content Students (A) will be able to Students will be assessed Students will have
Objective(s) compare (B) and contrast (B) on content objectives demonstrated their
how the existence of people’s during their discussion understanding through an
lives changed for the better or within groups at each accurate explanation of the
worse after the Industrial station. After rotating, text and their participation
Revolution hit Europe and discussing, and taking in the group. The post
America. Individually and notes within each station activity questions will
within groups, students will they will answer the reflect accurate information
gather information from essential questions on the from the texts and shared
readings within each activity top of the activity sheet. experiences during the
station (C) to draw conclusions activity.
and answer the 10 sections on This activity sheet and exit
the activity sheet. (D) ticket that contains the Grading rubric:
essential questions will
serve as the assessment. __/5: Participation within
group activity
__/10: Group activity
worksheet questions
__/5: Essential questions
exit ticket.
Language andS Students will be able to apply
Tex Text dependent Stu Students will be evaluated
Literacy knowledge collected from questions and essential based on their
Objective(s) past lecture and texts within questions. contributions to the group
this activity to formulate and respectful behavior
answers on the worksheet. toward one another.
With this gathered
information they will be able
to answer the essential
questions at the end of class.
Students will also be able to
articulate what they learned
using academic and domain-
specific words and phrases
during the class discussion
that ends the session.

Racial and Social Justice Anchor Standards 14: Roster of students names ​Students will be evaluated
Justice Students will be able to to document participation based on their
Objective(s) recognize that power and in outside station activity. contributions to the group
(see ABF privilege influence during the activity stations
Outcomes) relationships on interpersonal, which will expresses their
intergroup and institutional knowledge of the drastically
levels and consider how they changed living conditions
 have been affected by those for the working class during
dynamics. This is especially in the Industrial Revolution.
regards to the working class
system established in England
as well as other regions during
the Industrial Revolution.

D: Academic Language Demands and Supports

Identified Language Demands Planned Language Supports
Content Specific -Working conditions -Dictionary for unknown vocab
Vocabulary -Wages -Summary frames
-Child labor
-Women’s role
-Coal mine conditions
-Industrial production
-Urbanization
-Education
-Class structure
-Modern inventions
-Modern buildings
Language -Compare/contrast -Double Bubble
Function -Discussion frames
Syntax Each station during this activity I will help direct students by breaking up these long
contains a significant amount paragraphs within group members, and share answers
of text with a small amount of among each other. This will allow them to complete the
time. Most stations have two assignment in the alloted time period.
different Industrial Revolution
topics to tackle within them.
Discourse During the final phase of this To support students during this discussion I will project a
activity students will be back in list on the board of some major pros and cons that were
the classroom answering the developed from this time period. Students will be
essential questions. Including reminded of these generated problems or solutions that
reasons how people’s lives directly changed human life during the Industrial
improved or declined during Revolution.
the Industrial Revolution. After
they have filled these
questions out I will have them
debate within their groups, if
this period was an overall
improvement or decline for
humans. They will have to
come to an agreement within
their groups and I will call on
each group to share their
answers orally. Comments and
counter arguments from other
groups will be welcomed.

E: Using Knowledge about Students (and that students already have) to Inform Teaching and Learning
 Relevant Student Information How will you use this information in this lesson plan?
Prior Knowledge Before this activity students I will use it to build upon these concepts so students can
and Learning were introduced to the topic of form a better understanding of the new information
Experiences people’s lives in Europe during the lesson. Such as asking questions that connect
pre-Industrial Revolution. They old material with this new activities information,
spent a few days learning creating long term memories for students.
about and building upon a city
that is facing the Industrial
Revolution without the
resources necessary to avoid
major problems. They will be
able to bring this knowledge
from this project into this new
activity.
Funds of Students may have previous I will use this information by asking students at the
Knowledge: knowledge of the Industrial beginning of the lesson if they know of a relative that
Family/ Revolution from family or experienced the Industrial Revolution first hand.
Community/ other people that felt the Hopefully this will spark some prior memories on the
Cultural Assets effect of this time period. They concepts they will learn about during the activity.
also may have distant relatives
that worked in poor factory
conditions such as the ones we
spoke about in class.
Common Mistakes Students may view the I will use this information to show both the positive and
and/or contributions of the Industrial negative contributions of the Industrial Revolution.
Misunderstandings Revolution as only negative or Hopefully by seeing both sides, students will realize that
positive. In actuality the the world would have never been so bad or so good
Industrial Revolution made without this revolutions occurrence.
several negative and positive
contributions to the world we
know today.
Social / Emotional Relationship skills: I have a fairly diverse classroom that contains several EL
Consideration students and a few special education students. By having
(5 CASEL Core The ability to establish and students work within small groups that rely heavily on
Competencies) maintain healthy and discussion, all students will be able to develop better
rewarding relationships with relationship skills with others no matter the diversity.
diverse individuals and
groups. The ability to
communicate clearly, listen
well, cooperate with others,
resist inappropriate social
pressure, negotiate conflict
constructively, and seek and
offer help when needed.

F: Supporting Varied Student Learning Needs

Materials, Teacher Materials, Resource: Students’ Materials:
Resources,
Technology
 Power point for instructions, 7 Worksheet, a hard surface to write on such as a book,
tables for stations, 7 folders for and one colored marker per group.
each station, glue stick, scissors,
colored markers, and a timer.

How will you support and/or accommodate the

Student Information
student(s) in this lesson? Include any use of technology
Students with IEP 1 IEP student, 1 504 student in For special needs students, giving these students a copy
or 504 plans fourth period of the activity before hand to ease pressure and
allowing them additional time to complete
assessments. Also I am providing students with
sentence frames.
Struggling / My students with 504 plans or Giving these students extra time as needed on the
underperforming special educational plans project, or fewer terms to define.
Students mainly struggle with needing
extra time.
English Language 4th period 2 Farsi EL (one who For EL students making sure I give them a copy of the
Learners just arrived in our class) , 1 activity before hand so they can get familiar with the
Russian, 1 Ukranian. material and have a better chance of understanding the
material when we go over it as a class.
EL students will be allowed to use their cellphones at
this time or google translate when needed.
Pairing these students together based on language or
culture. And adding them to groups with helpful or
outgoing students will be key.
Gifted and n/a n/a
Talented Students
Other One student with a classified Accommodate her by providing a less stressful
emotional disturbance. environment with more flexibility when it comes to her
working pace. Reassuring her that she is allotted as
much time as necessary and that this assignment is
stress free.

Section 2: Learning Task Implementation​:

Timing, materials, Pacing TEACHER DOES: STUDENTS DO:

and other (Approx. Indicate instructional strategies that Indicate performance expectations
procedural notes times) address individual learning needs (Refer to Section 1.F)
including use of addressing the needs (Refer to
technology Section 1.F)

Launch (Multiple 10 I will Students will

means of minutes greet students and ask them how respond when prompted and listen for
engagement) they are doing. further instruction.

Give students instruction on the

activity we are participating in for Listen at the activity instruction.
the day.
 Assign students into 6 groups of Pay attention to their assigned group.
three or four. Give them a specific
group number.

Pass out a specific colored marker to Gather their materials and get ready to
each group and their activity paper. travel over the quad area.

Lead students over to the activity

area. Find their station number and listen for
further instruction.

Instruction/ 35 I will Students will

Application minutes Gather the students in the quad Find their way to their station with
(Multiple means of area where the activity is already set supplies ready.
representation) up, make sure the students are
within their groups and find their
way to their station number.

Give a few more brief instructions Be ready to start their rotations within
on the station rotation and the stations.
procedure.

Start the timer for 5-6 minutes and Get started collecting information their
let students get started on their first their first station.
station.

Rotate around with students helping Fill out their worksheet on the station
them and probing them to think they started at.
deeper about the information.

After the first round group 6 will Move onto their next station and get
rotate to station 7, group 1 will started.
rotate to 2, ect.

Keep track of the time, direct Move onto each station until when
students to move onto the next have completed the exercise. During
station. station 7 students will use their group
marker color to add a bullet point or
two to answer the essential question.

Assessment, I will Students will

closure, reflection Have students help me gather up all Help clean up and gather all of the
(Multiple means of of the materials. activities materials.
expression)
Lead the students back to the Travel back to the classroom and share
classroom to discuss the three out ideas for the three essential
questions.
 essential questions on the top of the
activity sheet.

Project on the board a list of some Read this projection and answer the
of the pros and cons we learned three essential question on their own.
were directly related to the
Industrial Revolution time period.

Have students gather back into their Gather within their original groups and
groups and debate if the Industrial use examples and evidence to support
Revolution was an overall a positive their claim. Come to a conclusion
or negative time period for humans. within their groups.

Direct students to share out their Listen to conclusions and add

conclusion with the class. comments or counter arguments to the
discussion.

Wrap up discussion and collect the Turn in their essential questions as an

essential questions as an exit ticket exit ticket and their activity worksheet.
and the activity worksheet as well.

Section 3: Teacher Reflection (after the lesson)

1. What specific examples of student learning do you have that showed students met or made progress
toward the stated objectives? If you used technology was it an effective means for supporting your
learning goals?
a. Looking at this evidence, what were your (the teacher’s) actions and/or strategies that
contributed to and built on successful student learning?
2. What specific examples of student learning do you have that showed students struggled to meet or
make progress toward the stated objectives?
a. Looking at this evidence, what were your (the teacher’s) actions and/or strategies that
interfered with student learning? Describe any missed opportunities.
3. Using the evidence of student learning described and observed, what will be your ​next steps​ in future
instruction with the class, small groups, and/or individual students?
4. Considering student learning, if you were to teach this lesson again, what would you do ​differently​?
Exit ticket:

What was the impact of industrialization on Europe?

How did people’s lives improve during the Industrial Revolution?

How did people’s lives decline during the Industrial Revolution?

Summary frames:

Industrialization had a significant impact on Europe and its populations quality of life because __________

People’s lives declined/or improved during the Industrial Revolution because they now ____________
Sentence frames for EL students

These people were paid significantly less than others working in the factory system?
Circle one: women children men

Women are paid wages​ less​ or ​more​ than men? circle one.
True or false, less pay for women is still a significant trend today? circle one

_________ were responsible for watching themselves while their family worked 12-16 hour days in the
factories.

Working conditions in the Industrial Revolution style factories can be described as____________.

I believe the quality of life improved/declined __________ for families after the Industrial Revolution pushed
them to move into cities.