Instructional Cycle 2

Multiple Subject and Single Subject

Learning Segment Template

Step 1: Plan
Learning Segment Template
Directions: Briefly describe:
1. California content standards and/or frameworks being addressed: Identify the content area, California standards,
ELD standards, and unit goal for the learning segment.
1. Learning goal(s): Write a complete learning goal(s) for content and ELD, as appropriate, for each lesson.
2. Evidence and assessments: Describe how you will determine that students have achieved the learning goal(s) in
each lesson. Identify all assessment activity for each lesson, including informal assessments (checks for
understanding), student self-assessment, and formal assessment.
3. How does it fit? Include an explanation of how each lesson links to where students are currently (academically,
or with respect to interests, developmental issues, or other learning issues), and how the lessons build on prior
learning and one another.
4. Learning activities: Use bullet points to outline what students will do and how you will ensure they have equitable
access to content (e.g., learning activities students will do; how, when appropriate, your students will use
educational technology; how you will support individual learning differences).
5. Instructional strategies: Use bullet points to outline what you will do. Identify essential key questions you plan to
ask and how you will group students for learning.
6. English language development (ELD) and academic language development (ALD): Describe the language
demands of each lesson and how you will develop academic language with all students and address the specific
needs of English learners and Standard English learners. Describe academic language development
considerations and specific adaptations or accommodations you plan to provide to address academic language
development.
7. Instructional adaptations and accommodations: Describe what you will do to support the range of learners in your
class who may need adaptations or accommodations (e.g., English learners; Standard English learners; students
with IEPs or 504 plans, or identified for GATE; students whose life experiences may result in the need for
additional academic or emotional support).

Learning Segment
Content area, topic, and World History – Grade 10
grade level World War I
10.5: Students analyze the causes and course of the First World
California content
War.
standard(s) listed by
10.6: Students analyze the effects of the First World War.
name and number

English language ELD.PI.10.1-3,5-8.Ex.

development (ELD) ELD.PII.10.3,7.Ex.
standards (if applicable)
Unit goal(s) for the Standard-Based:
learning segment Students will understand the causation, severity, and outcome
of WWI in accordance with standards 10.5 and 10.6.

Copyright © 2019 by the California Commission on Teacher Credentialing Page 1 of 9

1900 Capitol Avenue, Sacramento, CA 95811
All rights reserved.
 Instructional Cycle 2
Multiple Subject and Single Subject
Learning Segment Template

Learning Segment
Skill-Based:
Students will use active listening skills to build a foundation of
information during lectures/discussions with focused-notes.
Students will practice critical thinking and speaking skills to build
an effective discussion with peers.
Students will apply annotation techniques in regards to
academic vocabulary and inferencing.
Students will analyze primary sources as it relates to higher-
order critical thinking, comprehension, and analysis.
Students will organize ideas into thinking maps/graphic
organizers such as tree maps.
Students will introspectively review content and establish goals
for learning through reflection.
Students will compare and contrast geographic contexts and
changes through map and data studies.
Students will synthesize higher-order thinking concepts into
organized mediums such as scavenger hunts.
Lesson 1
The primary goal based on content would be for students to
be able to trace the causes of WWI to imperial-based
alliances. In regards to activity specifics, the goals will be
for students to annotate based on vocabulary and
Learning goal(s) inferencing; actively listen during lecture/discussions;
critically think and contribute to class dialogue; organize
information presented into main ideas and details within
focused-note-taking format; and synthesize key points of
lesson into a developed summary.
Students will complete an informal assessment as
evidenced by “Warm-Up Annotations & Predictions.” In this
Evidence and assessment of
activity, students are to read and annotate the section title
learning (informal assessment,
and essential question as a form of front-loading. As
student self-assessment,
described in the directions and rubric, students are to focus
formal assessment)
on vocabulary, prior knowledge connections, and
predictions/inferencing.
This lesson links to prior learnings of industrialization and
imperialism. Deep learning is evidenced by students’ ability
How does lesson link to prior
to trace the connection between the Industrial Revolution’s
learning and/or build on
call to harvest and process natural resources, imperialism’s
previous lesson to develop
call to conquer other lands to sustain industrial growth, and
deep learning of content?
the tensions that ensue with competing industrialized
empires (resulting in WWI).
Learning activities 1. Students will complete informal assessment annotating
(what students do) the essential question and section topic.
Include, where appropriate,
a. Individual transcription, peer discussion, sharing
how you and your students will
of ideas, additions to annotations
use educational technology.

Copyright © 2019 by the California Commission on Teacher Credentialing Page 2 of 9

1900 Capitol Avenue, Sacramento, CA 95811
All rights reserved.
 Instructional Cycle 2
Multiple Subject and Single Subject
Learning Segment Template

Learning Segment

2. Students will record main ideas covered during

lecture/discussion into an organized focused-note
template.
a. Engagement in academic vocabulary and
higher-order thinking throughout
3. Students will summarize main ideas into an organized
composition.
Anticipatory set – Informal assessment “warm-up” will be
lead through distribution of annotation/prediction document
and rubric to each student. Rubric will be reviewed to
establish expectations for annotations. Students will
engage in think-pair-share by independently annotating,
verbally sharing annotations with a peer of their choice,
then contributing to a class conversation as asked or willing
in accordance with UDL principle of action and expression.
During individual compositions and peer-to-peer
discussions, I will float between students and partners to
check for understanding, guide learning through leading
questions, and correct behavior as needed. Key questions
will be aligned to the rubric and will synthesize notations on
academic language/vocabulary (ex. which terms did you
identify, what do they mean to you, etc.), connection to
Instructional strategies
schema/previous topics (what was this question related to,
(what you do, key questions,
how is it related, etc.), and predictions/inference (what do
and grouping)
you think we will cover, what does this mean about this
section or unit, etc.).
Lecture/discussion – Interactive slideshow will be displayed
via projection for students in accordance with the UDL
principle of representation. Information will be gradually
revealed for students to process and transcribe with a
clicker. With each reveal, I will discuss additional
information necessary to address content standard(s) or
interject questioning to develop students’ HOTS and
academic language as appropriate.
Closure – Students are to be instructed to capture main
ideas discussed throughout lesson in a summary
paragraph. If time allows, provide class time for
independent composition and float to in-need students for
assistance.
ELD and ALD Academic language development is integrated throughout
lecture/discussion at several points. Students have a varied
degree of familiarity with terms due to previous lessons (ex.
nationalism, imperialism, industrialization, resources, etc.)
but will also be exposed to new terms (militarism, arms
race, mobilization, alliances, 2-front war, powder keg,

Copyright © 2019 by the California Commission on Teacher Credentialing Page 3 of 9

1900 Capitol Avenue, Sacramento, CA 95811
All rights reserved.
 Instructional Cycle 2
Multiple Subject and Single Subject
Learning Segment Template

Learning Segment
ultimatum, etc.) to be discussed and defined in-depth.
Re-designated English learners will have support via visual
representation in projected slides, verbal discussion,
physical notes, and digital resources (including digital
dictionaries and access to class materials with vocabulary
and content). Additionally, re-designated ELs and regular
students alike will be embraced with generous reading
approach in summaries to emphasize quality over
technicalities.
Students with learning needs will be addressed throughout
lesson via individualized support as needed. This includes
Adaptations/accommodations monitoring of engagement during informal assessment,
for students with specific lecture/discussion, and summary composition.
learning needs Accommodations will vary depending on need, but will
include guided questioning during peer-to-peer and whole-
class discussions.
After the positive feedback from students during the warm-
At the completion of Lesson 1:
up, I will apply a student-focused discussion of essential
Based on what you learned as
questions and topic titles in lecture/discussions moving
a result of teaching this lesson,
forward. This will provide a more genuine engagement of
what changes, if any, will you
students that demonstrate their interests and line of
make to the next lesson?
thinking at the forefront of each lesson.
Lesson 2
The primary goal based on content would be for students to
be able to analyze the effect of industrial and technological
innovation on the severity and scale of war. In regards to
activity specifics, the goals will be for students to actively
listen during lecture/discussions; critically think and
Learning goal(s)
contribute to class dialogue; organize information
presented into main ideas and details within focused-note-
taking format; deeply read a primary source document;
accurately respond to comprehension and analytical
questions using educational technology
Students will complete a formal assessment as evidenced
Evidence and assessment of by “Trench Warfare: Over the Top Reading Analysis.” In
learning (informal assessment, this activity, students will be read a primary source with a
student self-assessment, partner describing trench warfare of WWI. Then, they will
formal assessment) individually complete an analysis via Google Docs
answering six questions in accordance with rubric criteria.
This lesson builds upon the previous section as a
continuation of the World War I unit. Specifically, the last
How does lesson link to prior section discusses the war from a more
learning and/or build on governmental/political stance whereas this section
previous lesson to develop discusses the impact and application of war itself. Deep
deep learning of content? learning of content is achieved with the analysis that
innovations forever worsened conditions of war for soldiers
and extended the duration of battles.
Copyright © 2019 by the California Commission on Teacher Credentialing Page 4 of 9
1900 Capitol Avenue, Sacramento, CA 95811
All rights reserved.
 Instructional Cycle 2
Multiple Subject and Single Subject
Learning Segment Template

Learning Segment

1. Students will record main ideas covered during

lecture/discussion into an organized focused-note
template.
a. Engagement in academic vocabulary and
higher-order thinking throughout
2. Students will closely review instructions and
expectations for formal assessment on trench warfare.
a. Rubric will be reviewed whole-class with
individual student participation via randomized
call-out readings.
3. Students will read a primary source document with a
partner of choice.
Learning activities a. Analysis document (formal assessment) will be
(what students do) accessed via Google Docs, completed digitally,
Include, where appropriate, and individually submitted into designated class
how you and your students will folder accordingly – evidencing educational
use educational technology. technology use.
4. Students will share responses with another partner-pair
of choice for comparative analysis.
a. Students will selectively share responses whole-
class upon randomized call-out request and
respond to teacher and peer feedback.
5. Students will be introduced to and assigned a self-
assessment in the form of a deconstructed reflection in
place of a section summary.
a. Students will closely review direction and
expectations of reflection bubble map, then
complete for homework (will be reviewed in-
depth for lesson 3).

Instructional strategies Anticipatory set – I will initiate a discussion of the essential

(what you do) question through related higher-order thinking inquiries.
Drawing upon the last lesson, I will ask students to make
predictions or connections by calling on randomized
individuals to contribute ideas verbally whole-class.
Lecture/discussion – Interactive slideshow will be displayed
via projection for students in accordance with the UDL
principle of representation. Information will be gradually
revealed for students to process and transcribe with a
clicker. With each reveal, I will discuss additional
information necessary to address content standard(s) or
interject questioning to develop students’ HOTS and
academic language as appropriate.

Copyright © 2019 by the California Commission on Teacher Credentialing Page 5 of 9

1900 Capitol Avenue, Sacramento, CA 95811
All rights reserved.
 Instructional Cycle 2
Multiple Subject and Single Subject
Learning Segment Template

Learning Segment
Direct instruction – I will display the formal assessment
document visually via projection and verbally instruct
students in accordance with the rubric. As review unfolds, I
will randomly call on students to assist in
reading/explanation of assignment to check for
understanding.
Cooperative learning – I will float between partnered
students and monitor progress of formal assessment and
support as needed via guided questions or given textual
references.
Direct instruction/cooperative learning – I will direct
students to partner with another group to briefly share
formal assessment (trench warfare reading analysis)
responses. Then I will call upon random students to share
responses verbally whole-class, provide initial feedback,
and allow other students to contribute as inclined.
Direct instruction – I will review directions and rubric for
section reflection (self-assessment) via oral description and
visual projection of accompanying assignment. I will clarify
this assignment as a stand-in for usual summaries and
describe the major differences in expectations. Finally, I will
establish the due date (as the next class period) and
remind students it will be reviewed.
Academic language development is integrated throughout
lecture/discussion at several points. “Alliances” will be
reviewed and new terminology will be introduced, such as,
“trenches,” “tanks,” “poison gas,” “submarine,” etc. Re-
designated English learners will have support via visual
representation in projected slides, verbal discussion,
ELD and ALD physical notes, and digital resources (including digital
dictionaries and access to class materials with vocabulary
and content). Furthermore, grammatical digital tools to aid
in composition are encouraged to complete the formal
assessment. Additionally, de-construction of reflection in
the form of a graphic organizer and removal of whole-
sentence composition serves to benefit re-designated ELs.
Students with learning needs will be addressed throughout
lesson via individualized support as needed. This includes
Adaptations/accommodations
monitoring of engagement during lecture/discussion and
for students with specific
formal assessment. Accommodations will vary depending
learning needs
on need, but will include guided questioning during peer-to-
peer and whole-class discussions.
At the completion of Lesson 2: Based on concurrent workload and high expectations, I will
Based on what you learned as adjust by providing a portion of the next class session to
a result of teaching this lesson, complete and polish self-assessments (reflection tree
what changes, if any, will you maps). This will allow students to feel more confident
make to the next lesson? before sharing responses in peer-to-peer and whole class

Copyright © 2019 by the California Commission on Teacher Credentialing Page 6 of 9

1900 Capitol Avenue, Sacramento, CA 95811
All rights reserved.
 Instructional Cycle 2
Multiple Subject and Single Subject
Learning Segment Template

Learning Segment
review.
Lesson 3
The primary learning goal based on content is for students
to evaluate the societal impact of (and on) war. In regards
to activity specifics, the goals will be for students to
introspectively review and revise commentary of content
and learning growth; foster constructive conversations
which apply HOTS and create opportunity for growth;
Learning goal(s) respond as appropriate within a tree map in accordance
with a rubric; reflect on the greater impact of war
(specifically, WWI); actively listen during
lecture/discussions; critically think and contribute to class
dialogue; organize information presented into main ideas
and details within focused-note-taking format; and
synthesize key points of lesson into a developed summary.
Students will finish completing and share responses of a
self-assessment in the form of a graphic organizer
(”Deconstructed Reflection”). In this activity, students will
reflect on the information acquired and discussed from the
Evidence and assessment of
previous section(s) – specifically, the conditions and
learning (informal assessment,
causes of war in accordance with the learning goals and
student self-assessment,
state standards. In condensed, detailed, bullet-pointed
formal assessment)
fragments or sentences, students will respond to the
“What,” “So What,” and “Now What” prompts from the
rubric guide. Feedback will be provided in live time for
students individually and whole class.
This lesson builds upon the previous section as a
continuation of the World War I unit. Specifically, we will
How does lesson link to prior
relate the conditions of war on the battlefield (discussed in
learning and/or build on
the previous section) with the societal impact and overall
previous lesson to develop
cost of war. Deep learning of content is demonstrated with
deep learning of content?
ethical consideration of war and interrelationship to its costs
and effects societally.
Learning activities 1. Students will review/complete reflection assignment in
(what students do) preparation of whole-class discussion.
Include, where appropriate,
a. Students should review rubric and make
how you and your students will
additions/edits as necessary in time allotted.
use educational technology.
2. Students will share select individual responses from
self-assessment aloud and engage in class dialogue
with teacher and fellow students as appropriate.
a. Students will be encouraged to share and
contribute as comfortable and as asked.
3. Students will record main ideas covered during
lecture/discussion into an organized focused-note

Copyright © 2019 by the California Commission on Teacher Credentialing Page 7 of 9

1900 Capitol Avenue, Sacramento, CA 95811
All rights reserved.
 Instructional Cycle 2
Multiple Subject and Single Subject
Learning Segment Template

Learning Segment

template.
a. Engagement in academic vocabulary and
higher-order thinking throughout
4. Students will summarize main ideas into an organized
composition.
5. Students will closely follow instructions and
expectations for extension activity introduction.
Anticipatory set – I will direct students to take out and
complete their deconstructed reflections and ensure
meeting of expectation in accordance with rubric. I will float
between students to make sure they are prepared and
support students/answer any questions as needed.
Direct instruction/cooperative learning – I will randomly call
on each student and loosely use the “say something”
discussion approach. Selected students will be asked to
contribute something new from their deconstructed
reflection/self-assessment organizer to a building
classroom dialogue. Content-specific feedback will be
provided from either me or another student who wants to
add-on to or respond to their commentary. I will serve as a
contributor and a mediator of the whole-class dialogue in
Instructional strategies an effort to facilitate higher-order thinking which reflects on
(what you do) content and individualized learning progress.
Lecture/discussion - Interactive slideshow will be displayed
via projection for students in accordance with the UDL
principle of representation. Information will be gradually
revealed for students to process and transcribe with a
clicker. With each reveal, I will discuss additional
information necessary to address content standard(s) or
interject questioning to develop students’ HOTS and
academic language as appropriate.
Direct instruction – I will assign a summary composition of
the section for homework, then transition to an introduction
of the extension activity (“Scavenger Hunt”). Here, I will
detail the assignment directions, partner students, and
review relevant resources (including digital technology via
Google Docs).
ELD and ALD Academic language development will be integral during
self-assessment discussion and feedback. Students will
demonstrate familiarity or build understanding of content-
based terminology and use their written reflections as a
foundation. Content vocabulary is also integrated into
lecture, as several terms will be discussed, included,
“Gallipoli,” “Lusitania,” “Zimmerman Telegram,”
“Unrestricted Submarine Warfare,” “Suppression,”

Copyright © 2019 by the California Commission on Teacher Credentialing Page 8 of 9

1900 Capitol Avenue, Sacramento, CA 95811
All rights reserved.
 Instructional Cycle 2
Multiple Subject and Single Subject
Learning Segment Template

Learning Segment
“Propaganda,” “Total War,” “Rationing,” etc. Re-designated
English learners will have support via visual representation
in projected slides, verbal discussion, physical notes, and
digital resources (including digital dictionaries and access
to class materials with vocabulary and content).
Furthermore, grammatical digital tools to aid in composition
are encouraged to complete the activities. Re-designated
English learners will be considered in reflection dialogue
and feedback, and be encouraged to build upon and refer
to their de-constructed, graphic organizers.
Students with learning needs will be addressed throughout
lesson via individualized support as needed. This includes
Adaptations/accommodations
monitoring of engagement during lecture/discussion and
for students with specific
formal assessment. Accommodations will vary depending
learning needs
on need, but will include guided questioning during peer-to-
peer and whole-class discussions.
At the completion of Lesson 3: Based on the depth of reflection review activity, I will adjust
Based on what you learned as by committing more time to review the extension activity in
a result of teaching this lesson, the next class session, specifically providing time for
what changes, if any, will you students to develop their scavenger hunt.
make to the next lesson?

Add rows as needed for additional lessons.

Copyright © 2019 by the California Commission on Teacher Credentialing Page 9 of 9

1900 Capitol Avenue, Sacramento, CA 95811
All rights reserved.