This lesson plan aims to teach 8th grade history students about the failures of the Articles of Confederation and how they led to the creation of the US Constitution. Students will use various technologies like Voki, Cmap, Weebly, Prezi, and Quizlet to research the topics, share their knowledge, create concept maps, write explanations, and present and review their learning. Formative assessments like student presentations and feedback will help the teacher evaluate understanding and adjust instruction as needed. The lesson introduces concepts, supports independent research, and engages students in collaborative activities to develop critical thinking before assessing learning through student-created presentations and a final review quiz.
This lesson plan aims to teach 8th grade history students about the failures of the Articles of Confederation and how they led to the creation of the US Constitution. Students will use various technologies like Voki, Cmap, Weebly, Prezi, and Quizlet to research the topics, share their knowledge, create concept maps, write explanations, and present and review their learning. Formative assessments like student presentations and feedback will help the teacher evaluate understanding and adjust instruction as needed. The lesson introduces concepts, supports independent research, and engages students in collaborative activities to develop critical thinking before assessing learning through student-created presentations and a final review quiz.
This lesson plan aims to teach 8th grade history students about the failures of the Articles of Confederation and how they led to the creation of the US Constitution. Students will use various technologies like Voki, Cmap, Weebly, Prezi, and Quizlet to research the topics, share their knowledge, create concept maps, write explanations, and present and review their learning. Formative assessments like student presentations and feedback will help the teacher evaluate understanding and adjust instruction as needed. The lesson introduces concepts, supports independent research, and engages students in collaborative activities to develop critical thinking before assessing learning through student-created presentations and a final review quiz.
This lesson plan aims to teach 8th grade history students about the failures of the Articles of Confederation and how they led to the creation of the US Constitution. Students will use various technologies like Voki, Cmap, Weebly, Prezi, and Quizlet to research the topics, share their knowledge, create concept maps, write explanations, and present and review their learning. Formative assessments like student presentations and feedback will help the teacher evaluate understanding and adjust instruction as needed. The lesson introduces concepts, supports independent research, and engages students in collaborative activities to develop critical thinking before assessing learning through student-created presentations and a final review quiz.
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Lesson Plan Template
NEPF + Components of an Effective Lesson Hybrid
Name Evelyn Morales-Ramirez
Grade Level 8th
Subject Area History
Main Topic What lead to the creation of the US Constitution?
CCSD Standard Students will explain how the failures of the Articles of Confederation led to the United States Constitution by utilizing one the big 11 social studies skills.
**Be sure to include any strategies, resources, and/or technology that will be used to answer the question where appropriate. You should have a technology tool integrated into each effective lesson component.**
Standard 1: Learning Purpose and Connections
What will the students be learning? ● What are the big concepts for the lesson? ● How will students know the objectives for the lesson? [Daily Objective] ● How will students know the purpose and relevance of the lesson? ● What resources/technology will help students make connections to previous learning? [Daily Review] ● How will students receive feedback for their review? ● How will students build their current knowledge? ● How will the lesson be introduced? [Introduction]
The big concepts for the lesson are for students to be able to identify the failures of the Articles of Confederation and explain how those failures led to the United States Constitution. The students will know the objectives by viewing them on the smartboard. The purpose and relevance of the lesson will be described on the smartboard along with daily objective and be further explained through a handout I will provide to the students. I will use Voki with the students to allow them to share with the classroom what they already know about the subject matter. Based on what the students share I will point out what is correct and write it on the smartboard for the students to review. Students will build on their current knowledge by doing research on reliable websites and through the use of the textbook. I will introduce the lesson by having the classroom use voki to share previous knowledge on both the Articles of Confederation and the U.S. Constitution. Standard 2: Learning Tasks and Cognitive Demands How are students supported in achieving the learning goals? ● What Depth of Knowledge levels will students experience in the learning tasks? ● How will students be supported to experience deeper learning? Address any SPED, Gifted or ELL students [Concept and Skill Development and Application] ● How will students be challenged to advance their thinking and skills? [Concept and Skill Development and Application]
Students will experience two DOK levels in this lesson:
Level 1: Identify the failures of the Articles of Confederation. Level 2: Explain how the failures of the Articles of Confederation led to the U.S. Constitution. I will use a PowerPoint presentation to give the students a brief overview of the failures of the Articles of Confederation before they carry out their own research. Students will be directed to the following link http://www.ushistory.org/us/14b.asp where they can initiate their research and read about the many aspects of the Articles of Confederation. Students will be challenged to advance their thinking and skills critically analyzing both the Articles of Confederation and the U.S. Constitution and identifying the differences.
Standard 3: Engagement Strategies and Discourse
How will students engage in interactive dialogue and/or discussions? [Guided/Independent/Group Practice] • How will students develop their skills in argumentation, explanation, and critique, using logic/evidence to support or refute a claim or position? • How will students use multiple representations of concepts in their thinking? (i.e., graphic organizers, visuals, drawings, concept maps, videos, simulations, data formats) • What opportunities will students have to use their personal experiences and knowledge to connect to the new concepts and skills? • How will students collaborate with each other? Students will develop their skills by creating a concept map on CMap where they will link the failure of the Articles of Confederation to the creation of the U.S. Constitution. Students will go onto Weebly where they will write how they might have fixed the failures of the Articles of Confederation and see how their classmates responded as well. Students will collaborate with each other by getting with a partner and creating a CMap together where they will join their ideas from their individual ones previously created.
Standard 4: Student Understanding of and Responsibility for Learning
How will students reflect on their learning progress through structured metacognitive activities? • How will students reflect on the learning goals, the performance criteria and purpose of the lesson? • How will students share their progress? • How will students be supported in revising their learning strategies based on their progress?
Students will create a Prezi where they will show what they have learned and to ensure that they have successfully completed their research. Students will share their progress by presenting their Prezi’s to the class. After the whole class has presented I will send each student an E-Mail giving them feedback as to whether they successfully completed the task or whether they need to expand more on their research and how they can achieve it.
Standard 5: Assessment Integrated into Instruction
How will student progress be assessed? ● How were student pre--‐assessments or work samples used to plan this lesson? ● What evidence of student learning will be generated during the lesson? (i.e., writing, one--‐to--‐one conferencing, discussions with peers, instructional tasks) ● How will students receive formative feedback? ● How are instructional adjustments made based on student formative assessment results? ● What homework will be issued to support the lesson. [Homework] ● How will the lesson be closed? [Closure] ● How will the lesson be reviewed? [Long-term Review] From what the students shared while doing the activity with Voki I was able to see how much students knew about the subject matter and focus my lesson planning on the areas that I saw needed help. The evidence of student learning would be their Prezi (presentation) and the Cmaps that they completed with a partner. Students will receive formative feedback from both their classmates and I through their weebly replies and my email. Based on student formative assessment results I would focus on the part(s) of the lesson that still hasn’t been fully understood and find another approach in efforts to reteach it. I would create a homework assignment on Mircosoft Word that requires the students to answer questions they should be able to answer through the research they have done. The lesson will be closed by having the students create a word cloud on Tagul utilizing the key words that students associate with either the Articles of Confederation or the U.S. Constitution. The lesson will be reviewed by having the students go onto Quizlet where they will be quizzed on the knowledge they have obtained throughout the whole lesson.
