TEACHING READING IN THE CONTENT AREAS
Sample Annotated Lesson Plan
OBJECTIVE
What will your students be able to do?
1.
PRE-PLANNING
2.
Students will be able to identify characteristics of
imperialism and evaluate whether foreign policy
actions in U.S. history could be considered
imperialist.
Students will be able to cite textual evidence that
most strongly supports imperialist actions or ideas
that the text says explicitly or can be inferred.
PREREQUISITE SKILLS
What will your students need to know to master the gradelevel objective?
1. Know terms: foreign policy, isolationist, Westward
Expansion
2. Know view points and accomplishments of Theodore
Roosevelt
3. Read the Monroe Doctrine
CONNECTION TO ACHIEVEMENT GOAL
How does the objective connect to your achievement goal?
Pass rate for NYS Social Studies Regents Exam will increase
20% so that 95% of students pass.
DIAGNOSTIC
How will you assess students’ mastery of these foundational
skills?
In the unit pretest, students will be given a description of a U.S
foreign policy action and will write whether it was imperialist an
explain why or why not in a short response that includes evide
from the description.
LESSON CYCLE
ASSESSMENT
How will you know whether your students have made progress toward the objective? How and when will you assess mastery?
1. During lesson: Tracking sheet for partner talk, criteria for imperialism discussion, and closing imperialism discussion
2. During and after lesson: Shared Google documents
3. End of lesson: Event analysis
KEY POINTS
What three to five key points will you emphasize?
1. Engage: Students read quotes from important people in history and create imperialist criteria
2. Model: Evaluating Manifest Destiny (imperialism?)
3. Guided practice: Evaluating the Monroe Doctrine (imperialism?)
4. Independent practice: Evaluate various U.S. foreign policies (imperialism?)
5. Share: Consider effects of imperialism. What does it achieve? Does it align with your beliefs?
OPENING (10 minutes)
MATERIALS
How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
1. Engage: Students read four quotes relating to imperialism (Theodore Roosevelt,
1. Class set of laptops
George W. Bush, Senator Albert Beveridge, and Mark Twain) and jot elicited
2. Learning journals
opinions, activated prior knowledge, and related questions in their learning journals.
3. Google document templates
After responding to the quotes, students post a definition in their own words on a
4. Chart with quotes
shared Google doc. After, I say, “We’ve started putting together an overarching
5. URLs for online articles for e
definition of imperialism.” I read aloud our shared definitions on the Google doc.
topic (Construction of Panam
Canal, Annexation of Cuba,
2. Communicate what, connection to previous lessons, and importance: I say,
Spanish American War,
“We’re going to continue developing our definition of imperialism by identifying
Annexation of Puerto Rico,
characteristics of imperialistic foreign policy actions. So far in this unit, we’ve studied
Annexation of Hawaii,
the role Theodore Roosevelt played in the formation of U.S. foreign policy. Today
Annexation of the Philippines
we’re developing the concept of imperialism so we can evaluate whether foreign
U.S. involvement in WWI, U.
policy actions in U.S. history could be considered imperialist. This is important for
invasion of Iraq)
us, citizens of the United States, so we can make sure our actions align with our
beliefs.”
3.
Communicate how: I say, “We’re going to refine our definition and then create
criteria that will help us determine if a foreign policy action is imperialist. I will show
how to evaluate with an example and then you will have opportunities to practice.”
John Hopkins University School of Education
Sample Annotated Lesson Plan
1
TEACHING READING IN THE CONTENT AREAS
Sample Annotated Lesson Plan
INTRODUCTION OF NEW MATERIAL (15 minutes)
What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?
1. Ensure students actively take in information and engage students: I add further
explanation to our class definition of imperialism on our shared Google document; then ask
students to use the definition we’ve created to create a bullet-pointed list of criteria we can
use to determine if a foreign policy action is imperialist. Students note the list in their learning
journal for future reference.
2. Vary approach: Students follow along as I read aloud “John L. O’Sullivan on Manifest
Destiny, 1839” online article. I model, citing evidence in the text that supports imperialism.
Students watch “Manifest Destiny” video clip and I model citing evidence from the clip.
3. Potential misunderstandings: Students may believe there is a right or wrong point of
view rather than understanding multiple perspectives of an event.
GUIDED PRACTICE (10 minutes)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged/interested?
1. Keep student interest: I ask, “Do you think, overall, the policy of Manifest Destiny
caused more good than harm? Why or why not?” Give think time. Students form
pairs and share. I say, “As we evaluate the next policy, consider your view and
stance.”
2.
Set behavior expectation, monitor and correct student performance, and
provide practice opportunity with support of a familiar text and Google doc
sharing: I expect students to follow along as I read aloud the first four paragraphs
of “Monroe Doctrine 1823”. (Think time) Students use our class-generated criteria
to cite any evidence of imperialism onto a shared Google document.
3.
Maintain behavior expectation and provide a harder practice opportunity with
support of familiar text: Students follow along as I read aloud the rest of the
article. I ask, “Did you notice evidence of an imperialist action or idea? Did you
notice evidence of an isolationist action?” (Think time) Students verbally share
observations and then I add them to our shared document.
4.
Monitor and correct student performance: As students edit our Google
document, I view and respond to student edits.
INDEPENDENT PRACTICE (15 minutes)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
Why will students be engaged/interested?
John Hopkins University School of Education
Sample Annotated Lesson Plan
2
TEACHING READING IN THE CONTENT AREAS
Sample Annotated Lesson Plan
1.
Engagement and demonstration of independent mastery of the objective:
Students choose an article about a foreign policy action (Construction of Panama
Canal, Annexation of Cuba, Spanish American War, Annexation of Puerto Rico,
Annexation of Hawaii, Annexation of the Philippines, U.S. involvement in WWI, U.S.
invasion of Iraq), read and evaluate the event, using established criteria, and explain
whether it was imperialist and why or why not, in a short response that includes
evidence from the article.
2.
Behavior expectations: I expect students to work quietly and independently. If they
have a question or need help, they can post their questions on a shared Google
document. Either I will respond or classmates can respond as well.
3.
Extension opportunity: Students choose additional foreign policy actions or ideas
to analyze.
CLOSING (10 minutes)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress
toward) the objective?
Why will students be engaged/interested?
1. Engagement and students demonstrate mastery: I begin a whole class
discussion by sharing two examples of evidence of imperialism students found in
the articles they read. I invite students to share additional examples.
2.
Summarize learning: I say, “Who can define Imperialism in 10 words or less?”
(Think time) Whip around the room for students to share definitions.
3.
Significance: I ask, “Think about what imperialist actions achieve. (Think time)
Consider your own beliefs about the way the United States should operate. How
does imperialism fit?” (Think time) Students share opinions and respond to opinions
of classmates.
John Hopkins University School of Education
Sample Annotated Lesson Plan
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