Daily Lesson Plan
Student: Seely N. Leyenberger
Cooperating Teacher’s Approval:
Date: March 25, 2010
Subject: Social Studies
Topic: American Culture
Grade: 10A – 1st Period
Allocated Time: 1 Class Period (45 Minutes)
Student Population: 13 students; 1 student is identified for learning support (ADHD)
General strategies for differentiating instruction for ADHD students:
http://www.helpguide.org/mental/adhd_add_teaching_strategies.htm
Pennsylvania Department of Education Academic Standards for History:
8.1.12.
A. Evaluate chronological thinking.

Sequential order of historical narrative

Continuity and change

Context for events
8.1.12. C. Evaluate historical interpretation of events.

Issues and problems in the past

Connections between causes and results
8.1.12. D. Synthesize historical research.

Historical event

Secondary sources
8.3.12. A. Identify and evaluate the political and cultural contributions of individuals and groups to United States history from 1890
to Present.

Political Leaders

Military Leaders
8.3.12. B. Identify and evaluate primary documents, material artifacts and historic sites important in United States history from
1890 to Present:

Documents
8.3.12. C. Analyze how continuity and change has influenced United States history from 1890 to present.

Commerce and Industry

Politics

Transportation and Trade
8.3.12. D. Identify and evaluate conflict and cooperation among social groups and organizations in United States history from 1890
to present.

Domestic Instability

Military Conflicts
Goal for Understanding:
Through a review of the Causes of WWII Please Do Now and the associated outline, students will identify the
origins of this international military conflict.
Instructional Objective:
1.
2.
Student teacher will review DBQ essay assignment (Attachment #1).
Students will review their responses to the introductory Causes of WWII Please Do Now assignment
(Attachment #2).
3.
Student teacher will introduce the sequential causes of World War II through an outline (Attachment #3).
Measurable Objectives
Student Behaviors
Sources of Evidence
Criteria for Evaluation

Students will review the
DBQ essay assignment.

Students will ask any
clarifying questions
regarding the DBQ essay
assignment.

Student teacher observation and
DBQ essay assignment rubric
(Attachment # 5).

Students will review their
responses to the
introductory Causes of
WWII Please Do Now
assignment.

Students will participate
in review of the
introductory Causes of
WWII Please Do Now
assignment

Causes of WWII Please Do
Now assignment rubric
(Attachment #6).

Students will complete the
Causes of WWII Outline

Students will complete
section 1-4 on the Causes
of World War II outline.

Causes of World War II outline
rubric (Attachment #7)
Teaching to the Objective
Estimated Time:
Teaching to the Objective:
Differentiation:
Introduction/Motivation/
Prior Knowledge:
2 Minutes
1.
2.
Student teacher will review previous lesson:
 Students worked in class to complete the
strengths, weaknesses, and conclusion of
the DBQ essay assignment.
Student teacher will outline today’s format:
 Student teacher will review DBQ essay
assignment (Attachment #1).
 Students will review their responses to the
introductory Causes of WWII Please Do
Now assignment (Attachment #2).
 Student teacher will introduce the
sequential causes of World War II through
an outline (Attachment #3).

Student teacher will
provide structured
introduction to allow
students a clear idea of
what has been and will
be covered.

Student teacher will
provide additional
instructions regarding
DBQ assignment if
necessary.
Student teacher will
supplement Causes of
WWII Please Do Now
(Attachment #2)
responses with additional
information if necessary.
Developmental Activities:
5 Minutes
1.
10 Minutes
2.
Student teacher will review DBQ essay
assignment (Attachment #1). Student teacher
will answer any remaining questions and
remind students that the assignment is due
tomorrow.
Students will review their responses to the
introductory WWII Please Do Now
assignment:
 Failures of the Versailles Treaty –
BACTL
 International Depression – U.S.
insistence to pay back war debts,
Dawes Plan, High Tariffs, German
WWI reparations

25 Minutes
The students will be asked to connect their
responses to the outbreak of the second World
War.
3. Student teacher will introduce the sequential
causes of World War II through an outline
(Attachment #3).
 Students will complete section 1-2
independently.
 Student teacher will introduce and
explain “fascism” section of outline.
 Students will complete section 4 of
the outline for homework.

Student teacher will
create an outline using
the SmartBoard

Student teacher will
provide a clear overview
of the lesson to provide
additional descriptive
framework.
Assessment:
1.
2.
Student teacher will collect the
introductory Causes of WWII Please Do
Now assignment (Attachment #2) and
assess it using the associated rubric
(Attachment #6).
Student teacher will collect the Causes of
World War II outline and assess it using
the associated rubric (Attachment #7).
Closure:
3 Minutes
1.
Student teacher will provide a brief closure to
the lesson:
 Review of lesson:
1. Student teacher reviewed DBQ
essay assignment (Attachment
#1).
2. Students reviewed their responses
to the introductory Causes of
WWII Please Do Now
assignment (Attachment #2).
3. Student teacher introduced the
sequential causes of World War
II through an outline (Attachment
#3).
 Student teacher will remind students
that their DBQ essay assignment is
due tomorrow (Attachment #1).
Follow-up:
1. Students will peer edit the DBQ essay assignment (Attachment #1)
2. Students will complete the Fascism Please Do Now (Attachment #4).
3. Students will review the Causes of World War II outline (Attachment #3)
Materials:
1. DBQ essay assignment (Attachment #1)
2. Causes of WWII Please Do Now (Attachment #2)
3. Causes of World War II outline (Attachment #3)
4. Facism Please Do Now (Attachment #4)
5. DBQ essay assignment rubric (Attachment #5)
6. Causes of WWII Please Do Now rubric (Attachment #6)
7. Causes of World War II outline rubric (Attachment #7)
Resources:
1.
Danzer, G.A., Klor de Alva, J.J., Krieger, L.S., Wilson, L.E. & Woloch, N. (2005). The Americans:
Reconstruction to the 21st century. Evanston, IL: McDougal Littell, a division of Houghton Mifflin Company.
 p. 528 - 540
References:
Rubric - http://rubistar.4teachers.org/
Technology:
SmartBoard