Lesson Plan Template

NEPF + Components of an Effective Lesson Hybrid

Name

Wendy Murillo

Grade Level

10th grade

Subject Area

World History

Main Topic

World War 2

CCSD Standard

4.3 Students will analyze and interpret the impact of the bombing of pearl harbor in the United
States by utilizing one of 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]

There are 3 main concepts for the lesson, 1st to understand why japan attacked Pearl Harbor. The number 2nd objective is to understand how
japan executed the attack. 3rd objective is to show why this attack, officially sent the United States into World War 2.
Students will have the objectives of the lesson on the whiteboard
By reading the handouts provided by me the students will know the purpose and relevance of the lesson.
The daily review will be done through kahoot, which can give students a chance to review and it also gives them feedback on what they do
not know.
The lesson will be introduced with a video of the Japanese attack on Pearl Harbor.
I will have the students build on their knowledge by continuing the next significant event in World War 2 with a video of the attack on Pearl
Harbor.

Standard 2: Learning Tasks and Cognitive Demands

How are students supported in achi
eving 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]

I will use a PowerPoint presentation to teach the students about the attack on pearl harbor and why this event is significant in united states
history not only because it propelled us to war but because for a long time it was the worst attack on united states soil.
Students will be directed to follow the link http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/ and find
President FDRs video of the address of the attack and students will also analyze the speech.
Students will be challenged to advance their thinking by critically and analyzing the speech given by the president that convinced congress
to go to war.

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 go into zunal and find the WebQuest for this class to retrieve the project that they will be working on for this lesson.
In this class project/ homework students will put themselves in the place of the presidents cabinet and will explain and use logic to prepare
counter attack against the Japanese.
Students will work together in groups of 2-3 and will have to research strategic attacks using scholarly sources, like google scholar.

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 reflect on the purpose of the lesson by continuing to work on the class project.
Students will write about what they learned so far and post on padlet and follow the guidelines provided by me so I can see the progress.
Students will also create a concept map for the paper they will write by using webspiration or Cmap.

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]

Students will receive feedback from other students after they present their strategy for attack on japan to the entire class. At this time the
students
will also turn in their written report that they typed on Microsoft word.
The lesson will be closed by having the students share their PowerPoint presentation.
At the end of the lesson the students will review the material by playing jeopardy with questions being based on the material covered, in this
case the attack on Pearl Harbor.
The lesson will conclude with the students writing a short essay on what they learned from the attack and why they think it was an important
event in the history of the United States.