Lesson Planning

Waynesburg University

Pre-Instructional Planning:
The thought process that leads to the development of quality,
meaningful lesson plans

Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students)
The grade level of this unit will be at a high school level. My plan is for it to be taught to 9th and 10th graders. Most of the students are regular
education students; however, there are some students who are special education students. These students will have the necessary
modifications for them to get the most from the unit. The accommodations may include a learning support teacher assisting them in the class, a
peer as a partner, if needed, extra time for assignments, written directions as well as oral directions, a list of needed materials and expectations,
and a rubric at their seats for each assignment.

Who (if anybody) will assist with the presentation of this lesson, and what will their role be?
There will be a learning support teacher when needed, other than that; the teacher will be the only one presenting this unit.

What is the long range goal(s) that is tied to this lesson?

The long range goals for this unit are for the students to gain a knowledge and understanding about the atrocities that happened during World
War II, mainly the Holocaust. The unit will show the detriment of racism and the damage that racism and hate can cause. It will also show the
students that this can happen again and, if time permits, where it has happened on a smaller scale since WWII.

What is the specific learning objective(s) for this lesson?

Given the information gained in this unit, the students will be able to name three events that led to the Holocaust and describe how these actions
were carried out.
Students will also be able to recognize the differences among the different camps that were used to persecute the victims of the Holocaust.
Students will be able to utilize various computer programs to create virtual posters, websites, and other aspects of technology to show their
understanding of how they are used.

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?
The students will need to have the ability to use a computer, the Internet, reading and listening skills, and also writing skills.

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning
maintenance lesson, or learning generalization lesson?)
This is a learning acquisition lesson.

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)
This is a multiple day unit. It should take about a month to complete.

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab…) AND
what materials will be needed?
This unit will be presented both in the classroom and in the computer lab. The materials needed will be videos provided by the teacher,
computers equipped with the Internet, writing utensils, books provided by the teacher and the library, and a memory stick for each student.

Why are you planning to teach this lesson? Why must this information/skill be presented to the students?
This lesson is being taught in order to educate the students of the atrocities of the Holocaust and the outcomes of the event and its aftermath. It
is also being used to educate the students on what type of different programs can be utilized to show what they know in a creative manner.
How does this lesson relate to the PA Academic Standards?
8.1.9A Analyze chronological thinking: Data presented in timelines, Context for events
8.1.9B Analyze and interpret historical sources: Different historical perspectives, data from maps, graphs, and tables, visual data presented in
historical events
8.1.9C Analyze the fundamentals of historical interpretation: Illustrations in historical documents and stories
8.1.9D Analyze and interpret historical data

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?
This is a whole unit that relates to itself. All of the lessons tie together.

How will you determine if students have met the lesson objective? (Think assessment)
The students will be assessed by the projects they create with such programs as Glogster, by quizzes, and with a rubric for the projects

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group
activities, cooperative learning groups…)
The unit should be presented in whole group, lecture, cooperative learning, and small groups for some projects.