UWP Lesson Plan Template

Teacher Name: Tristen Cassens Grade Level: 11th Grade

Target Content/Lesson Topic: What is Fascism? Date: 17 April 2023

This lesson is for a(n) _X_ whole class _____ small group _____ individual

Planning
Essential Question How do dictators rise to power?
- What is the essential question that
this lesson addresses?
- What is the core purpose of the
lesson that includes the strategies
and skills necessary to accomplish
the deeper learning in the standard?
Sequencing This lesson could be used as a prelude into World War 2, Nazi Germany, Fascist Italy, etc.
- How does this lesson fit into the
larger unit of study? It could also work as a stand-alone lesson as the word “fascist” is quite common in our modern political
- Focus on a logical/hierarchical dialogue. Educating students on its meaning does not necessarily require substantial in-class background
sequencing of skills (e.g., main ideas knowledge.
before details, similarities before
differences).
State Learning Standards SS.Hist3.a.h: Analyze significant historical periods and their relationship to present issues and events.
List the complete, relevant grade-
level standard(s).
Learning Target(s) and Learning LT: Students will be able to identify themes about fascism by analyzing the information presented in the text
Objective(s) and engaging in discussions with classmates.
- Choose your learning target(s) and
objective(s) based on the relevant LO: After participating in this lesson, students should be able to break down the characteristics of fascism.
state learning standard(s).
- Write focused targets and
objectives that describe the specific
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 learning outcome (what students
should be able to do as a result of
the lesson).
- Be sure they are stated in
observable and measurable terms
(e.g., ABCD+T).
Grouping Students will read independently but discuss their readings with a new partner every time a ‘section’ changes.
Describe how and why students are This will be based on their location in the classroom.
grouped based on
- homogeneous, heterogeneous,
randomized
- ability, interest, IEP goals, social or
social-emotional, behavioral,
language acquisition
Co-Teaching Strategy N/A
Does this lesson involve co-
teaching? If not, state N/A. If yes,
identify the co-teaching model and
what role each teacher will play.
-One Teach, One Observe; One
Teach, One Assist; Station Teaching;
Parallel Teaching; Supplemental;
Alternative; Team Teaching

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 Differentiation Content: Some students may get a version of the article with important terms and sentences highlighted.
Describe how you will meet
individual students’ needs by Process: Students can write a bullet-pointed list to help them articulate their thoughts to their partners.
adjusting the content, process,
product, and environment based on
their readiness, interests, and learning Product: Students can cite their list to contribute to the end-of-class group discussion.
preferences.

Environment: Students who prefer to not move during the reading activity can tell me beforehand and be
seated in an even-numbered row. If a student is extraordinarily socially anxious, they can work with one partner
the whole time.

IEP Goals Relevant to Lesson (Add rows as necessary.)

Student IEP Goal

Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.)

Student(s) Required Accommodation/Modification

Supports for English Language Learners (Add rows as necessary.)

Student Necessary Supports (e.g., Sheltered English strategies, grouping strategies)

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 Assessment
Formative Assessment Class discussions will take place numerous times throughout the lesson, allowing me to gauge their grasp of
- How will you monitor student fascism overtime.
learning throughout the lesson?
- Be specific about how your practice
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria Have students used evidence from the text to support their ideas? Yes or no?
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Summative Assessment Students will write an essay that argues whether or not we should worry about fascism in modern American
How will students demonstrate society.
mastery of the standard?
Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.

Summative Evaluation Criteria Student uses textual evidence and knowledge of American Society to support their claims.
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.

Procedures
Opening: Introduction and Opening Activity: I will start the lesson by writing the word “Fascism” on the board. Then I will ask students
Connection to Previous Learning “What do you know about this word?” and “What do you associate with this word?” As students answer, I will
● Anticipatory Activity (Hook) write down their answers on the board and draw a line connecting it to the word “Fascism.” I am looking for
● Activate prior knowledge. students to say things like “Led by Hate” “Nazi” or “Dictator”. Once finished, I will analyze what we as a class

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 ● Be sure students understand have come up with and ask the students if they see any enduring themes in their answers. If any student
procedures and instructions for mentions that the word is used frequently in our modern political dialogue, I will ask the students why they
the lesson. think that is? I will also say that this is why I wanted to teach the lesson: for students to know what fascism
● Establish clear expectations. truly is because it is a word that has come back into our vernacular.
● Model concept.
The groupings/instruction/lesson Reading Strategy Model: I will announce to the students that we are going to read an article and use a new
progression may look different in different reading strategy called “Turn and Talk.” I will explain to them that this is a strategy that involves reading a
parts of the lesson! portion of something and then stopping and talking about it with a partner before proceeding with the text. I
will then call a student up to demonstrate how it is done. I will ask students to give us a school-appropriate
topic, and then proceed to talk to the volunteer student about that topic for a minute, staying focused on the
topic and remaining civil. I will then ask the class what they noticed about our conversation: How did it go?
What made it civil?

I will tell students that we will model the strategy together before they do it more independently. I will tell them
to pull up an article posted on Canvas titled “What is Fascism?”. I will tell students to read the first 3
paragraphs, ending before the header “What does Fascism mean?” and to give a thumbs up when they are
finished reading. When every student is finished, I will tell students to turn to the person sitting closest to them
and to take turns sharing what they think about the text. As students are doing that, I will walk around and
listen to each group to make sure they are staying on topic and engaging in civil discussion. After two minutes,
I will call on students to share their ideas with the class. Before moving on, I will ask students if they feel
confident doing this activity and clear up any confusion.
During: Lesson Progression Reading Strategy: I will tell students that we will be seeking to make sense of the text, and subsequently
In this portion of the lesson, you will understand fascism, by using our reading strategy. I will inform them that this will work by breaking up the
be letting go and letting students document into sections. If students feel confident enough, I will tell them to continue reading up to the header
engage in productive struggle; “How do fascists come to power?” When students are finished reading, I will tell students seated in odd-
engaging in gradual release (“I do, we numbered rows to move to speak to the next closest classmate facing the board. They will proceed with their
do, you do”), inquiry, guided or discussion of the previous section like normal, then share with the class, and continue shifting partners after
independent practice, or other each section.
learning methods. Please write what
you are looking for in terms of: I have the remaining text sections broken up like this:
● Students’ thinking and how Stop at: Stage three: Gaining power via right-wing partnerships & Does Fascism Exist Today?
they will start the lesson.
● Provide appropriate support Some sections may have challenging words for some students: so I will always ask students if they were
(not explaining how to do it). confused by anything in the text before we engage in the class discussion.

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 ● Provide worthwhile
extensions.
● Provide opportunities for
students to engage in using
the academic language.
This is where you will be suggesting
or modeling specific strategies
and helping students choose which
strategy makes sense to them.
However, you must make sure ideas
come from students.
Closing: Wrap-Up and Extension When students have finished reading, I will tell students to stay in the seats they are in to continue with the
End the lesson with a final review of lesson. I will announce we are going to transition into a more guided class-wide discussion regarding the
key ideas and knowledge. This is reading, without consulting our partners.
where you have students talk about
their thinking and share strategies To start, I will ask the class: “Based on what you thought was important, heard from your classmates or
with the whole class. It’s important partner, what is fascism?” I will let students discuss and respond to each other until they start to veer off-topic.
to name strategies and use academic
vocabulary here, extending the lesson I will then ask, “Do we have to be worried about fascism today?”
to broader ideas.
● Promote a community of “What is the most defining characteristic of fascism?”
learners.
● Listen actively and probe “What is the most important lesson we can learn from fascism?”
thinking without evaluating
or telling them how you “Would you add anything to our list on the board? Remove anything?”
would do it.
Summarize main ideas and identify
future problems that they would be
able to solve using the thinking you
have discussed. Provide a brief
preview of what the next lesson will
include.

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 Curricular and Instructional Access to Canvas
Resources or Materials
- List and provide a brief rationale What Is Fascism.docx
for all necessary lesson resources and
materials. If not original, cite the
source.
- Attach/link a copy of all materials
the teacher and students will use
during the lesson; e.g., handouts,
questions to answer, slides,
worksheets, and so on.
Supplies, Equipment and
Technology
- List all other supplies that need to
be available.

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