UMF Unit-Wide Lesson Plan Template

Name: Caitlyn Hall Program: Secondary Education Course: EDU460

Social Studies Student Teaching
Lesson Topic / Title: Senior Seminar; Flag Day 2 & Free Choice Small Group Large Group
Current Event (circle one)
Lesson Date: October 17, 2023 Lesson Length: 75 Minutes Grade/Age: Grade 12

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning
(Write 2 objectives that are clear, attainable, measurable, (Connect developmental goal with
and age/content appropriate. Start with “Children will”) learning objectives)

Children will be responsible and involved citizens I chose this objective because it is
important for students to know what is
happening in the world around them,
and even more so when the U.S. has
connections to current events. Students
need to be involved citizens, not only to
things that apply to them, but issues
that apply to other people around the
world, as they will be exposed to
controversial issues.

I chose this objective because it is

Children will be clear and effective communicators important for students to communicate
in clear and effective ways to get their
points across to those whom they are
talking to. Being clear, and straight to
the point, with effective
communication skills such as
effectively supporting one’s opinion by
knowing all sides to a topic. Students
will have to communicate their needs,
beliefs, and issues effectively and
clearly to many counterparts of jobs.

Children will be integrative and informed thinkers I chose this objective because it is
important for students to be informed
of political issues (current events) that
are happening around the world, and in
the United States. Students should be
able to build the ability to face and
discuss controversial topics, amidst
 tension, and opposing ideas, as well as
understand and integrate opposing
sides into the student’s debate. This
will allow students to strengthen
debates, as well as be able to face
controversial intense conversations
they will face outside of school.
Content Standard(s) Instructional Decisions / Reasoning
(Identify MELDS domain, element, and indicators aligned (Clearly explain the relationship
with objectives) between MELDS and learning
objectives)

This standard was selected because it

Students draw on concepts and processes using primary aligns with both the learning sequence
and secondary sources from history to develop a historical and learning objectives. Students need
perspective and understand issues of continuity and to be able to identify and understand
change in the community, Maine, the United States, and major historical eras and understand
the world. themes in U.S history. Students also
need to be able to analyze and critique
History 1: Students understand major eras, major varying interpretations of historical
enduring themes, and historical influences in the United issues. Students are expected to be able
States and world history, including the roots of democratic to use sources to support their opinion
philosophy, ideals, and institutions in the world by on several different topics and
controversial aspects in history such as
(F2) Analyzing and critiquing major historical eras: major political leaders, their public opinions
enduring themes, turning points, events, consequences, on laws and amendments, regulations
and people in the history of the United States and the and deregulation of businesses, and
implications for the present and future. foreign policies. These aspects of being
a clear, effective communicator will
also benefit future conversations that
may not highlight historical topics but
help students build strong
communication skills when addressing
bosses or hiring committees. An
integrative and informed thinker seeks
information and builds their opinion
with evidence, this will be beneficial in
many aspects of these students’
futures, not only in their educational
careers, but also as a parent, leader, or
boss.

History 2: Students understand historical aspects of unity This standard was selected because
and diversity in the United States, the world, and Native students need to be aware of different
American communities by diverse cultures and their historical
impact on United States History, as well
as World History. Current event topics
(D1) Identifying and critiquing issues characterized by are critical for students to be
unity and diversity in the history of other nations, and responsible and involved citizens. With
describing their effects, using primary and secondary a large current event, taking place days
sources before class, the Isreal War, it was
decided that students should be able to
ask questions and have reliable
answers, with no misinformation.
Students are expected to be able to be
active members of society and be
aware of influential events. This
current event also aligns with the
learning sequence, as videos of
countries burning Israeli or Palestinian
flags lead an important conversation
with students. The purpose of this
lesson is to allow students to build
their opinion on Flag desecration, by
exposing students to current and past
issues on the topic.
Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
(How will you assess the children’s progress on your (Indicate formative/summative
learning objectives? How will the assessment results be assessment. How will analysis of this
used?) data inform instruction)

Classwide Conversation Formative

The conversation aspect of this class is
a critical aspect to assess, as they are
required to participate in a Socratic
Seminar. This Student-led discussion
highlights all aspects presented within
the unit.
This classwide conversation is
monitored and structured with
questions and prompts to get the
students thinking of how they feel
about a topic, and events related to the
topic. Monitoring how students engage
with one another, and the content
provided is assessed and graded
through their works of habit grades.
The classwide conversations also help
the teacher gauge where students are
in understanding these large
controversial topics. This also allows
the students to ask the teacher and
other students questions, and
oftentimes times students will go back
and forth conversing about the topic,
trying to understand an opposing
opinion.
 Data
This assessment will be used as a way
to determine student engagement, and
ability to converse with other students
about these topics in a respectful
manner and determine students’
understanding of the topic.
Monitoring students through these
conversations, allows the teacher to
determine if any topics need to be
expanded, based on misunderstanding
or students’ eagerness to learn more
about the topic at hand. This
assessment also allows the teacher to
determine what aspects of a respectful
discussion need to be taught, such as
waiting turns, using respectful
vocabulary, etc.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and/or Technology Instructional Decisions / Reasoning
(Include list of all materials, resources, handouts, and (Include sources of information such as
technology needed to implement activity) websites and books)

Laptop;
Laptop
● Attendance
● Needed for the teacher to play
video/show photos
● Help to have all
students on the same
information builds
more understanding
through embedded
imagery and videos
● Students will use
laptops for Monument
assignment
■ To both do
research, by
finding an
article online
■ And to answer
the questions
in the
assignment
Projector
Projector;
● Used for students to see
video/photos
 ○ This will provide
imagery to show
students what we are
talking about
○ History of the U.S. Flag
○ Flag burning
○ What does the
confederate flag look
like

Google Classroom Google Classroom

● This is for students to
complete the assignment listed
below, students will submit
work onto google classroom

Find A Monument Find A monument

● This assignment will allow
students to use their skills in
analyzing text
● Students will need to look
online, for a reliable source,
that discusses a monument
that was taken down between
2028-2023
● Students will need to
summarize their findings
Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
(Show the plan and sequence of your lesson that is (Include questions you will ask and
connected to the objectives including; introduction, steps of vocabulary you will introduce)
activity, description of what the children are doing, closure

Attendance (5 min.) Attendance

● Taking attendance after the final bell ● Greeting all students
● Talk with students briefly about the day ● I check in on how they are
feeling to see if I need to make
any modifications to activities
during the class
● Taking attendance and noting
who is not in class
● Passing out work that students
have submitted
● Reminding students of work that
is late
Intro (Agenda) (7 min.) Intro
● Go over what we are doing for the day ● Going over the agenda will
● Remind students of what we did previous class allow students to prepare for
● Transition students into work time what's to come in class that day
● Phone's away ○ Warning; COntroversal
● Something to write with topics
● Remind them of expectations ○ Please be respectful of
● Explain students other students’ opinions
○ If you believe
someone’s opinion is
based on ‘uneducated’
points, please ask
questions and defer to
try and understand
opposing
views/comments
● Students will know what they
expected to complete that day
○ have a respectful,
meaningful
conversation with
classmates
○ They should all be
engaging in
conversation
● Phones away
○ to be active respectful
listeners

Current Event Conversation (10 Minutes) Current Event Conversation

● Ask students if they have any
questions about the ongoing
war in Isreal
○ Between isreal,
palistine and the
exremest group
Hamas

Classwide Conversation (40 minutes) Classwide conversation

- At this time I will guide the conversation with ● Kneeling during the national
court cases, events, statiticts and questions anthem
- Students are allowed to interject at any point of ○ Collin Kaepernick
the conversation ■ 2018
- While im talking and when others are ■ Opression on
- In a respectful manner Black
- For clarifying questions or to answer community
questions ○ Megan Repino
■ 2016
■ Equil Pay
○ Kittery soccer team
■ 2017
■ Systemic
rasism
 ○ Do you think it’s okay
that these people
kneeled during the
national anthem for
these issues?
○ Should they be
allowed to do this?
○ Why would they do
this on this platform?
○ Should they not be
allowed to do it when
in connection to the
sport, wait until they
are on their own time?
■ Would it have
the same
effect?
○ NFL
■ Being paid a
lot of money
■ Public stage
■ Previously
stated that
kneeling
wasn’t
allowed
■ It’s a job
■ Private
business
○ Social Media
○ How has social media
played a part in these
protests and
movements?
○ If Colin Kaepernick
was kicked off the
team for this would
that look for the NFL?
■ Is that why
the NFL
changed its
stance on
kneeling
during the
national
anthem?
○ Do you think it’s okay
for people to kneel
during the national
anthem?
● Sitting for the national anthem
or pledge
 ● monuments being taken
down/that have been taken
down

Find A Monument Assignment (18 min) Find A Monument

● Students are expected to find a
news article about a
monument that was taken
down between 2028 and 2023
● They are expected to find a
reliable source (not wikipedia)
● Stdietns will answer questions
such as;
○ when was the
monument moved
○ what was the name of
the monuments
○ why was it removed
○ who wanted it
removed
○ where was the
monument
○ what does the
monument represent
○ where did you find
this information
● Students will be expected to
summarize what the article is
telling them, in their own
words
● If work is not completed in
class, they will be assigned it
for homework

Closure (2 min) Closure

- Remind students what we will
be doing next class
- Watching a
documentary on 9/11

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations) (Discuss your reasoning for including
(How will you meet the needs of all the students who need specific activities or strategies; special
more or less challenge?) needs, age differences, cultural diversity,
etc.)
Adaptations/Modifications
- Having the agenda written on
- The agenda will be written out on the board, and I
will read out and explain what I have written the board will allow students to
- All work will be paper, but students will have the prepare for the class for what we
option to use technology will be doing
- Adaptations will be available to
all students (no matter the
 circumstance)
- Speech to text
- Reflection piece
- Students have the
option to to do this on
google docs
- remind students
spelling is not as
important as getting
their opinion down on
paper, and for it to be
understandable

Students missing prior knowledge needed for success in

- Information will be integrated
this lesson
into lesson
- Such as vocabulary definitions
- More explanations on topics
students are unaware of/do
not understand completely

- Allowing students more

Extended time processing time
- two students in particular
needs more time to process
prompts
- Calling on these students last
- Students who do not raise
their hands are not called on

- One student needs to be able

Ability to move frequently to get up and move frequently
- Attention is not brought to this
studnet in these times
- Arranging seating so student
can walk in the back of class
(by my desk), will allow them
to stay concentrated to class
work

Students who are absent - These students are expected to

come to me, for my note
outline
- Students are not expected to
take notes
- The note outline will
allow them to see
what was discussed in
class, and be prepared
for the next discussion
 - This allows students
to have the previous
knowledge their
classmates have
- Allows for more
success in future
seminars

Field Course Only – Post-lesson

Reflection
(Produce a thoughtful reflection addressing the following: strengths of the lesson and areas for
growth; evidence of student learning and interpretation of assessment results. Consider the
following questions:
● Did the students meet the objective(s)/learning goal(s) of the lesson? How do you know?
● What does your assessment data tell you?
● What went well?
● What would you change?
● What did you learn? How will this impact your next lesson?
How many students met the objective(s)? Partially met? Did not meet? After analyzing the
assessment data what will you do to help ALL students meet the objective(s)?)

Student A- The student did participate in the classwide discussion. This student
stated their opinion on whether or not people in the public eye should be able to
kneel during the national anthem. They believe that anyone should, and it may be
even more powerful for someone in the NFL to do it.
Student B- The student did participate in the classwide discussion. This student
believed that members of the NFL should not be able to kneel and that it is
disrespectful to the armed forces. This student stated that Confederate monuments
should be able to be kept in museums, not out in the public, as they get destroyed.
Student C - The student did not participate in the classwide discussion.
Student D- The student did not participate in the classwide discussion.
Student E- The student did not participate in the classwide discussion.
Student F- The student did participate in the classwide discussion. This student
stated that they had mixed feelings about people kneeling for the national anthem,
That they would not do it themselves, but believe that if someone thinks they need
to, then they should be able to. This student also talked a lot when we began
discussing Confederate monuments, and how they are largely only in the southern
states.
Student G- The student did participate in the classwide discussion. This student
stated that Confederate monuments and Confederate flags should be kept up. That is
an important part of history, and they are not necessarily sending messages of
segregation and slavery, but that these monuments show how the U.S. has changed,
and become better.
Student H - The student did not participate in the classwide discussion.
Student I- The student did not participate in the classwide discussion.
Student J- The student did not participate in the classwide discussion.
Student K- The student did not participate in the classwide discussion.
Student L- The student did participate in the classwide discussion. This student
stated that monuments of this nature should be removed, that they could represent
the terrible times of the U.S. Putting up different monuments could be more
beneficial, instead of those who were in the confederacy, or depictions of slaves at
the feet of their owners.
Student M- The student did not participate in the classwide discussion.