Instructional Plan Title

This history course seeks to educate eighth-grade students about the American Revolution. The full course of the hostilities will be covered, including the pivotal engagements, pacts, leadership, and tactic adopted.

The history class for eighth graders will be present in the classroom. This includes the pupils' capacity to learn about and comprehend how the American Revolution affected both the past and the present.

State and national learning standards: According to the California standard, there should be a historical and cultural context which helps the students to visualize and be able to have a creative expression of the same. It should also have an aesthetic value and the connections, applications, and relationships should also be included.

Specific learning target(s) / objectives:

By the end of this lesson, all the students should have a clear concept about the revolutionary war and all its impact in the states that were affected.

The students should then be able to answer any related question and to write brief essays on the same.

Teaching notes:

The eighth-grade textbooks that are recommended should be the primary teaching aid. Example of this book is ‘The Essentials of Social Studies’ by Charles J. Shields

Videos will frequently be used to illustrate the concept of this war. This will help the students to visualize what it really means.

Agenda:

For the introduction, the teacher will explain to the students the real effect of the war and then use the recommended book to teach. The teacher will further ask every student to participate by asking random questions to any students.

Formative assessment:

The teacher will use oral assessment and written assignments to gauge whether the teaching and learning objectives have been achieved.

Academic Language:

Key vocabulary:

Causes of revolution

Causes of the American revolution

Effects of the revolution

Growth of a nation

Short heard round the world

Understanding conflict

Function:

The topics will help the students to understand what revolutionary war means. This will help them understand history better.

Form:

The structure will flow from the causes to conflict resolution and from the known to unknown terms which will, in turn, enable the students to build on the already existing knowledge.

Instructional Materials, Equipment and Technology:

The teacher will be using pictures showing some of the machines and the battlefield in the era. This will give them pictorial images on their brains so as not to be confused.

Audio tapes will be used to aid their listening capabilities. Audios will constantly be replayed for them to grasp what the voice is saying and internalize the information.

Students will finally be introduced to video recordings that will help them to understand the whole concept and the intensity of the war.

Power point slide shows may be used to explain some of the written archeological books that cannot be shared by every student.

Grouping:

The students will be grouped into several groups that will consist of an equal number of students in each group. This grouping will enhance a fast catch up to their peers by having them help one another. Groups will also lead to a competitive spirit which will, in turn, cause a faster understanding.

II. Instruction

A. Opening

Prior knowledge connection:

Taking into account their previous history about the war, all the misconceptions and doubts will be excluded and detailed facts will be given to the students.

Anticipatory set:

This lesson will help the students understand their previous world and why some of the rules from the constitution were formulated and how they impact their present life.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

1 teaching materials will be introduced by the teacher.

2 From the prior knowledge, the teacher will want to know what the students already know.

3 The teacher will provide detailed information regarding revolutionary war to these students

4 The teacher will use the picture and group students to increase their understanding on the topic.

5 The teacher will finally engage students by asking a question regarding the topic to determine students understanding of the concept.

1 Students are required to observe and listen to the activities done by the teacher.

2 The things learnt should be mentioned and explained by the students.

3 The students will observe the pictures and listen to the audio to determine factors that relate to the topic.

4 The students will answer the teacher’s questions based on their understanding of the topic taught.

Accommodation strategy will be used by the teacher by grouping the needy students based on their learning ability.

Secondly, the teacher will use visual materials such as the picture to bring about a clear understanding of the concept.

Audios and videos are to be projected to enhance faster learning.

III. ASSESSMENT

Summative Assessment:

To understand what the students have grasped, their discussion must be evaluated. To know whether the students have understood, oral questions must be presented. Based on how the students’ performance on their homework task, the teacher can establish the students that have understood the concept.

Differentiation:

The academically needy students will also be assessed based on their performances in the groups’ activity as well as their homework which is individual in nature.

Closure:

The first instance is that the students should have some discussions regarding the pictures in the classroom which will provide them with an opportunity to share what they have learned as well as learn from others. Lastly, the students will read and write essays that will test their understanding.

Homework:

Students should be able to state and explain some of the words that will be taught in the classroom. They should also write some essays to test their understanding. By doing this, the students will be applying the learned knowledge into their day to day situations.

Rationale

By using the backward design model that was taught, an educational curriculum design was created by choosing the forms of assessment and instructional methods that are to be used before setting up the goals (Wiggins, G. P., & McTighe, J. (2005). This will be able to align with the California state standards that have been set and it will follow all the rules of the national standards. This is the study that will help the students to learn from the previously mislead facts to all the right information that they may be faced with. Using the backward design knowledge, the three steps which are first to identify the desired results, then determining the acceptable levels that support these desired results forming a culminating assessment and finally designing the activities that will make the desired result happen was followed all through. Technological integration during the study is also an essential aspect of modern teaching that helps the student to understand what they are taught easily and faster (Brewer, A. G., & Brewer, C. A. (2003). During the course of the lessons, there are random questions that will be used to explain the students understanding in regards to the topic thereby increasing the learning objectives. By so doing, the teacher will be able to gauge the knowledge that the students have already acquired (Moore, K. D. (2014). Finally, the homework that is handed to these students will have a great influence on how much the students have grasped and it will reduce the teaching time, therefore, accomplishing the work done in the estimated time (Danielson, C. (2014).

References

Brewer, A. G., & Brewer, C. A. (2003). Technology integration in the 21st century classroom. Eugene, OR: Visions Technology in Education.

Danielson, C. (2014). The framework for teaching: Evaluation instrument.

Moore, K. D. (2014). Effective instructional strategies: From theory to practice.

Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.