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Source of Evidence: Lesson Plan: 1. Learning Target(s) /objectives (1C)

The lesson plan aims to teach students about the causes of the French Revolution and the three estates of France. Students will complete a chart analysis of the three estates, take notes during a lecture, and analyze phrases from the Tennis Court Oath worksheet to understand different viewpoints within the third estate. Formative assessments during the lesson include the chart analysis, note-taking, and worksheet to check students' understanding of the key concepts and ability to analyze sources related to the French Revolution.

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63 views2 pages

Source of Evidence: Lesson Plan: 1. Learning Target(s) /objectives (1C)

The lesson plan aims to teach students about the causes of the French Revolution and the three estates of France. Students will complete a chart analysis of the three estates, take notes during a lecture, and analyze phrases from the Tennis Court Oath worksheet to understand different viewpoints within the third estate. Formative assessments during the lesson include the chart analysis, note-taking, and worksheet to check students' understanding of the key concepts and ability to analyze sources related to the French Revolution.

Uploaded by

api-360933060
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Source of Evidence: Lesson Plan

Name: Haley Pettit Date of Observation : 12/1/15 Cycle: 1


Ages/Grades Number of Number of Number of Number of
of Students in Students Gifted Students
Students: 15-16 Class: 21 having IEP: 2 Students: 0 having ELL: 0

Lesson Title: The French Revolution: How and Why?

1. Learning Target(s)/Objectives (1C)


List the lesson learning target(s)/objective(s) [connect each target/objective to the appropriate state curriculum/content area
standards.
1. I can understand the causes of the French Revolution
2. I can identify the members of the Three Estates in France.
These two standards relate to Kentucky State Standard 2.20: Students understand, analyze, and interpret historical events,
conditions, trends, and issues to develop historical perspective.

2. Pre-assessment (1F)
Describe the pre-assessment(s) used to establish students baseline knowledge and skills for this lesson.
The pre-assessment used for this unit is in the form of an illustrated dictionary. In the illustrated dictionary, the students must
first fill out what they know first, and then fill out the rest using the glossary of the class textbooks. Additionally, the students
fill in the significance of each term. I use this to assess if students are familiar with the terms, and whether they are able to
explain why the terms are important. If the students are familiar with the content but are unable to analyze the term, then I
use this data to assess how I will teach my lessons in terms of content and analysis of content.

3. Formative Assessment (1F)


Describe and include the formative assessment(s) to be used to measure student progress during this lesson.
For this lesson, the formative assessment is a chart analysis and their notes they take during the lecture. They also will have a
worksheet where the students will analyze the Tennis Court Oath. In the chart analysis, they are given 3 different circle
graphs that represent the 3 Estates in France. They will have to use the chart to answer the questions.

For the notes, they are to take notes based on the lecture. In the lecture, the students are to write down what the teacher says,
as the PowerPoint slides are mostly pictures that correspond to the content. The notes show whether or not they are able to
assess what information they need to write down from the spoken lecture.

In the worksheet where they analyze the Tennis Court Oath, the students will have a list of phrases from different people
from the third estate that all want the same thing (a constitution), but for different reasons. They have to choose which group
of people would say a particular phrase.

4. Resources (1D)
Identify the resources including appropriate technology needed for the lesson.

Powerpoint, computer, copier, projector, whiteboard.

5. Lesson Procedures (1E)


Describe the sequence in which the differentiated strategies/activities and/or assessments will be used to engage your
students and facilitate attainment of the lesson objective(s) and promote higher order thinking.

1. Greet the class and tell them they will start the French Revolution today. Start by giving out the Three
Estates Chart Analysis and tell them they will look at a chart to introduce the content. Give the students 15
minutes to finish this worksheet.
2. As students are finishing, stamp the students paper to verify they finished in the appropriate amount of
time.
3. After the 15 minutes are up, instruct the students to get out a piece of paper and label it The French
Revolution. Remind the students that during the notes, they have to write down what the teacher says, not
what is on the PowerPoint slide.
4. Use the lecture notes provided if needed.
5. When the lecture gets to the slide about the Tennis Court Oath, stop the lecture and hand out the Tennis
Court Oath Worksheet. Read the directions out loud and explain thoroughly.
6. Give students 15 minutes for this activity. Circulate and help when needed. Encourage students to stay on
task.
7. Go over the worksheet. Call on students to tell the class how they found their answer.
8. Collect the Three Estates Chart Analysis and hand out the Two Viewpoints Homework. Tell the students
their homework is due next class period.

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