Claflin University



Claflin University

School of Education

Reflective Lesson Plan Model

Candidate Jayuntay Williams Date 4/4/2011

Course Number & Name EDUC 450- Professional Clinical Practice

Part I: Planning

|Title of Lesson |ABSOLUTE MONARCHIES AND THE EXPANSION OF CONSTITUTIONAL GOVERNMENT |

|Length of Lesson |How much time will I devote to this lesson? |

| |60minutes |

|Source |Is this lesson my original idea? If not, from what source did I borrow this lesson? |

| |SC PACT Coach, SC Reinforcement Guide |

|Subject Area(s) |World History |

|Grade Level |7th |

|SC Curriculum Standards |Standard 7-2: The student will demonstrate an understanding of the concept of absolute |

| |monarchies and |

| |Constitutional government in the seventeenth and eighteenth centuries. |

| |Indicator 7-2.1 Summarize the essential characteristics of the limited government in England |

| |following the Glorious Revolution and the unlimited governments in France and Russia, including|

| |some of the restraints placed upon a limited government’s power and how authoritarian and |

| |totalitarian systems are considered un-limited governments. |

| |Indicator 7-2.2 Summarize the ideas of the Enlightenment that influenced democratic thought and|

| |social institutions throughout the world, including the political philosophies of John Locke, |

| |Jean-Jacques Rousseau, and Baron de Montesquieu. (P, H) |

| |Indicator 7-2.3 Outline the role and purposes of a constitution, including such functions as |

| |defining a relationship between a people and their government, describing the organization of |

| |government and the characteristics of shared powers, and protecting individual rights and |

| |promoting the common good. (P, H) |

|Description of |What will students experience during the lesson? Give a brief description (abstract) |

|the Lesson |This lesson is a review of SC Academic standard 7-2. This was identified as a power standard |

| |to be addressed in order to help the students recover their knowledge about early forms of |

| |government. The students will recall that absolute monarchies gained power and that they had |

| |unlimited government control. There were also limited governments during this time, meaning |

| |the church and nobility had some influence in the operation of the government. The students |

| |will also recall the influences of philosophers during the Enlightenment period that influenced|

| |American ideologies. Such ideologies included the influence of the US Constitution, democracy,|

| |and US Declaration of Independence. |

|Background Information |What content will be taught? Report on the content. |

| |The students will recover their knowledge of limited and unlimited governments in Europe. The |

| |students will understand that unlimited governments gave full power to the king or queen. In |

| |limited government systems, the church and the nobility still had some influence in the |

| |operation of the government. The students will learn that absolutism gave full power to the |

| |ruler. It will be discovered, once again, that absolute monarchies became obsolete and there |

| |was a shift to constitutional government. Enlightenment Age philosophers were influential in |

| |the lives of the people and government. Their ideals were the foundation of the daily lives of|

| |people being influenced by their government. The philosophers believed that the people had a |

| |direct effect on the government and they ultimately shaped the government. The philosophers of|

| |contribution are John Locke, Jean-Jacques Rousseau, and BARON DE MONTESQUIEU. These |

| |philosophers, in individual ways, influenced democracy, natural rights, separation of powers, |

| |the constitution and the declaration of independence. Lastly, the constitution was outlined |

| |and it’s most important purposes. It was noted that a constitution should be effective one can|

| |never outline all needs of humans and the government into a single document.      |

|Teacher Materials |What do I need to teach this lesson? |

| |Computer, SC PACT Coach Book, SC Reinforcement Guide |

|Student Materials |What do students need to participate in this lesson? |

| |Paper, pencil, notebook |

Part II: Objectives & Assessment

Write each performance objective and assessment in the appropriate box of the revised Bloom’s taxonomy table

COGNITIVE PROCESS DIMENSIONS

| |Remember |Understand |Apply |Analyze |Evaluate |Create |

|Factual Knowledge |Objective: |Objective: |Objective: |Objective: |Objective: |Objective: |

| |      |DESCRIBE THE IDEAS OF THE |DESCRIBE THE ROLE AND |      |EXPLAIN THE CHARACTERISTICS OF |      |

| |Assessment: |ENLIGHTENMENT AND THE EFFECT OF |PURPOSES OF A CONSTITUTION. |Assessment: |LIMITED GOVERNMENT IN ENGLAND AND |Assessment: |

| |      |THE CHANGES ON THE DEVELOPMENT OF|Assessment: |      |UNLIMITED GOVERNMENT IN FRANCE AND |      |

| | |DEMOCRACY. |The student will answer | |RUSSIA. | |

| | |Assessment: |several questions within the | |Assessment: | |

| | |The student will answer several |PowerPoint and receive points| |The student will answer several | |

| | |questions within the PowerPoint |for mastery. | |questions within the PowerPoint and| |

| | |and receive points for mastery. | | |receive points for mastery. | |

|Conceptual Knowledge |Objective: |Objective: |Objective: |Objective: |Objective: |Objective: |

| |      |      |      |      |      |      |

| |Assessment: |Assessment: |Assessment: |Assessment: |Assessment: |Assessment: |

| |      |      |      |      |      |      |

|Procedural Knowledge |Objective: |Objective: |Objective: |Objective: |Objective: |Objective: |

| |      |      |      |      |      |      |

| |Assessment: |Assessment: |Assessment: |Assessment: |Assessment: |Assessment: |

| |      |      |      |      |      |      |

|Metacognitive Knowledge |Objective: |Objective: |Objective: |Objective: |Objective: |Objective: |

| |      |      |      |      |      |      |

| |Assessment: |Assessment: |Assessment: |Assessment: |Assessment: |Assessment: |

| |      |      |      |      |      |      |

Part III: Implementation

|Pre-assessment |How will I find out what students already know about this topic? When will this occur? |

| |The students will engage in group conversations on one of the 3 indicators, listing the things |

| |they know about the indicator. |

|Motivation |What will I do to make a connection between students and this lesson? |

| |The students will be rewarded for their attentiveness and for their mastery of each of the |

| |questions given for each indicator. the questions will be read from the SC PACT Coach Book. |

|Statement of Purpose |What will I say to explain the importance of learning this lesson? |

| |The purpoose of this lesson is to help the students recall the information taught during the |

| |1st 9week period. The students will be able to understand how important early events and |

| |ideologies in history influenced America as we know it today. |

|Procedure |Step by step and in detail, how will the lesson proceed? How much time will I devote to each |

| |step? |

| |The students will… |

| |-Come into class and take their seats. |

| |- be asked several questions within their groups and share their response to open the day’s |

| |lesson. |

| |-The students will engage in a PowerPoint presentation. |

| |- answer several questions within the PowerPoint to assess their retention of knowledge. |

| |-If time is permitted, complete several independent practice questions, formulated by each |

| |other. |

|Student Diversity |How will I address the needs of students who have already mastered the content? What other |

| |student differences will I accommodate in this lesson and how will I accomplish this? Be |

| |specific. |

| |Within the cooperative learning groups, the students will work together to help clarify any |

| |misconceptions or misunderstandings that their peers may have. the students will discuss all |

| |questions and topics addressed before consulting the teacher. It has been noticed, through |

| |observation, that the students help each other a great deal. With the diversity of views and |

| |formation of thoughts, the students are able to influence and teach their peers. |

|Closure |How will I conclude the lesson and relate it to future experiences? |

| |The students will give a synopsis of the standard, in preparations for their mini-assessment to|

| |be given tomorrow (4/5/11) |

|Extension Activities |What can students do at home or in the classroom to apply the knowledge or skills? |

| |The students will talk about the rules in which their lives are governed and discuss if they |

| |agree with them or would change in governmental rule or law. |

|Technology |How is technology applied meaningfully to this lesson? |

| |The computer will be used to display a powerpoint so that the students not only receive audio |

| |instruction, but they receive visual instructional aid. |

Part IV: Reflection

|Strengths |Describe the strengths of my instructional techniques, strategies, and classroom management. |

| |The students participated in the lesson by sharing things they remembered and by brainstorming |

| |what could have happened if the rule of the monarch was opposite of what he or she possessed. |

| |the students also answered several recall questions. |

| |Describe the strengths of student engagement. |

| |The students were motivated to answer questions posed by the teacher in an attempt to earn bear|

| |points(10 points) to make an 80 or better in their group for the day. the students are more |

| |attentive and take more detailed notes because they hope to gaint the most points possible. |

|Weaknesses |Describe the weaknesses of my instructional techniques, strategies, and classroom management. |

| |The students did not have as many activities to complete in their groups because this was a |

| |review. I felt as if the students did not need extensive, detailed activities to aid in the |

| |review. |

| |Describe the weaknesses of student engagement. |

| |The students looked to their peers to gain more insight on the distinction between limited and |

| |unlimited rule. This took some of the focus away from the lesson that was planned. |

|Suggestions for Improvement |What specifically can I do to improve? |

| |This lesson was a review, planned by the other 7th grade social studies teacher and I, to be |

| |completed in one day. this lesson could have been improved with more examples of limited and |

| |unlimited rule. More examples would have eliminated some of the questions that the students |

| |had about the power of a monarch who possesses limited or unlimited power. |

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KNOWLEDE

DIMENSIONS

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