Secondary Lesson Plan Template

Topic: U.S.-Taiwan Relations in the 1950sGrade Level: 12

Length of class: 50 minutes

LEARNING GOAL/PURPOSE (What is the overall goal/purpose of this lesson)?

To help students understand the importance of the foreign relations of the United States in the 1950s.

LEARNING OBJECTIVES (What will students know or be expected to do in this lesson? Use verbs from Blooms Taxonomy):

Students will:1) Learn how the United States engaged in foreign affairs throughout the 1950s.2) Work in groups to boost literacy skills.

STANDARDS (What national or state standards will you address?):

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Distinguish among fact, opinion, and reasoned judgment in a text.

RESOURCES/MATERIALS NEEDED (What materials and resources will I need in this lesson?):

Article (Taiwan: Yet Another Cog in the Containment Machine)

PLAN for LEARNING (How will you organize student learning in this lesson?

LESSON SEQUENCE & PACING (How will I organize this lesson? How much time will each component of the lesson take?)

1. Pass out article Taiwan: Yet Another Cog in the Containment Machine.

2. Split the class into groups of 4.

3. Each group will be assigned a section of the article to read.

4. Have students practice group reading and annotation skills while reading their section.

5. Have them show each other how they annotated and what they annotated.

6. Students will sum up the main take-aways and main ideas of their section of the reading and write at least 3 down on a piece of paper.

7. Each group will share with the others so that the full picture of the article is attained.

8. End with group discussion of the topic and why it is important.

ACTIVATE/ENGAGE(How will I engage students in learning or prepare students to learn by activating/building up their prior knowledge?)

Ask a question, think-pair-share activity, Anticipatory set activity, checklists, quick write, cooperative learning activity, inquiry-based task, carousel activity, KWL, circle map, show a video clip, do a demonstration, tell a story, quiz, thumbs up, fist-to-five, etc.

ACQUIRE/EXPLORE/APPLY(How will I help students acquire and apply new knowledge and skills?)

Lecture, demonstration, guest speaker, inquiry-based activity, text analysis, discussion, debate, simulations, skits, project-based learning, jigsaw activity, cooperative learning activity, flexible grouping, learning center rotation, research activity, etc.

ASSESS/CLOSURE/BRIDGE(How will I assess my students understanding or provide closure in the lesson?)

Selected Response (Test, quiz, exit slip)Products from Performance assessment (Skit, role play, dramatization, debate, cooperative learning, project, student-inquiry)Written Communication (Short-answer, journal entry, bulleted response, essay, exit slip)Personal Communication (Questions, DiscussionInterview)