DEPARTMENT OF EDUCATION AND TEACHER DEVELOPMENT

CLINICAL TEACHING
DIRECT INSTRUCTION

ED 478: ADVANCED SUPERVISED TEACHING: X

Candidate: Sierra Dasher Date:

11-1-2017

Content Area: Social Science Grade Level:10th

Subject Matter: World History

Lesson Content Description: Students will be starting a unit

about Imperialism, and they will be learning about the five
different motives for imperialism. They will also be receiving
their vocabulary words for this unit, and they will be assigned
their visual vocabulary homework.

Instructional Strategies/Method of Delivery:

PowerPoint
Socrative
Flocabulary

Common Core Standard: (CA State History Frameworks)

Why did imperial powers seek to expand their empires? How did colonization work?
How was imperialism connected to race and religion?
Governments in industrialized nations also viewed overseas expansion as a means
to strengthen their own global strategic position. The development of more
advanced firearms, transportation, and communications than nonindustrial societies
paved the way for a wave of imperialism.

Common Core Lesson Objective:

Students will be able to identify the motives of imperialism through a graphic organizer and
Exit Ticket response.
 Assessment:
Formative: Students will be assessed on whether they can identify which motive would
be most influential during the imperialism age in an Exit Ticket response.

Lesson/Assessment Modifications: ELL: visual aids and drawing a quick sketch to

remember each motive
Special Needs: agenda to provide instructions and structure to lesson; graphic
organizer to help organize their information clearly

Technology: Describe the types of technology you will be utilizing in your lesson to
create and enhance instruction
CNN 10- Daily Opener video for current events
PowerPoint- visual aid for students to fill out graphic organizer
Flocabulary- music video that uses the vocabulary words from the unit
Online Textbook- for students to be looking up their vocab definitions
Socrative- a digital Exit Ticket response that reflects on the lesson

LESSON PREVIEW PRIOR TO TEACHING

Prior knowledge required for this lesson/objective success

Students will connect their learning from the Industrial Revolution to better
understand the new unit on Imperialism.
Review sub-skills required for this lesson/objective
Cause and effect analysis
Critical thinking

June 2014
LESSON PRESENTATION

INTO

Step-by-Step Anticipatory Set/Orientation

Agenda and instructions are on the screen as students walk into classroom
Students will watch a CNN 10 current events video for their daily opener, and they
will write their personal reaction and summary about the CNN 10 video on a
document in Google Classroom.
Then, I will introduce the new unit on Imperialism to the students
Ask them- What do we know about imperialism?
Take student volunteers
Discuss the issues that imperialism brought and emphasize the need for
maturity during this unit

Re-state Common Core Objective: Students will be able to identify the motives of
imperialism through a graphic organizer and Exit Ticket response.

Technology used to create and enhance the introduction to this lesson:

Google Classroom
CNN 10 video
Google Slides presentation

EL: have a transcript available on the CNN website

Special Needs Adaptations: students have the agenda and homework dates displayed for
them to write down and provide instructions for them
THROUGH

Step-by-Step Modeling/Presentation of the Objective

Students view a map with different areas around the world that have natural
resources. Then they pair and share to discuss what are they would choose to take
over and why
I will call on students randomly to respond which territory they would choose to take
over and why
Then I will go into a brief explanation of each of the five motives of imperialism,
while students listen to the information

Technology used to create and enhance modeling examples: PowerPoint

Step-by-Step Guided/Structured Practice of the Objective: Gradual Release of

Instruction
I will then go through each motive of imperialism on the PowerPoint, which reflects
the graphic organizer they have as a handout
Students will take notes on their handouts
They will also draw a quick sketch to help them remember each of the motives of
imperialism

Technology used to create and enhance Guided Practice examples: PowerPoint

EL: Special Needs Adaptations: graphic organizer helps structure the information
BEYOND

Independent Practice/Summative Assessment of Each Students Performance

Final Closure of Lesson: Closure question to reinforce instruction learned

Students will then answer an Exit Ticket response on Socrative.com
Which motive of imperialism do you think will prove to be the most influential
and why?
Then I will introduce the vocabulary of the unit and pronounce the vocabulary words
for them to hear.
Students will watch a Flocabulary video that uses many of the words and terms they
will be learning about, as they use their textbook to begin their visual vocabulary
assignment.

Technology used to create and enhance Independent Practice: Socrative.com,

Flocabulary, and online textbook

June 2014