UMF Unit-Wide Lesson Plan Template

Name: Joe Brichetto Program: SMED Course: EDU 460

Lesson Topic / Title: The World in The Cold War Through "We Didn't Start the Fire" by Billy Joel

Lesson Date: 2/12/18 Lesson Length: 80 minutes Grade/Age: Juniors

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning
Students will be able to identify three events that occurred Since the Cold War is a such a large
during the Cold War era. window of modern history, Joel's song can
be used to paint a picture with broad
strokes of the world in the Cold War that
students can connect to when we study
specific topics in the Cold War, while also
touching on topics time doesn't allow us to
touch on specifically.
Content Standard(s) Instructional Decisions / Reasoning
Label E: Students draw on concepts and processes from This standard was used because it covers
history to develop historical perspective and understand
issues of continuity and change in the community, Maine,
students researching (analyzing) events and
the United States, and world. identifying why Joel would have put that event
Standard E1: Historical Knowledge, Concepts, Themes, and Patterns in the song (critique).
Grade Level Span: Grade 9-Diploma Students understand major eras,
major enduring themes, and historic influences in United States and
world history, including the roots of democratic philosophy, ideals, and
institutions in the world.
Performance Indicator: B. Analyze and critique major historical eras, major enduring themes,
turning points, events, consequences, and people in the history of the United States and
world and the implications for the present and future.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
Pre: With a KWL chart, students will split up their terms into events This type of lesson, at the start of an unit,
they recognize (K) and terms new to them (W). This can be used to helps identify what students already know about
assess their ceiling for learning in the activity the Cold War, while also starting to teach content
by instilling a broad idea of the events of the
Formative: The L column is where the students put down all of their Cold War. The ability to present their
research on their terms, whether the terms are new to them or not. understanding in multiple ways accommodates
This shows their ability to research events with little contextual clues students who have a preference.
and what they learned about different Cold War events. Students can
pass in the written work or show understanding of assigned events
during the informal presentation of the events to the class.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning
Students: Laptop (with Internet), writing utensil The burden of materials is relatively low on
students, making the lesson generally accessible
Teacher: KWL charts, laptop with song, projector & speakers, copies to students. Part of the lesson has students
of song lyrics cut out by line, small container to have students pick out watching a lyric video of the song, which gives
lines. students with hearing impairments the ability to
enjoy the song, get the lyrics, and get a sense
Links: https://www.youtube.com/watch?v=m50p-XScreM of the beat of the song (unneeded for lesson).

Rev 8/17
Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
Hook of having the song going while students settle in (5 min.)
I set the TLS up in this manner because
Introduction of lesson, history of song, and objective (5 min.)
I think it makes the most logical sense.
Partner setup (groups of 2 or 3) and having a member of the group
Right off the bat, it establishes an
coming and picking the line at random from the container (10 min.)
approachable learning atmosphere,
Independent group research of topic and completion of KWL chart with
especially for auditory learners. From
monitoring of student progress (25-30 min.)
there, the students are being almost
Presentation of events to class (5-10 min.)
constantly engaged with some activity.
Collection of KWL charts to end class
At the end, there are multiple ways to show
understanding through both the presentation to
class and through the KWL chart.
Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning
modifications, accommodations) I chose to give students who are absent the
option who are absent the option to exempt
The aforementioned lyric video helps accommodate students with
the assignment because most of my students
hearing impairments. For students who are absent, they have the
who miss one day usually miss more then one
option to research a line on their own at their pace for an equally easy
day and are far behind on work. While making
grade, or to have the assignment exempt if they have more to catch up
the connections in future lessons would be nice,
on.
I would rather have those absent students be
engaged when they are in class, instead of
being dejected because they have too much to
make up.

Field Courses Only – Post lesson

Reflection
I think that overall, the lesson went really well, even though some groups did not enjoy shaking up the traditional formula
of the class. Generally, I thought the assessment style fit the lesson really well and shows that they met the objective
because of the work on their individual charts. If I were to do the lesson again, I would have them do an Active Learning
Chart for the presentations so they would remain engaged during that portion and get an understanding of even more
events. I learned that with some specific students, it is easy for them to slack off during group work and expect their
partners to do everything. A common excuse for doing no work was a misunderstanding that the group was turning in a
single KWL chart, which was explained in the initial directions. A more persistent style of classroom management would
hopefully rectify that or at least put the responsibility on the students. Outside of two students who showed no
understanding, every other student who was present for the lesson at least partially met the objective, with most students
meeting the objective completely.

Teaching Standards and Rationale

Standard 6 - Assessment (e): The indicator discusses engaging learners with multiple forms of
assessments, which I feel I did in this lesson with the use of pre assessment to learn about what
students already knew. The big diversity in assessment piece comes in the formative assessment
where students can show their understanding with both writing and oration.

Standard 5 - Innovative Applications of Content (g): The indicator wants learners to use social and
cultural values to expand their knowledge of local and global issues. Using a hit song from the
period that the learner is studying would show how the world was effecting culture, but the fact
that the song is about global events creates this paradox of global issues and culture making the
connection between the two very strong to the learner, even if that isn't explicitly explained.

Standard 11.2 - ISTE Leader (c): When thinking about using technology in the classroom, ISTE
wants educators who are collaborative with not only students, but with other professionals as well.
This lesson, as my first lesson of my TWS, was an opportunity for me to show my mentor teacher
my level of ability with technology and different ways I wanted to integrate it into my learning
opportunities. Through my exploration of different technologies, I was also able to introduce my
mentor to technologies that were new to him as well.