Here are some reflections on your lesson planning and teaching experience: - The amount of information presented was challenging for students to process. In the future, try to limit content and allow more time for discussion, questions, and hands-on activities. - Presenting content through lecture alone may not engage all learners. Using a variety of teaching methods like small group work, videos, simulations, etc. could help keep students actively involved. - Be flexible and willing to modify plans based on how students are responding. Shortening points and leaving time for questions showed good responsiveness. - Technology like Kahoot can enhance learning if used appropriately. Consider saving it for later in the lesson once key concepts are introduced.

1. Name: _________Justin Brown_____________________ Date:__11/9/14______
Mentor Name: _________Dr. Smith_____________________ Grade Level: ___12th___
Lesson Title: _____History of the UN_ Unit Title (if applicable): ____Model UN___
Lesson # in unit (if applicable): _1_ Subject: _Model UN__ Allotted time: _20 min._
Overview:
This lesson is week 1 of unit #1.
This lesson will introduce students to the intergovernmental organization, the United Nations, to prepare them
for the interscholastic Model UN conference (MUNC). This lesson will expand the students' knowledge about
the various features, objectives and mission of the U.N. We will also begin discussions on the key issues faced
by the U.N. and each country's role in this.
Borrowing material from the Hawaii Pacific University course, PSCI 3950, which is used by their Model UN
club (to prepare their delegates for the National Model UN Conference in New York City*), this entire unit will
primarily. Focusing on preparing students for the MUNC, which includes such things as showing them how to
prepare position papers, resolutions, and speeches to better represent their assigned country and the lives of the
people who live there.
*This is a pretend class. My actual intention is to help construct the basic blueprint for the actual PSCI 3950
here at the university. As there is no actual real layout for this class and this presentation will allow for
feedback from University-level students
I. Goals
General Learner Outcome(s):
GLO #1: Self-Directed Learner: (ability to be responsible for one's own learning)
Indicator: Sets priorities and establishes achievable goals and personal plans for learning.
Students will be able to conduct their own independent research into political affiliations, and the standing of
various nations and the inner workings of the various assemblies of the United Nations.
Community Contributor: By working together in groups, students will be able to draft professional resolution
papers that will be submitted to a panel of judges.
HPU School of Education
Technology-Rich Lesson Plan Criteria

2. GLO #5: Effective Communicator: (ability to communicate effectively)
Indicator: Listens to, interprets, and uses information effectively; Communicates effectively and clearly through
speaking, using appropriate forms, conventions, and styles to convey ideas and information for a variety of
audiences and purposes
--Students will be able to give effective speeches within a 2-minute time frame, as well as work in large groups
to draft resolution papers. Students will learn and effectively utilize Robert’s Rules of Debate in order to
properly hold public debate.
GLO #6: Effective and Ethical User of Technology: (ability to use a variety of technologies effectively and
ethically)
Indicators: Uses a variety of technologies to access and manage information and to generate new information
--Students will be able to navigate resolution papers and position papers drafted by the United Nations in a
prompt and timely manner.
HCPS III Standard(s) and Benchmark(s):
Global Studies
Standard 1: Understand characteristics of global interdependence
Topic: Economic Integration. Benchmark: S.S. G.S. 1.1: Compare the effects of economic globalization on
countries
Sample Assessment: Assess the effect of economic globalization on the Assigned Conference Country (e.g.,
impact human labor, policies/politics, environment, culture).
Standard 2: Examine conflicts in the world and efforts to resolve them
Topic: Conflicting Groups. Benchmark: S.S.G.S. 2.1: Compare conflicts based on ethnic, racial, and/or religious
intolerance
Sample Assessment: Assess the role of religion and/or ethnicity in various conflicts that occur in Fiji (such as
coups). Looking especially at the Native Fijians and the Indian immigrants this semester.
Standard 3: Understand issues of social justice in various countries
Topic: Human Rights. Benchmark: S.S.G.S. 3.1: Explain how the United Nations covenants, declarations, and
conventions (e.g., Covenant on Civil and Political Rights, Declaration of Human Rights, Convention on
Genocide) codify expectations of universal human rights.
Sample Assessment: Describes how the Universal Declaration of Human Rights codifies rights to be enjoyed by
citizens of all nations
Standard 4: Understand interactions and perceptions among world cultures
Topic: Cultural Integration. Benchmark: S.S.G.S. 4.1: Describe the dynamics between globalization and cultural

3. sustainability in Assigned Conference Country.
Sample Assessment: Describes how different UN member states balance the benefits of globalization with the
struggle to maintain cultural integrity.
Standard 5: Understand potential impacts of large scale changes on the future
Topic: Environmental Issues. Benchmark: S.S.G.S. 5.1: Describe scientific, economic, and political aspects of
global environmental issues (e.g., climate change, pollution, resource use)
Sample Assessment: The student: Explains scenarios for the possible effects of global warming (e.g.
desertification in Africa, rising sea levels in the Pacific, melting polar ice sheets) and tie the data to your position
papers for the conference.
Common Core Standards:
Language Arts: Grades 11-12.
Reading Informative Text: CCSS.ELA-LITERACY.RI.11-12.1: Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
Speaking and Listening
Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.11-12.1.B: Work with peers to promote civil,
democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as
needed.
CCSS.ELA-LITERACY.SL.11-12.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing
for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.
CSS.ELA-LITERACY.SL.11-12.1.D
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of
an issue; resolve contradictions when possible; and determine what additional information or research is
required to deepen the investigation or complete the task.
Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.11-12.4: Present information, findings, and
supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of

4. reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
Learner Outcome(s):
Students will be able to…
Recognize and outline key issues that the United Nations faces, and how Fiji is a part of the decision making
process.
Discuss and defend assembly topics in the interest of Fiji and her people within caucus speeches.
Apply the terminology and rules of procedure utilized by the United nations to hold effective debates and
discussions.
Analyze scientific and humanistic research in order to prepare for Fijian committees and assembly topics
focusing on humanitarian works and development.
Practice the rules of procedure within mock debates in class to prepare for the style of diplomacy utilized at the
model UN.
Write effective position papers and resolutions.
Collect and arrange all research-related material and findings within a Conference Binder to be used at the
model UN.
II. Assessment
Align assessment tasks and criteria with goals, standards, and benchmarks. Complete any of the
following that apply to the lesson:
Diagnostic Task(s) How will you determine what students already know about the subject?
To determine what the students already know about the U.N. I will disseminate a
KWL chart at the beginning and end of the unit.

5. Formative Task(s) How will you monitor developing understandings and skills?
I will conduct on-going formative assessment by observing mock-debates and
evaluating each student’s public speaking proficiency. I will also review the
position paper drafts before final briefs are sent out.
Summative Task(s) What will students do to demonstrate their learning as a result of your lesson?
How will you collect and document their work?
Aside from observing each student's public speaking skills at the Model UN
Conference to check public speaking skills, I will also be collecting the student’s
research binders after the conference to view all findings. A final presentation
will be given by each group (based on assembly) to review the knowledge learned
from this experience.

6. Performance Criteria
(required)
How good is good enough? Provide at least one set of criteria to guide formal or
informal assessment tasks (e.g. scoring procedures, checklists, rubrics, or criteria
description).
1. Delegate Prep-Guide
2. Rulesof Procedure
3. Awardspolicy
4. Individual Committee’swebsite
5. UN charter
6. CIA fact book
7. Wikipedia(foreignrelationsof Fiji)
8. Individual Committee Background guide
9. Newsarticlescontaininginformationrelevanttothe assignedcommittee
10. Resolutions/treaties/conventionsrelevanttothe assignedcommittee
11. Speeches/pressreleasesrelevanttoassignedcommittee
12. Votingrecordsrelevanttothe assignedcommittee
13. OPED/blogarticlesrelevanttothe assignedcommittee
14. Thinktank publicationsrelevanttothe assignedcommittee
15. Academicpapers
16. Your ownideasand papers,foryourreference (includingpositionpaper)
Rubric
4 Accomplished: exceeds expectations, provides all information on the list. As
well as providing additional information that assists delegate students in
preparation for conference.
3 Competent: meets expectations and provides all information on master list.
2 Developing: provides some of the expected information and little extra
materials.
1 Beginning: provides little of the required materials and no extra materials to
prepare.
III. Preparation Details

7. Timeline Unit Outline.
Week 1: Country History
Week 2: UN History and structure (re-cap from club meeting lecture)
Week 3: Assigned country’s involvement in the UN. Students will choose their
desired committee to join for Model UN. Independent/group research begins for
binder building and lasts until week 8.
Week 4: Position Paper 101. Taxonomy, grammar, and structure.
Week 5: Position paper 101 continuation and submission to conference leaders
Week 6: Speech and Debate. Learning rules of procedure and other important
debate tips
Week 7: MUN conference briefing. Timeline, schedule, rules and regulations.
Week 8: NMUN re-cap. Final day for independent research. Binders will be
collected and assessed to view level of completion
Week 9: Dress rehearsal and mock-conference will be held for final practice
Week 10: Post-conference assignment. Presentation by each group based on
knowledge gained and experiences.
Materials & Technology Materials Needed for whole Unit
1. Guide to writing position papers
2. Binders to give to students (14)
3. Handouts and packets with lecture information. As well as conference-
specific material for binder.
4. Computer with projector for visual lecture presentations and outside
materials (like how-to videos and examples of debate)
Differentiation This lesson addresses visual, audio and kinesthetic/hands-on learning styles. The
powerpoint, lectures, videos and simulation debate practices are examples of how
each type of learner is being considered in this lesson and unit plan.
Management &
Motivation
Mini presentations by volunteering students to share recent findings/current
events focusing on UN/assigned country. Followed by the main lecture, break,
continued lecture and beginning of independent/group research.
Behavior and expectations will be given on the first day of instruction.

8. Resources HPU Model UN club has sent delegations to the National Model UN Conference
for what will be its tenth year. However, there has never been a sustainable
curriculum, due to people graduating. However, this has been gathered by
compiling all of the information and lessons given to last Spring’s students in the
PSCI 3950 course.
IV. Learning Procedures
Provide a short, descriptive label for each instructional activity. Include detailed steps under each label. Write
succinctly, but include enough information for a substitute to lead the lesson.
Time: Instructional Activities
15-20
minutes
total
Opening Activities …may include:
 Schema: What do students already know and believe about the UN, Fiji?
 Hook: reminder that all this information will help delegates perform better at the NMUN
conference in New York City
 Review: What are the key terms or concepts discussed in last week’s lecture?
 Purpose: What is the importance or relevance of the lesson and how can you tie this to your
preparation for the conference?
45-60
minutes
total
Activities… may include:
 New Information: How will you impart or construct new knowledge and/or skills? Lecture and
discussions
 Questions: How will you provoke higher level thinking?’ there will always be time to ask
questions on subjects not fully comprehended by students.
 Model: How will you demonstrate your expectations? Most likely by showing examples (videos of
documents)
 Exploration: What will you do together to explore the new knowledge and/or skills?
 Informal Assessment: How will you know if students are “getting” it? Mock debates with

9. random, but relevant topics.
 Independent or Group Practice: What will students do on their own to apply, analyze, or
synthesize information? This will be done by the research that is required to compile the student
binders to be effective handbooks for their conference.
 Sharing: How will students share, peer-assess, or conference with others in class? How will
students reflect on their own and each others’ work? By working in teams of 2, each will be
working together on their position paper, and assist each other in compiling materials and
research.
15
minutes
total
Closing Activities… may include:
 Formal Assessment: How will students demonstrate their learning? Fishbowl speeches to asses
public speaking ability. If there are students that take this class but are not going to conference,
they will have a similar grade-scale for their binders. They will have a different country and
committee, as well as be responsible for compiling all information needed for both.
 Closure: How will you draw focus back to the purpose of learning? re-cap the main points and
why they are important for the students to remember.
 Exit Pass: What did students think of your instructional choices for this lesson?

10. V. Narrative Reflection
Write about your experience planning, teaching, and evaluating student work. Use the following
questions as guidelines. Use specific details that you observed from student behaviors or in student
work to support your ideas.
Describe:
What happened during the
lesson?
 How did the instruction go (or not go) according to your plan?
 What adaptations or modifications did you make while you taught?
Why?
 How did your instructional materials and use of technology support or
hinder learning outcomes?
 What went well during the lesson?
I think that the instruction went well. I ended up presenting the entire time
and was not able to use my kahoot quiz at the end of the presentation.
One modification I made was that I shortened up some of my points that I
discussed.
The presentation that I created was both a positive and a negative. Positive
because of the information but negative because of the information. A good
chunk of my student feedback stated the there was a lot of material and that
slides should supplement and not teach. While I understand that this is true,
I personally wanted to make sure that my students in the PSCI 3950 were as
prepared as possible within a 9-week period (also this course will be longer
than an average class, so there will be plenty of time for discussion and
other topics). I also needed to make sure that I made time for questions, or
at least stated that open questions would be allowed during lecture.
I think that my style of presentation and laid-back method of teaching
helped settle myself down. But I also think that my behavior could help calm
students down when lessons contain very difficult of large topics of
discussion.
Analyze:
How did students respond?
 To what extent were the students productively engaged and on task?
 How did students use critical thinking or problem solving skills?
 How did students collaborate, interact, and communicate with each?
 What parts were challenging to students? What was the source of their
difficulties?
 What did the students learn? What is your evidence of student learning?
 How did students’ learning align with your targeted learning goals?
 Through your analysis of student work, what did you learn about your

11. own teaching?
Unfortunately I failed to allow my students to ask questions until after
lecture. I originally wanted to announce that questions could be asked
anytime but nervousness did not allow me to think clearer.
I wanted to use the kahoot quiz to test critical thinking and problem solving.
My actual class has very few analyses that work like this.
The actual class will have debate and public speaking sessions that will
allow collaboration, interaction and communication. Individual research
will challenge students on understanding the importance of various world
issues and how they affect different countries in a globalized sense.
Challenges for students: there was too much information on the slides that
could have been condensed or removed and only verbally stated in lecture.
Learned: students learned the history of the United Nations, it’s structure
and the basic roles and responsibilities of the large groups within. This
meets the beginning goals of learning of the UN and if they cannot, it will
be impossible to properly interact with others in the conference.
Teaching: I’m too detail-oriented and this clearly shows through my slides.
I will attempt to reduce the levels of information within the slides, or make
additional supplement slides that are placed on a database for students to
access at a later time.
Transform:
How will you focus your
growth as a teacher?
 What aspects of student learning do you want to target for
improvement?
 How could your instruction be improved to achieve this?
 Which aspect of your teaching would you like to develop in general?
 What other strategies might help develop student performance?
I would like to see more student involvement and I believe that by slightly
adjusting my instruction to be less detail-oriented and more discussion-
based, will help facilitate more questions and classroom discourse.
Act:
How will you use the results of
this lessonto plan future
 What might you teach next to continue student learning in this content?
 How might you differentiate teaching and/or assessment strategies to
meet the needs of a variety of learners?
The next steps for this particular unit are to delve into the assigned country,
the assemblies they sit on and the pressing global issues that they attempt to
solve. There will also be writing lessons to teach students proper format for

12. instruction? position papers and speech and debate lesson plans.