Grade-Band TemplateHigh School (9–12)

High School Lesson Plan Template

Ausgelegt für die gymnasiale Oberstufe mit Fokus auf tiefergehende Analysen, Sokratische Gespräche und eigenständige Forschung. Sie unterstützt die Vorbereitung auf Studium und Beruf.

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High School (9–12)

The Flip Perspective

High school lessons prioritize high-level analysis, independent investigation, and civil discourse. This template provides space for students to grapple with complex content and justify their thinking. Flip's AI generates debate prompts, seminar questions, and rigorous application tasks to push your students further.

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When to use this template

  • Planning for grades 9–12
  • Lessons requiring analysis, debate, or argumentation
  • Preparing students for college expectations
  • AP, IB, or honors courses
Example topicHistory — Grade 10: Causes of World War I

Template sections

Warm-Up / Activator

5 min

A thought-provoking question, quote, or problem.

What question, quote, or scenario will activate thinking?

Learning Objective

1 min

State what students will analyze, evaluate, or create. Aim for upper Bloom's levels.

Students will be able to analyze/evaluate/create... Standard(s): ...

Instruction / Content Input

10–15 min

Introduce content through lecture, readings, multimedia, or flipped review.

What new content? What resources? How will you keep it interactive?

Investigation / Analysis

15–20 min

Students engage in deeper analysis — close reading, data analysis, lab work, or problem-solving.

What analytical task? What sources, data, or texts? What guiding questions?

Discussion / Debate

10–15 min

Facilitate structured academic discussion.

What discussion protocol? (Socratic seminar, fishbowl, philosophical chairs)

What questions will push deeper thinking?

Application / Assessment

10–15 min

Students demonstrate understanding through writing, presentation, or project.

What will students produce? How does it demonstrate higher-order thinking?

Reflection & Closure

3–5 min

Students reflect on learning and identify remaining questions.

What reflection prompt will develop metacognition?

About the Sekundarstufe II framework

High school instruction prepares students for college, careers, and civic life. The cognitive demands are higher, content more complex, and students are developing independent thinking and self-direction skills.

Higher-order thinking: High school lessons should regularly push into analysis, evaluation, and creation — the upper levels of Bloom's taxonomy.

Socratic discussion: The template includes space for Socratic seminars, fishbowl discussions, philosophical chairs, or structured academic controversy.

Independent research: High schoolers should increasingly direct their own learning. The template includes space for research components.

Assessment variety: Beyond tests and essays, the template encourages performance-based assessments: presentations, debates, portfolios, and real-world applications.

Metacognition: The template includes reflection prompts that develop metacognitive skills — among the strongest predictors of college success.

This template works across all high school subjects and course levels.

Backward Design

Backward Design (Rückwärtige Unterrichtsplanung) beginnt beim Lernziel. Sie definieren zuerst das gewünschte Verständnis, gestalten dann die Leistungsnachweise und planen abschließend die passenden Lernaktivitäten.

Sekundarstufe I

Entwickelt für die Klassen 5 bis 10 unter Berücksichtigung der Bedürfnisse Jugendlicher. Die Vorlage balanciert Struktur mit Autonomie, kooperativem Lernen und identitätsstiftendem Unterricht.

GeWi

Eine Vorlage für Gesellschaftswissenschaften, die auf Quellenanalyse und historischem Denken basiert. Sie umfasst dokumentenbasierte Aufgaben, Diskussionen und den Wechsel der Perspektiven.

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Frequently asked questions

A warm-up, learning objective targeting higher-order thinking, focused instruction, investigation/analysis, structured discussion, an application/assessment task, and metacognitive reflection.
Choose rich sources, write 3–5 open-ended questions, establish norms, have students prepare with annotations. During the seminar, track participation. Debrief both content and discussion skills.
Provide choice in texts, offer tiered assignments, use flexible grouping, provide scaffolds for struggling students and extensions for advanced students, and allow varied assessment formats.
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