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5500: 360: Educational Planning

Lesson Planning Template

A Your first and last name: Marissa McCarty


Context Semester/year: Fall 2010
(INTASC
F) Lesson topic: U.S. Studies and the Civil War
Subject area/s: Social Studies
Time allocation: 55 Minutes
On which day of the unit will you teach this lesson? Day Eight (8)
B Objectives:
Performa
nce
objectives Cognitive domain:
(INTASC - The students will comprehend how to write a letter properly by first discussing it as a class and
D) then writing their own as part of their presentation.
- Students will apply their knowledge of the Civil War by writing a responsive letter to someone
who may have lived during that time period. Then write a responsive letter to someone currently
fighting the Global War on Terror.

Affective domain:
- Students will give a presentation that demonstrates understanding of the Civil War and what life
was like at that time.

C Grouping of students:
Grouping
(INTASC
F) Grouping strategy for activity #1: Large Group

Rationale behind the grouping strategy in activity #1: The students will all listen to the current
soldier who has fought on the front line in the Global War on Terror. This is the easiest way for the
whole class to get the information needed for their presentations.

Grouping strategy for activity #2: Large Group

Rationale behind the grouping strategy in activity #2: To make sure that all students are on the same
page, and that they truly understand how a letter is written, I will have the class work as a whole as they
explore the ins and outs of a letter.

Grouping strategy for activity #3: Small Group

Rationale behind the grouping strategy in activity #3: I chose small grouping for activity two
because the student are going to break into groups for their presentations, so in order for them to start
working on that, they need to be in their small groups.

D Teaching strategies (methods):


Teaching
strategies
(methods) Activity #1: Direct
(INTASC
E) Brief rationale for the choice of method: Direct teaching will be the only way for the soldier from the
Global War on Terror to get their point across. He/she will talk to the class about what life was like on
the battle field and how it affected their family relationships.

Activity #2: Direct

Brief rationale for the choice of method: Direct teaching is the easiest way for me to make sure that
all students understand the concept of how to write a letter before they break into their groups to work
on their presentations.

Activity #3: Indirect

Brief rationale for the choice of method: I chose indirect teaching for the small groups because it lets
the students take ownership of their own work. While I will still be there for support if they are
struggling with something, I want this project to be something they explore on their own.

E Standards:
Standards
(INTASC
Strand: History
D) Theme: U.S. Studies from 1492 to 1877: Exploration through Reconstruction
The historical focus continues in the eighth grade with the study of European exploration and
the early years of the United States. This study incorporates all four social studies strands into a
chronologic view of the development of the United States. Students examine how historic
events are shaped by geographic, social, cultural, economic and political factors.
Topic: Civil War and reconstruction
Sectional differences divided the North and South prior to the American Civil War. Both the
American Civil War and resulting period of Reconstruction had significant consequences for
the nation.
Content Statement:
11. Disputes over the nature of federalism, complicated by economic developments in the
United States, resulted in sectional issues, including slavery, which led to the American Civil
War.
12. The Reconstruction period resulted in changes to the U.S. Constitution, an affirmation of
federal authority and lingering social and political differences.
Expectations for Learning:
11. Analyze how disputes over the nature of federalism, complicated by economic
developments in the United States, resulted in sectional issues, including slavery, and led to the
American Civil War.
12. Describe how the Reconstruction period resulted in changes to the U.S. Constitution, an
affirmation of federal authority and lingering social and political differences.
F Modification for special needs:
Modificat
ions for
special Modification #1: The first modification I would have in my classroom for this lesson is extra time on
needs the computer, whether the student wants to use their study hall time to work on it or stay after school.
(INTASC This way they are able to contribute to the group and are able to get all of their points.
B, C, F)
Modification #2: Another modification that I would provide in my classroom is to give the instructions
for the presentation both orally and in writing so that each student understands what is expected of them.

G Advance organizer:
Advanced
organizer
(INTASC Advance organizer: In the Civil War writing letters was common practice to those soldiers who were
B, D, E, off fighting. Today, before we break into groups I would like to introduce you to a veteran of today’s
H) Global War on Terror, who is here to talk to you about the life of a soldier on the battlefield. Some of
what they have to say today you may be able to use when you write your own letters for your
presentation and will give you insight as to what life was like for them. Please give your attention to this
hero.

Time Allocation: 2 minutes


H Activity #1: Students will stay in their seats and listen to the speech from the Guest Speaker. While the
Activity speaker is talking, students are expected to pay attention. At the end of the speech from the soldier from
one and Global War on Terror, the students will be able to ask any questions they may have about anything the
transition
(INTASC speaker talked about.
B, D, E,
H) Transition #1 identification of activity one completed: Everybody, let’s thank the soldier for taking
time to come talk to us today and explain what life was like on the front line of the battle field. Thank
you.

Transition #2 next item to be completed: Up front I have a list of letters that soldiers from the time of
the Civil War wrote to their families back home. You are going to get into your groups and come up to
select a letter that your group is going to create a response to. Each group must write one letter of
response that demonstrates understanding of the Civil War era and what family relationships were like
during that time period.

Transition #3 explains what the next task will prepare students to do (i.e. meet the objectives):
Students will create a responsive letter and display understanding of the times of the Civil War era.

Time Allocation: 20 minutes


I Activity #2: Students will break into their groups and start working on their responsive letter to a Civil
Activity War soldier. Each group will have one letter that they must respond to. They will also write an essay on
two and
transition why this letter is appropriate for the time period and why they feel this way. Their presentation to the
(INTASC class will consist of them explaining to the class why they wrote the letter the way they did.
B, D, E,
H) Transition #2 identification of activity two completed: After given some time to complete their letters
and essays, the student groups will read their letters in front of the class and explain why they wrote
their letter that way.

Transition #2 next item to be completed: The students will then pick a name from a list of active
soldiers currently fighting the Global War on Terror and will compose a letter to that person. They must
describe what life is like back home.

Transition #2 explains what the next task will prepare students to do (i.e. meet the objectives):
Students will apply their knowledge o the Civil War and how it affected home life to today’s situation
with soldiers currently fighting the Global War on Terror.

Time Allocation: 20 minutes


J Activity #3: After giving their group presentations the students will pick a name from a list of active
Activity soldiers currently fighting the Global War on Terror. They will compose a letter to that soldier where
three and
transition they must describe what life is like back home. They must swap papers with someone in their group to
(INTASC proofread their paper. Once their paper has been proofed they must use the computers to type their
B, D, E, letters. They are allowed to use any fonts or colors that they wish so long as it fits on one typed page.
H)
Transition #3 identification of activity three completed: Now that everyone has had time to write
their letters and has printed them on the computers, we are going to put them in envelopes and add the
stamp so that when I leave the building today I can drop them in the mailbox.

Transition #3 next item to be completed: Once the envelopes are all in a box ready to be mailed, the
students will come together as a group and discuss how they felt by writing a letter to a soldier currently
fighting the Global War on Terror. We will also discuss the differences that they made in their letters to
the Civil War soldier as compared to the current soldier.

Transition #3 explains what the next task will prepare students to do (i.e. meet the objectives):
Students will participate in a guided group discussion about the differences in time periods between the
two wars and how this has affected their lives as students.
Time Allocation: 10 minutes
K Closure: It’s a warm day in April when you get the news that your older brother is being drafted for the
Closure Civil war. What does this feel like? How will you continue your relationship with your brother? What
(INTASC
B, D, E, kinds of things will you do for him while he is away? What role will you need to fill now that your
H) brother is out of the house?

Time Allocation: 3 minutes

L Traditional Assessment: The students will be traditionally assessed on the letters that they compose for
Assessme both the soldier of the Civil War era and the soldier from the Global War on Terror. They will be graded
nt
(INTASC on grammar, content and validity.
H)
Authentic Assessment: Students will be authentically assessed by their essays about why their group
explaining to the class why they wrote the letter to the Civil War soldier the way that they did. They will
be describing their feelings of what the Civil War means to them.

M Materials:
Materials - A veteran guest speaker
(INTASC
F) - Letters from the Civil War era
- Letters from the USO to soldiers currently serving the Global War on Terror
- Envelopes and stamps to mail letters
- 6 computers with internet access and printing capabilities
- 24 Across Five Aprils Novels
N
Presentati
on
(INTASC
F)
TOTAL
POINTS