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Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________ Pennsylvania

Academic Standard(s) addressed during this lesson: (Provide Standard number and statement) 8.1.6.B: Differentiate between fact and opinion, multiple points of view, and primary and secondary sources to explain historical events. 8.1.8.A: Compare and contrast events over time and how continuity and change over time influenced those events. 8.4.8.B: Illustrate how historical documents, artifacts, and sites are critical to world history. Lesson Objective(s) (Stated in observable and measurable terms) Students will be able to discuss the importance on the Gettysburg Address after viewing a web based film.. Assessment Plan (What will be done to determine if lesson objectives have been met?) The students will be determined to be successful if they are able to produce a five paragraph persuasive writing sample that is based on the content of the Gettysburg Address. The paper must include an introduction, 3 main ideas that support their point of view, and a conclusion. The teacher will assess the students on the degree of historical accuracy and pertinence to the topic as well as the strength of their persuasive argument. Materials: History text Computer with the following software and abilities: 1. internet access to show the film. The film is located at http://teachergenius.teachtci.com/gettysburg-address-animated/ monitor

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computer with projector for film presentation student computers with word processing software for the writing of the paper assignment.

Inclusion Techniques for Students with Special Needs: Students with special needs will be required to produce only a three paragraph writing sample. While their assignment will be to write a persuasive writing sample with both an introduction and conclusion, they will only be required to give only one support. Enrichment Techniques: Students will be allowed to view the movie Gettysburg, in its entirety if they complete the assignment early or wish to further explore the topic. In addition, the students will be given access to a selection of books on the topic of the Civil War that are located in the back of the classroom. They will be asked to read one of the text and complete a three paragraph review of the text including three new facts that they discovered through their reading. Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): Students who do not possess the basic computer skills necessary to complete this assignment will be given a paper copy of the Gettysburg Address that they will use to complete their persuasive writing sample. Lesson Presentation Introduction/Motivational Activities/Anticipatory Set: I will discuss the final results of the Battle of Gettysburg and its importance in the outcome of the Civil War and the history of the United States. I will then describe how President Lincoln wrote the address on the back of an envelope while riding on a train to give the speech. Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) I will begin this lesson by reviewing the facts of the speech. It was given at a ceremony to commemorate the opening of the Gettysburg national cemetery on November 19,1863. I will review the vocabulary in the speech that is unknown to the students or might cause confusion. I will show the students the web-based film on the Gettysburg Address.

Guided Practice/Independent Practice/Assessment Activities The students will be given the directions for how to complete the writing sample. The teacher will give the students a copy of the PSSA writing rubric and will demonstrate how to write a proper topic sentence. The students will then be given the rest of the class period to write their papers using the word processor on their computers. Closure: Students will be given the opportunity the following class period to read their writing samples out loud.