WVSU LESSON PLAN FORMAT

Teacher Candidate: Jonathan Brown

Date: 3/10, 11/14
School:
South Charleston High School
Grade/Subject: 10th/US
Social Studies
Unit Topic: The Reconstruction Era
Lesson 1: Rival Plans for Reconstruction (Individually created)
Lesson 2:
Reconstruction in the South (Technology Lesson)
Lesson 3: The End of
Reconstruction (Collaborative Lesson)
Lesson Topic: Reconstruction in the South
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
1. Students will explain how African Americans and migrating
Northerners helped the Republican Party gain control in the
South.
2. Students will summarize the impacts that the Republican Party
had on the political, social, and economic progress of African
Americans in the South.
WV CSOS:

SS.10.H.CL4.6- Summarize the progress and impacts made by

various groups in society (including African Americans) during
Reconstruction.
SS.9-10.L.4- Determine the meaning of words and phrases as they
are used in a text, including vocabulary describing political, social or
economic aspects of history/social studies.
NATIONAL STANDARDS:
NSS-USH.5-12 Era 5: Civil War and Reconstruction (1850-1877)
MANAGEMENT FRAMEWORK
Overall Time: 50minutes
Time Frame:
5minutes- Review of previous days lesson (Reconstruction Plan brochure)
5minutes- Introduction / Essential Question
25minutes- Activity (group collaboration or individual work)
15minute- Review (Worksheet handout information)
STRATEGIES:
Needs-Based Planning

Learning Differences

Sensory Differences

Attention Differences
-Guided Instruction

Behavioral Differences

Motivational Differences
-Personalized Content

Ability Differences

Physical Differences
-Extended Time, Group Collaboration
Communication Differences
-Guided Instruction

Cultural Differences
-Translator, Interpreter
Enrichment

Multiple Intelligences Addressed:

_X_Verbal
_X_Spatial
_x_Logical/Mathematical
__Bodily (kinesthetic)
__Musical
__Naturalist
_X_Interpersonal
__Existential
__Other
PROCEDURES:
Introduction/Lesson Set

Review: Information from previous day (Brochure)

Essential Question:
How did Republicans gain control of the Southern state government?
How did the Republican government provide new opportunities in the
South? (political, Social, and Economic)
State Objectives:
You can work by yourself or with a partner to complete the worksheets
Im about to pass out.
Pass out the worksheets (2pages)
Explain the Web Search on the second page ( gave the students the
option of using the computers in the back of the classroom, the Smart
Board, or their smartphones if they wished)
Body & Transitions
Students partnered up
Some students worked collaboratively with others, some choose to
work alone
Restate Objectives
Reminded the students what I expected, re-explained the directions for
the Web Search

 The Students seemed to stay on task, and were very capable of taking
responsibility for their own learning
The students took full advantage of the technologies available, and
demonstrated mastery of retrieving the information I required; I was
pleased.
Closure:

Teacher Led Discussion

The students and I went over all the questions on the worksheets
E.g. Name some political jobs that became available for black citizens?
How did family life change?
What three arrangements
resulted dealing with land and farming?
What group was
organized by hostile southerners during the reconstruction?
I called on them randomly to check and see if they had the correct
answers
Any answers I felt were not sufficient enough I made sure to elaborate
and clarify
Presentation of Web Search
We had a few minutes left in the period and I ask for a couple
volunteers to present their findings out loud to the class. ( only had
time for two students but all had completed it)
ASSESSMENT

Diagnostic
Essential Question:
How did Republicans gain control of the Southern state
government?
How did the Republican Government provide new opportunities
in the South?
Questions during Review
What political jobs became available?
How did family life change?
What were the three arrangements dealing with farming?
What group was organized by hostile southerners?
Formative
Stated clear learning objectives
Offered a choice of working with someone or by themselves
Stated and restated instructions for the Web Search
Checked for understanding during review
Called on random students to answers questions
Gave them ample time to respond, and time after to reflect
Also elaborated if the response was insufficient
Summative
Made sure all the students had worksheets completed
Made sure all students finished the Web Search
Reviewed at the beginning of class the following day

MATERIALS:

Technology
Internet Access
Smart Board
Computers
Smartphones
Printed Materials
Worksheets
Supplies
Pens/Pencils
Internet Resources
Website for Web Search:
http://history.house.gov/People/Search?filter=2
EXTENDED ACTIVITIES

If student finishes early:

If the student finishes early then they can either help a fellow
classmate out, or they can come over and present their Web Search
to the teacher or myself.
If technology fails:
If the technology fails then the Web Search will be postponed till the
beginning of next class, and I will have copies of several of the
people who were offered on the website provided for the students to
choose from.
POST-TEACHING
Reflections

Planning
I wanted to incorporate the use of technology, I didnt have the time to
create an in depth Web Quest; but I thought that the students could
use any one of the technologies available to find an African American
with a politically theme job from the period being discussed in the
section. I also thought they would enjoy the option of using their
smartphones to do this part of the assignment.
Implementation
I introduced the worksheets and explained what I wanted from the
students very clearly, and even restated it later; these students have
been well prepared by my collaborative teacher to take responsibility
for their own learning. This made it very easy for me to assign a task,
and let them go; the students do very well working together and alone
at completing tasks and staying on-task. Note: They can even be
allowed to put ion their ear buds (headphones) and listen to music
responsibly, and complete the assigned task.
Clarity of presentation
I was very clear on my expectations, and very clear about the
information I required them to know during review.
Attention to individual differences

Data

I walked around the classroom to ensure students were on task, I would

quietly mention to some of the students working collaboratively, does
that relate to the unit? when I overheard conversation that was offtask. I assisted any students who seemed to be having trouble with
locating the website, or navigating the website. I made sure to that I
explained why any wrong answers were not sufficient enough so that
not only the student who gave the incorrect answer was clear, but also
the rest of the class.
Student response
The students seemed more comfortable with this lesson than my very
first lesson. They really liked the idea of using their smartphones to
retrieve information from the internet. They liked having the choice of
working with someone or alone. They really appreciated that I allowed
them to listen to music at a reasonable volume while working, with the
understanding that they had to be on-task.
Planning and Implementation of higher-order thinking skills
I implemented higher order thinking when I asked the question on the
worksheets about why the sharecropping system was considered and
endless cycle for southerners? This was not clearly explained in the
text so the students had to draw conclusions from what they read.
Assessment
I felt that the students had gained the knowledge I required them to
gain. I reviewed this lesson at the end of class, and then again the
following day before the next lesson. The students seemed to have a
grasp on the concepts, and had seemed to retain much of the
knowledge from the previous day. This lesson, the first one, and the
next and final one will be assessed on a quiz for the unit I taught, and
then will be part of a larger test that will cover the entire civil war and
reconstruction eras afterward.
Special Addition: Area of Improvement
This lesson was much shorter and smoother, and seemed to focus
more on the main points of the particular section. I felt I could have
somehow created a graphic organizer, but I am still becoming familiar
with the different types of layouts and organizers. I intend to
incorporate on in the final lesson where I work collaboratively with my
teacher.
Based Decision Making
N/A