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Teacher Ms. Moss
Sheltered Lesson Plan (includes mainstream & ELLs students)
TOPIC FOR THE LESSON: Civil War
Time in Minutes: 75
Grade Level/Course: 12

Day Number: 10

Standards:
Pennsylvania Standards:
8.1.12.B- Evaluate the interpretation of historical events and sources, considering the use of fact versus
opinion, multiple perspectives, and cause and effect relationships.
8.3.9.D- Interpret how conflict and cooperation among groups and organizations have impacted the growth
and development of the U.S.
WIDA Standard: English language learners communicate information, ideas, and concepts necessary for
academic success in the content are of social studies.

ELPs:
1. ELP.5.W.9-12.2.1: Write short phrases describing the physical characteristics of places using a graphic
organizer.
2. ELP.5.S.9-12.2.1: Describe current or past events in world history supported visually.
Content Objectives/ Learning Outcomes:
Assessment of Content:
1. At the end of instruction, you will be able to evaluate how 1. On a quiz, the student will be asked to write
conflict and cooperation among the Union and
how the secession of the South, the war, and
Confederacy have influenced the growth and development of the debates about those, changed the Unite
of the United States.
States and how it affects present day America
Correct responses would have been covered
class.
2. At the end of instruction, you will be able to effectively
debate why their side was justified in the Civil War, when
the class is split into two different sides (North versus
South).

Language & Literacy Objectives:
1. At the end of instruction, you will be able to write short
phrases describing how conflict and cooperation, among
the Union and Confederacy, helped influence the growth
and development of the United States, using a graphic
organizer.
2. At the end of instruction, you will be able to describe why
your side was justified in the Civil War, when the class is
split into two different sides (North versus South), with use
of visual aids.

2. The students’ responses during the debate
will be the assessment of how involved they
were and their knowledge of the content. Also
the paper I hand them at the end of class, with
quotes and pictures on it, will be used as an
assessment since the students will use that
paper to match whether a northerner or
southerner said the according quote.
Modified Assessment of Content for ELLs:
The students’ responses during the debate, a
written responses, will be the assessment of
how involved they were, their knowledge of th
content, and stating correct information. To a
the students, they will be given sentence
prompts and questions that the teacher will us
at the beginning of the period, as well as fact
and background knowledge sheets. There w
be illustrations and images of events, people,
and places about the Civil War around the roo
and the students can use those images as we
to describe important people, places, and
events that could pertain to the debate
questions. Also, the students’ responses to th
quotes match-up paper will also be used as a
assessor. The students will complete this wit

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peer.
Key Vocabulary for Lesson:
1. Confederacy 2. Union 3. Rebuttal

4. Resilient

5. Opening Statement

Pre-Planning
Instructional Strategies to be Used:
 Discovery Learning
 Cooperative Learning
 Debate
 Discussion
 Questioning
 Lecture

 Simulations
 Concept Foundation
 Inquiry

Multiple Intelligences:
 Verbal/Linguistic
 Musical/Rhythmic
 Interpersonal
 Logical/Mathematical
 Intrapersonal
 Body/Kinesthetic
 Naturalist
 Visual/Spatial
Delivery:
 Traditional
 On-Line
 Simulations
Characteristics of Students:
I have 26 students, and one is an ELL. The ELL student will be referred to as “Amelia” and she is in the twe
grade. Her proficiency level is a 2 and is in the beginning stage. That can be characterized as: knowledge o
general language related to content areas; phrases or short sentences; will have oral or written language wi
phonological, syntactic, or semantic errors that often impede the meaning of the communication when
presented with one- to multiple-step commands, directions, questions, or a series of statements with sensor
graphic, or interactive support.

Modifications & Adaptations:
Text Adaptations:
The students will complete a matching activity, in pairs, to connect quotes to illustrations of people, while als
writing if the quote was by a northerner or southerner. The top of the page will have pictures of different
people and their state shown, so the students will know who would have said those quotes. The students c
match up the quotes to the pictures, and write the corresponding answer. The activity will be done in pairs a
will help the students will practice their directionality of print through this activity, as well as, matching picture
to the appropriate quotations. The students will also have their background knowledge and key facts sheets
as a guide to help them with this activity.

Assistive Technologies:
I could use graphic organizers to help student brainstorm, organize idea and information, or as a study guid
This will help them build a visual relationship with the information so that they can retain and recall the
information easier. I could also record lectures and classes for the ELL student so that they can take it hom
and listen to it. This can help the student in case I talk too fast in class or if they are absent from class. I co
give them a copy of my notes as well (the ones that I would use during a class period) so that the student ha
the text as well.
Materials/Resources:
 Camcorder  VCR/DVD
 Computer  Notes
 Internet
 Approved Readings

 Worksheets

 Handouts

 Academic Word Activity via Prezi

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Activities
Advanced Organizer:
We will review yesterday’s lecture, to help the students, right before they take their quiz. Then, I will
pass out the quiz on Reconstruction.
Teacher’s Activities:
Students’ Activities:
1. Walk around the room after administering
1. Take quiz on Reconstruction.
the quiz.

Time
7

Time
10

2. I will present the class with the academic
word activity via Prezi and teach the
vocabulary words to the students.

2. Students will actively listen and write
down the academic words from the
Prezi on a sheet of paper and write
down their definition of the word,
modeled from the Prezi.

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3. I will present the students with information
about the upcoming debate. I will pass out
a fact sheet of the Civil War that details
statistics and battle summaries. The
teacher will model a response to the first
debate question: Why do you think your
side was justified? And then answer from a
Northerner point of view using sentence
prompts given. Then I will split the class in
half (right down the middle) and assign one
side to be the Confederacy, and the other
side will be the Union.

3. The students will be given sentence
prompts and questions that the teacher
will use, at the beginning of the period.
They will actively listen to the debate
instructions. After the instructions, the
class will be split in half (North versus
South)

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4. The teacher will ask the students to use all
of their aids (sentence prompts and fact
sheet) to respond to the questions and add
context to the debate. The teacher will ask
convergent questions and facilitate the
class debate. I will have a list of questions
that I would use and lend 5-7 minutes on
each question. The question sequence will
be split up into 3 different concepts: prewar, during war, and after war. After
posing the question, I will have the Union
side answer, and then the Confederate
answer, while alternating them. I will allow
for rebuttals and arguments between the
two sides. When responding to the
questions, I will remind the students to use
their academic words. I will also instruct
the students, who are sitting at their desks,
to write down their team’s responses to the

4. The class will participate in a debate.
25*
They will be encouraged to use their
academic words during the debate as
well. They will respond to questions
posed by the teacher, and will be given
debate sentence prompts, about the
civil war, including: who felt more valid
for fighting, why they think they were
valid, why they think the opposite side
was wrong, and other questions as well.
The set of questions will be split up by
concepts, according to pre-war, during
war, and after war. They will listen,
examine the question, and explain their
reasoning for their answer. During the
debate, I will have visual aids in form of
pictures and/or videos prior to each new
question. After the introduction of each
question, I will ask the question again,

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debate questions when it is not the
students turn to orally respond. The
students will also have the background
information sheet and a fact sheet that I
would have handed out at the beginning of
class so that the students could use those
and the oral sentence prompts for a model.

and the student will use their debate
sentence prompts to response.
Students will characterize issues and
situations regarding the Civil War, using
the questions and sentence prompts.
After responding to the initial question,
they will be able to rebut each other’s
statements and will be able to argue
their side.
*(Steps 3 and 4 will happen simultaneously)*

5. I will hand out a paper at the end of the
debate that will have quotations from
northerners and southerners, with
illustrations of the people who said them,
with their state shown as well. I will
provide around 10 minutes of class time for
students to work on this in pairs, matching
up poor and proficient readers.

5. While at their seat, the students will
connect oral language to print by writing
their team’s answer down to debate
questions. They will use the oral
sentence prompts as models to start
their sentences and fill in their answers.
They can also use any information from
the fact sheet and background
knowledge information sheet to add to
their written responses, which will help
them state and defend their opinions
that they were given at the beginning of
class.
6. After the debate, students will receive a
paper with different made-up quotes
from southerners and northerners. The
quotes will be in paragraph form and
the students will have to write next to
each quote, if a northerner or a
southerner would have said the quote
and why. Students are required to use
their vocabulary for this activity. The
top of the page will have pictures of
different people and their state shown,
so the students will know who would
have said those quotes. The students
can match up the quotes to the
pictures, and write the corresponding
answer. The activity will be done in
pairs and will help the students will
practice their directionality of print
through this activity, as well as,
matching pictures to the appropriate
quotations.

Closure: We will review the quote activity sheet after the students have completed it, and I will call
on students to their answers with their reasoning behind it, using their academic words.

25*

10

Time
8

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Post Analysis

Reflections/Notes:
1. I learned that there is a lot of work that goes into adapting a lesson plan to an ELL student. Although
is tedious, it is necessary for the growth of the student.
2. I learned that there are also standards for ELL learners, WIDA Standards, as well as WIDA can-do
descriptors, and they have a plethora of information and insight to each proficiency stage of an ELL
learner. This information can help me in my future if and when I have an ELL student in my classroo
3. I am proud of merging my previous lesson so well with an adapted lesson plan for an ELL student. I
thought this would be a difficult lesson plan, but since it was broken up into pieces, it made it easier
me to understand and complete.
4. The easiest part of making this lesson was copy and pasting my original work into this document and
others before it.
5. The most challenging part of making this lesson was brainstorming and listing effective adaptations
and assistive tools for the ELL students throughout the activity.