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Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name:


Grade Level:
Subject:
Date:

Andrea Morehouse
4th
Social Studies
Wednesday, November 16, 2016

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
CCSS.ELA-LITERACY.RI.4.3 Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on specific information
in the text.
CCSS.ELA-LITERACY.L.4.4.A Use context (e.g. definitions, examples, or restatements in text) as
a clue to the meaning of a word or phrase.
List the Learning Objective(s) to be addressed in this lesson. Use the following format:
Students will be able to

Students will be able to use the social studies vocabulary words correctly in their writing,
they will be able to recognize that slavery led to a civil war, describe the strengths and
weaknesses of the North and South during the war, and identify the challenges facing the
U.S. after the war.
Describe how the objective is relevant to students lives.
This helps students understand our nations past and is relevant today in recognizing the
troubles that are different in wars today and the unique challenges the U.S faces.
List the words relevant to the content area that you will either introduce and/or review
during your lesson.
Civil War, Emancipation Proclamation, Reconstruction, Immigrant, invention
List the materials you will need to teach the lesson.

Smart board, pre-assessment, social studies books, pencils and paper, the internet

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure students level
of understanding toward the learning objective(s) prior to teaching the lesson.
I have a matching of vocab terms and relevant people to the civil war with their definitions. I
will have the students complete this the day before the lesson.
APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)
Is your pre-assessment included at the end of this lesson plan?
Describe the timeline as to when you plan to administer the pre-assessment?
(Recommended timeline is a minimum of two days prior to teaching your lesson).
I will be teaching this lesson on a Tuesday so the pre-assessment will take place the day
before. After they complete the test on the previous section.
Create and insert a table/chart/graph that shows the pre-assessment data results. (if
applicable)

Number of students who had this many wrong

Pre-assessment data
6
5
4
3
2
1
0
0

10

Number of possible questions wrong

Insert an image of your table/chart/graph here.

Describe how the results of the pre-assessment (what the students have demonstrated they
know) will be used to design the lesson objectives, instruction, and post-assessment.
I will use this pre-assessment to determine which vocabulary words the students may
already be familiar with and which ones to concentrate on. If they do not seem to know any
will be sure to spend time giving examples of what each vocabulary word is and what it
means to our civil war lesson.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will
use to measure students level of understanding toward the learning objectives after teaching
the lesson.

Is your post-assessment included at the end of this lesson plan?


I had the students write a present-day Facebook post including two of the vocabulary words.
I graded them on correct punctuation, sentence structure, grammar, and the correct use of
at least two vocabulary words.
The average score of the class was 18 out of 20 possible points. I have included a blank
grading rubric at the end of this lesson plan, which includes all of the criteria I graded on.
APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a
model of the desired outcome.

Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson to enhance instruction and student learning.

Smartboard with review materials and an educational clip


(https://www.youtube.com/watch?v=MFABcUUJMrI)

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the needs
of all learners and accommodate differences in students learning, culture, language, etc. *
Be sure that these accommodations are based on what you identified/described in your
contextual information (Task I).
I will be using visual and audio means as well as opportunities for movement around the
room to convey the books information. I will give the students time to pair share as well.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

Management strategies include moving around the room and using eye contact to make sure
all students stay engaged. I will also use thumbs up to check in if they are understanding the
material. I will also be breaking the lesson up from just reading it to
reading/discussion/activity format, etc.

LESSON IMPLEMENTATION

I Do
(Teacher introduces lesson and models expected outcome of learning objectives)
Describe how you will activate student interest and present the learning objective in an
engaging way (this is your lesson opening).
I will put up my picture of the confederate soldier and union soldier that goes along with a
short civil war song. I will then ask the students what they think we will be talking about
today based on this picture.
Describe how you will communicate (to students) how the objective is relevant to their lives.
I will then have them open their books to the correct section. Where I will say, we are going
to read about the civil war but just think about how many things that happen then are still
relevant today such as how we voted last week, how there are still many things that our
country disagrees on, and so forth.
Describe what instructional strategies you will use to model/explain/demonstrate the
knowledge and skills required of the objective. (cite theories/theorists)
Because the 4th graders are in Piagets concrete operational stage I will use their existing
schemas of the USA, voting, wars, right/wrong concepts to build on how the past has
influenced today. I will use audio, visuals, pair share, and hands on writing to share the
information on the civil war.
Describe how you will check for students understanding before moving on to guided
practice.
I will read the section of the reading entitled North and South with the students, I will have
the students pair share one idea of why the civil war started. We will then do the we do
smartboard activity timeline of events leading up to the civil war. I will then read the section
strengths and weaknesses. The students will again pair share how did the life in the south
help prepare men for war? We will then do a smartboard sorting activity sorting north and
south strengths. Next I will read Rebuilding the nation and we will pair share on why some
who protested about Jim Crow laws were treated harshly. I will tie this into today by
mentioning that protests go on today as well do we think protesters are treated harshly
sometimes today as well? Now I will read new settlers, new technologies and we will pair
share a way that Native Americans were affected by white settlers. I will tie this to today by
sharing how there are currently protesters for the Dakota Access pipeline in North Dakota
and some today still feel that the Native lands are not being respected.
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).

Pair share as well as share their thought with the whole group during our discussions. We
will also use two different smartboard activities to practice the information we have learned.
One being a time line of events and another being a sorting of strengths activity between the

north and south.


Describe how you will check for students understanding before moving on to independent
practice.

I will have a few share their thought after each pair share and then ask for all students to
give me a thumb up before moving on to the next section.
You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required
by the lesson objectives? (this is the post-assessment)

The students will now create a pretend Facebook post using at least 2 of the vocabulary
terms (civil war, emancipation proclamation, reconstruction, immigrant, or invention)
pretending as if they were there during the civil war time and were sharing what was going
on around them. Example: wow! Today President Lincoln signed the emancipation
proclamation making slavery illegal. This is the beginning of reconstruction in the US. I cannot
wait to see what else will happen. OR Today I saw many immigrants here in the city. Since
the civil war has ended they feel much more welcome in here. Many have moved here to
look for better jobs.
APPENDIX: Include a blank copy of your post-assessment.
Is your BLANK COPY of the post-assessment included at the end of this lesson plan?
Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that were
taught in an interactive manner (whole/small group, etc.).
I will then share an overview video clip of the emancipation proclamation, Abraham Lincoln,
and civil war. I will ask for any questions.
(https://www.youtube.com/watch?v=MFABcUUJMrI)

ANALYZE
(This portion may only be done after the post assessment is collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the lesson will require
re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results.
If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.

Number of students

Post assessment
16
14
12
10
8
6
4
2
0
19-20 17-18 15-16 13-14 11 12 9 10

78

56

34

12

78

56

34

12

Score recieved

Number of students

Post assessment
16
14
12
10
8
6
4
2
0
19-20 17-18 15-16 13-14 11 12 9 10

Score recieved

Description:
On the pre-assessment, the student average was 10/20 and on the post assessment the students got
an average of 18/20 points. Some factors that may have influenced this was the students
understanding of the vocabulary words, it being a different type of assessment (going from a closed
ended type to a more open ended application type), and the factor of the students taking the preassessment directly after taking another social studies test.

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).

One thing that went well during my lesson was the interactive smartboard applications. The
students loved coming up to the board to participate in my sorting activities. Another thing
that I felt went well was that I was prepared for technology problems by possibly needing to
use the whiteboard, I was also prepared by pre-reading the chapter.
List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.

One challenge came up before I even taught my lesson and it was that activinspire was not
downloaded onto the cooperating teachers computer. I was worried that my lesson would
not work but I planned to use the whiteboard instead. Another challenge was my
explanation of the post-assessment assignment. I did not explain about adding more details
in than just the vocabulary words, so I would explain this better in the future.
List and describe two ideas for redesign you would make if you were to teach this lesson
again.

In addition to explaining my assignment in better detail I would also use the same preassessment for after the lesson to see if the students understood the whole chapter. Another
addition I would make would be to have an interactive activity after each section of the
chapter to use as a mini review.
Another change would be to remember to use my thumbs up for checking of understanding. I
forgot to do this after each pair share. This will be easier if it is something already established
in the classroom and the students are used to it.

Pre-assessment:
War and Changes
Directions: Match the Vocabulary terms in the box to the definitions. Put the
correct letter on the blank.

1. ___ The war between the Union and Confederacy.


2. ___ Document that freed enslaved people in the South.

3. ___ Published Uncle Toms Cabin, a novel about


enslaved men and women.
4. ___ The period following the Civil War.
5. ___A person who comes to a new country to live.

6. ___ Invented the light bulb.


7. ___ A new way to do things or a new machine.

8. ___ Invented the telephone.


9. ___ Elected President in 1860.

10.___ Laws passed in the South to make the


separation of blacks and whites legal.

A.
B.
C.
D.
E.
F.
G.
H.
I.

Harriet Beecher Stowe


Jim Crow Laws
Abraham Lincoln
Civil War
Immigrant
Invention
Reconstruction
Thomas Edison
Emancipation
Proclamation
J. Alexander Graham Bell

Post Assessment
Letter-Writing : Facebook post

Teacher Name: Ms. Morehouse

Student Name:

________________________________________

Sentences &
Paragraphs

Sentences and
paragraphs are
complete, wellconstructed and of
varied structure.

All sentences are


complete and wellconstructed (no
fragments, no runons). Paragraphing
is generally done
well.

Most sentences are


complete and wellconstructed.
Paragraphing needs
some work.

Many sentence
fragments or run-on
sentences OR
paragraphing needs
lots of work.

Grammar &
spelling
(conventions)

Writer makes no
Writer makes 1-2
errors in grammar or errors in grammar
spelling.
and/or spelling.

Writer makes 3-4


errors in grammar
and/or spelling

Writer makes more


than 4 errors in
grammar and/or
spelling.

Ideas

Ideas were
expressed in a clear
and organized
fashion. It was easy
to figure out what the
letter was about.

Ideas were
expressed in a pretty
clear manner, but
the organization
could have been
better.

Ideas were
somewhat
organized, but were
not very clear. It took
more than one
reading to figure out
what the letter was
about.

The letter seemed to


be a collection of
unrelated sentences.
It was very difficult to
figure out what the
letter was about.

Writer makes 1-2


errors in
capitalization and
punctuation.

Writer makes 3-4


errors in
capitalization and
punctuation.

Writer makes more


than 4 errors in
capitalization and
punctuation.

Student uses 1
vocabulary word
correctly.

Student includes
vocabulary words
but in the wrong
context.

No vocabulary words
were included.

CATEGORY

Writer makes no
Capitalization
and Punctuation errors in

capitalization and
punctuation.

Use of social
studies
vocabulary

Student correctly
uses 2 or more
social studies
vocabulary words.