UMF Secondary Education Lesson Plan Template

Name: Haley Knowlton Program: Secondary Course: Practicum (EDU 222,

Education EDU 223, SED 220)

Lesson Topic / Title: Civil War Introduction

Lesson # 1 of 3 Lesson Length: Grade/Grade Range:

2, (80 minute) class periods. 8/9

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based
on content standards​ and desired understandings​.

Learning Objective(s) Instructional Decisions / Reasoning

Students will be able to tell, in their own words/writing,
what the cause(s) of the Civil War was.
Students will be able to identify why each side entered
the war effort.
Students can identify and describe major characteristics
of each side of the war effort with including which side
had economic, social, manufacturing, agricultural,
advantages.
Allows for the basic understanding of the
Civil War to be built upon with more
complex knowledge about ideas/events
that were occuring at that time period.
Basic understanding questions that 8th
graders should be able to formulate a
response to. Accommodations as far as
rephrasing the questions and lowering the
amount of writing required can be made for
those students below grade level.

Content Standard(s) Instructional Decisions / Reasoning

E, E1. 9-Diploma Allows students to look at multiple sources

S1. Analyze and critique varying interpretations of historic
people, issues, or events, and explain how evidence is
used to support different interpretations.
CCSS.ELA-LITERACY.RH.9-10.3
S3. ​Analyze in detail a series of events described in a
text; determine whether earlier events caused later ones
or simply preceded them.
and provide information to the group they
are working with. Gets students practice at
reading primary sources and determining
potential biases that they have. Pulling
information off of documents shows that
they can analyze a document.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessments Instructional Decisions / Reasoning

Formative assessment that measures whether or not the

Formative Assessment evaluated by the
students understand key components about the Civil War
teacher.
background information before we delve into actual Civil
War events. This is in the form of gathering research and
Assessment Accommodations:
then a class debate based off of the research.
Students will be able to opt out of the
speaking part in the debate if necessary.
Exit ticket: have students write down 2 things they now
Short paragraph writing assignment will be
know about their assigned “row” and one question they
issued instead.
have.
Students will be allowed extra time to fill
out the paperwork, as needed.
Text to speech for the DBQ readings.

Data Gathered:
Measures student’s knowledge and ability
to gather information from the DBQ
packets. Tells me how good students are
at pulling only the information they need.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.

Multilevel and/or Multisensory Materials, Resources, Instructional Decisions / Reasoning

and / or Technology
Students will get printed out versions of the
● Comparison handout for every student (2 copies DBQ packets so that they have their own
per student) copy and can mark them for information as
● DBQ packet for every student of grade they so choose to do.
appropriate reading material (multi-level Computers will aid those students, like
materials). This packet consists of different Michael, that need text to speech for
documents of information to answer their chart reading materials.
questions.
● Laptops/iPads where the students can view
online versions of the DBQ and can access text
to speech/speech to text.
● Writing Web

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
 (Include any documents associated with the plan: graphic organizers, sets of questions, sample
problems, activity directions, content knowledge reference notes, etc.)

Teaching and Learning Sequence Instructional Decisions / Reasoning

Hyperlink to Charting Activity: (Pages 1 & 2)
https://edsitement.neh.gov/sites/default/files/2018-08/nort
h-vs-south.pdf
Prior to this learning event, students will have participated
in a pre-assessment of a real world life problem of a fight
in the school cafeteria. Students responses for the
questions will be recorded using flipgrid allowing for
easier tracking of progress through the unit. This allows
me to know and measure what they students know about
biases, primary sources and secondary sources. This
activity will also serve as the hook to this learning event.
Hyperlink to Pre-Assessment:
https://docs.google.com/document/d/1aC1N4FhyXYC4n
O-5lvDfb4btDdtCpvZDS6lk_0C5am0/edit?usp=sharing
Using this workshop lesson plan because I
want the students to be just as responsible
for their learning as I am. Their classmates
or myself can fill in any gaps on their
worksheets.
Students tend to take more responsibility
and action towards completing the task if
they know their classmates are relying on
them for the information.

1st Day: North v. South Economic Balance worksheet.

10 Minutes ​of breaking out into groups and explaining
the activity. Go over the day’s agenda. Divide the room
into North and South. The sides will divide the worksheet, This “verbal presentation” is like a debate
each person getting assigned a row to be in charge of. where students pull information from the
70 Minutes​​ to work of filling in their sheet according to research they have done. It will serve as a
their assigned part within their group. Information found in formative assessment of both their
the Document Based Questions (DBQ) activity will center research skills and their foundational
around economics, employment, societal status, etc. as knowledge of the Civil War (that’s been
to who should win the Civil War at the start. Once the covered so far in their DBQ)
factors are assigned, students will work independently but
can share ideas with others. They will be allowed to work Helping classmates fill in any gaps allows
in an area of the room in which they are most them to see that one document can give
comfortable. Students can use a writing web (concept multiple interpretations. (S.1)
map/graphic organizer) to help them organize their
findings before they have to summarize it on the chart.
Exit ticket: have students write down 2 things they now
know about their assigned “row” and one question they
have.

2nd Day:
Introduction: reminder of what they accomplished in last
class. Explain today’s class agenda and point out the
learning targets stapled to the wall. After looking at
yesterday’s exit tickets, I will answer any overarching Having a chart already filled in with all the
questions that students had or give hints on how to find answers will help students who aren’t good
the answers. ​(5 Minutes)
Students will have time to talk amongst their groups as to
what information they gather from the DBQ packet. Help
fellow classmates fill in any gaps that they have on their
worksheets. Students should feel free to ask their peers
about their question from yesterday. ​(25 Minutes)
Students will then be given time to create a verbal
presentation about why they think their side will win the
war based off economics, and societal advantages. ​(20
Minutes)
Students will be asked to present their side to the other
half of the class and myself. Each student will get a
second blank copy of the chart and can fill in the
information about the other Side’s information. ​(10
Minutes)
Quick overview of the chart (I’ll create one with all the
information from the two sides) so everyone can get the
information that the other side of the class had
researched. ​(20 Minutes)
Meeting students’ needs (differentiation, extensions,
modifications, accommodations)
There should be no prior knowledge needed. In this class
we are starting from the beginning of the Civil War and
students will learn necessary background information on
the politics, economics, war commanders, etc.
Students can have extra time to fill in their sheets.
Michael:​​ would benefit from providing written work
instead of speaking in class due to high levels of anxiety.
He would have extended time to write out a paragraph of
who should win the Civil War, using his word processor.
Michael can also use a writing web (concept map/graphic
organizer) to help him turn his notes into structurized
writing. Michael would also be able to use text to speech
on the electronic versions of the readings provided for
him. If he struggles with the readings still I will make up
lower level reading materials that match his reading level.
His writing will be based off of content and not
grammar/punctuation.
Kayla: ​can have digital copies of all paperwork- allows for
text to speech in Dragon, and larger font sizing. Will also
receive extended time to complete written work. Also has
an option for completing a paragraph assignment in place
at taking notes themself or who are
overwhelmed by the chart or the amount of
information in the chart.
I chose a group presentation to help
reduce anxiety for those that struggle with
presenting alone to the class. Making it a
group presentation can help eliminate or
reduce students, like Michael’s, anxiety.
Instructional Decisions / Reasoning
Room is split with seating/desks into two
sides.
Some students will have option of written
work if speaking in the debate is anxiety
inducing or otherwise stressful.
Student teachers and I will be moving
between the two groups to make sure
everyone understands filling in the chart
and how to pull notes to support their side
of the activity. Also will help in facilitating
the small group discussions that occur
between each side before the debate.
Students will have the option to choose
grade appropriate reading materials for the
grade level the are currently at.
UDL is supported through the
accommodations and numerous types of
assessment that will happen throughout
the lesson.
● They get to work with their
teammates to decide which of the
 of taking an active speaking role in the debate. factors they will focus on
Preferential seating when desired. ● Web map is a tool available for
anyone who wants to use it
● Once teams assign factors,
students have a choice of where
they can work
● Digital version will be available to
students who need it for their IEP
(or others if requested)
● There are teacher led,
independent, and group learning
activities
● Students write their research
results and also share them
verbally with their peers

Michael receives structured writing

templates to accompany his alternate
writing assignment. He is receiving the
alternate assignment due to high anxiety
when presenting in groups.

Post lesson

Reflection

Through the process of writing this lesson plan I heavily relied on my experience in
my field placement classroom. In my field placement I was able to work very closely with
my mentor teacher and our special education instructor. Through this collaboration we
were able to adapt assignments/tests that my mentor and I had created for the students
that needed it. Our accommodated tests had things like word banks, broken down
questions and a matching section for the students that needed it in their IEP. These
accommodations were similar to the accommodations students like Jack, in the Causton
et al. chapter 11, would receive.
The amount of cooperation AND collaboration that my mentor teacher and our
special education teacher have together is amazing to watch and be a part of. It really
reminded me of Jodi and Anne’s co-teaching without having him in our classroom full
time. The co-teaching comes more in the form of our ed-techs reteaching the material
and notes as needed for our students with special needs. But it really helped to have
that model of teaching/co-teaching because it was something unseen in my high school.
Back home the ed-tech really focused on keeping the student on task I didn’t see the
level of interaction of ed-techs and students that I see in my middle school placement. It
informed the idea of what I can ask and/or expect my ed-techs in my future classroom to
do.
Both of these experiences and the numerous readings that we have done through the
semester have heavily informed my decision making in the accommodations for my first
learning event. Having an influence over what accommodations were offered on the test
really made writing this learning event easier because I know what can work well for
students with certain disabilities from first hand experience.