Lesson Plan #2

This lesson plan focused on the Election of 1876 and Compromise of 1877. This was

delivered in one of mentor teacher’s American History classes, rather than the last

time which was world history. This lesson allows for more differentiation at the

summative assessment part, with students able to film a mock interview or write a

letter. This is good for students who do not wish to write, or do wish to write. It also

allows for students to work with a partner, for the interview, or without a partner,

in the letter-writing portion. I was able to go in a Friday and deliver the lesson,

which gave the students the weekend to film the interview if need be. I then went in

the following Monday to check on their progress. Most of the students did the

interview rather than the letter, which was expected. However, there was a few

students that did the letter, so the differentiation was at least a marginal success.

 Inquiry (5E) Lesson Plan Template

Subject:

Teachers: American History

Reconstruction
Wesley Nelson

Common Core State Standards:

HS.H1.H2 Explain and compare how social, cultural, and environmental factors influenced state-building, expansion,
and dissolution.

HS.SP1.1 Evaluate how events and developments were shaped by unique circumstances of time and place as well
as broader contexts.

Objective (Explicit):

• Students will examine the consequences of the Compromise of 1877, and why it effectively ended Reconstruction.

Evidence of Mastery (Measurable):

¨ Include a copy of the lesson assessment. ¨ Provide exemplar student responses with the level of detail you
to each portion of the response.

• Students will be able to create a news interview or write a small letter on what the Compromise of 1877 was
and its consequences.
• Students must use at least 3 examples of content they learn in the lesson in their interview or letter, and
use that evidence to substantiate their claim

Sub-objectives, SWBAT (Sequenced from basic to complex):

¨ How will you review past learning and make connections to previous lessons? ¨ What skills and content are
this lesson objective? ¨ How is this objective relevant to students, their lives, and/or the real world?

• Students will analyze the Election of 1876’s outcome

• Students will examine what compromises were made in response to the election.

Key vocabulary: Materials:

• Reconstruction, Freedman’s Bureau, 13th-15th Amendments • Notebook

 • Electoral College, quid pro quo, compromise • Computer/Phone

Engage

¨ How will you activate student interest? ¨ How will you hook student attention? ¨ What questions will you p
that students will seek to answer in Explore?

Teacher Will:
Make the lecture so that it will callback to Student Will:
many parts of Reconstruction that are
Pay attention to the lecture and when discussion
relevant to the time. Have discussion
is necessary as a part of the callback, answer in the group
questions based upon that.
or class setting.

Explore

¨ How will model your performance expectations? Remember, you are not modeling what you want students to
expected behavior or required procedures.

¨ How will students take the lead and actively use materials to discover information that will help them answer t

¨ What questions or prompts will you be prepared to use with students while they are “exploring”?

Teacher Will: Student Will:

Put together a lecture that is interactive, Taking notes on the Powerpoint lecture and watching the
with videos, and topics for discussion. videos and other media embedded in the lecture.
Then be involved in group and class discussion when
appropriate.
Co-Teaching Strategy

¨ What co-teaching approach will you use to maximize student achievement?

NONE

Differentiation Strategy

¨ What accommodations/modifications will you provide for specific students? ¨ How will you anticipate studen
challenge?

Students will be able to choose between an interview with a partner or writing a letter. This allows for students

who prefer to write that opportunity, or those who prefer to recite, that opportunity. Students can also choose to
work in groups or alone depending on what they like.

Explain
¨ How will all students have an opportunity to share what they discovered? ¨ How will you connect student di
terms/explanations? ¨ How will all students articulate/demonstrate a clear and correct understanding of the sub-

question from Engage before moving on?

Teacher Will:

Create a lecture that highlights key Student Will:

vocabulary and questions throughout the
Take notes on the lecture and write down important vocab and
lecture. Make sure the students know to
questions emphasized with stars or highlighted.
write it down.

Co-Teaching Strategy

¨ What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy

¨ What accommodations/modifications will you provide for specific students? ¨ How will you anticipate studen
challenge?

The partners can exchange notes and the powerpoint can be shared with them should they miss

something and need it

Elaborate

¨ How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a
learning at a deep level?

¨ How will students use higher order thinking at this stage? (e.g. A common practice in this section is to pose a

¨ How will all students articulate how their understanding has changed or been solidified?

Teacher Will: Student Will:

Provide the powerpoint in class so the students can Take notes on the lecture and keep their interview
take notes, and put it up online. Also making the or letter. They will have access to both the powerpoint
model interviews and letters public to the students. and model examples as well.
Co-Teaching Strategy
¨ What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy

¨ What accommodations/modifications will you provide for specific students? ¨ How will you anticipate studen
challenge?

Students will be paired up at their table, and have notes on the board that I will be flipping through

while they work on the figure

Evaluate

¨ How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the Elabora
students have an opportunity to summarize the big concepts they learned (separate from the assessment)?

Teacher Will:
Student Will:
Provide the students with a choice to complete a
filmed interview with a partner or write a letter Complete one of the two choices, either filming an interview
posing as someone for or against the compromise. with a partner or writing a letter posing as someone for
The teacher will also show examples of both. Both or against the compromise. They will asked to
of these assessment choices will have the students demonstrate knowledge of the compromise and
demonstrate knowledge of the compromise and its its consequences.
consequences.

Co-Teaching Strategy
¨ What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
¨ What accommodations/modifications will you provide for specific students? ¨ How will you anticipate studen
challenge?

Students will be paired up at their table, so if they do not want to speak, one of the two will hopefully speak,

if not then they will not be forced to share