UH COE Lesson Plan Template (Direct Instruction)

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Name of Teacher Candidate Damon Vandrey

Lesson Overview
Grade Level 11th American History
Estimated Time Needed One 55 Minute Class Periods
A PowerPoint over the Progressive Era with group image analysis, fill-in
Lesson Description notes, and a knowledge post-check. Also, a graphic organizer to check for
understanding that they will work on if there is class time left.
History 3(A) analyze political issues such as ... civil service reform;

3(C) analyze social issues affecting women, minorities, children,

immigrants, and urbanization.

5(A) analyze the impact of Progressive Era reforms, including initiative,

referendum, recall, and the passage of the 16th, 17th, ... and 19th
amendments;

5(B) evaluate the impact of muckrakers and reform leaders such as Upton
Sinclair, Susan B. Anthony, Jane Addams, Ida B. Wells, and W. E. B.
DuBois on American society;
Content Area Standards
5(C) analyze the impact of third parties, including the Populist and
Progressive parties

9(A) trace the historical development of the civil rights movement from the
late 1800s through the 21st century, including ... 19th amendments;

Economics 15(B) describe the changing relationship between the federal

government and private business, including the growth of free enterprise,
costs and benefits of laissez-faire, Sherman Antitrust Act, Interstate
Commerce Act, and Pure Food and Drug Act;

Technology Standards None

The Student will understand the Progressive Era, including the Agrarian
Objectives Movement, The Progressive Movement, The Progressive Presidents, and
the Women’s Suffrage Movement

Resources/Materials/Tools
Interstate Commerce Act, William Jennings Bryan, Populist Party,
Terms/Vocabulary Progressive Movement, Muckraker, Upton Sinclari, Jane Addams, W.E.B.
DuBois, Ida B. Wells, 17th Amendment,
There will be a PowerPoint and SmartBoard used to display information, this
Technology Resources will help the students by providing a visual accompaniment to the
information.
Other Resources Fill-In Notes to give the students a study-guide, and to check for
participation with image analysis portions to check understanding. A post-
check to ensure they understood the lesson. Also a graphic organizer from
UH COE Lesson Plan Template (Direct Instruction)
their textbook to check for understanding and participation.
Lesson Procedures
Step 1: A Warm-Up question to
introduce the general topic and begin
creative processes (>5 Minutes)
Step 2: PowerPoint Presentation to
be followed on fillable notes that are
to be completed by students for a
participation grade. (~30 Minutes)
Step 3: Intermittent analysis of
images. I’ll show a poster from the
time period and ask for their
interpretation. I plan to do this 3
times throughout the PowerPoint and
they will record it. (~10 Minutes)
Step 4: Students will work on a
graphic organizer comparing
Theodore Roosevelt's Square Deal
with Woodrow Wilson's New
Freedom. If not finished by the end
of class it will be finished the
following Monday (~ 10 Minutes)
Hook them in with a warm-up
question and a brief
Focus/Anticipatory Set
description of the topics we’ll
be covering.
The main content will take
place in the form of the
PowerPoint Presentation
Content-input
which will present all relevant
information which they can
follow on the provided guided
notes.
I will guide students through
the analysis of images of the
Guided Practice time period in order both
check for understanding and
help apply the information
from the PowerPoint.
Independent Practice Students will use the
information provided to
Step 1: Students will see
and answer the warm-up
Step 1: The resource will be
question as they come in
a warm-up question of my
and I distribute the fill-in
design. It will be used by me
notes. After about 3 minutes
to gauge understanding and
following the bell, I will call
by students to adapt to the
on a few students for
topic.
answers and after 5 minutes
Step 2: Will be a
total we will move on.
PowerPoint of my own
Step 2: I will be in the front
design based on their
of the room relaying
textbook, Mastering the
information while students
TEKS in United States
write. I will occasionally walk
History Since 1877 by Mark
around the room while
Jarret. This will be used to
talking in order to check for
teach the lesson as it
participation and
pertains to the TEKS they
understanding.
are expected to know.
Step 3: I will give students
Step 3: I’m still gathering the
about 2 minutes to analyze
images, but there will be 3
an image and monitor them
time relevant posters.
while they do so in their
Step 4: The Graphic
table partners. Afterwards I
Organizer comes straight
will call on some tables to
out of their textbook and it
share and will give my own
will be used to compare two
interpretation.
key presidential plans of the
Step 4: Students will
time. They will be provided
complete their graphic
with rulers, and paper to
organizer on a sheet that I
complete the organizer.
provide, and I will walk
around answering questions
and monitoring students.
I will have it written and
will monitor student Self created warm-up
response while they question.
work.
Students will fill in the The PowerPoint is
sheet as I go along, created by me based
and I may occasionally on the book that the
check for students are provided
understanding. in the classroom.
Students and I will
directly interact with The images are yet to
students building off of be determined.
my leading questions.
I will walk around the The Graphic
room and monitor organizer is provided
in the book, and the
UH COE Lesson Plan Template (Direct Instruction)
Closure
Plans for Differentiated Instruction/Accomodations
Special Education Students
English Language Learners
Gifted and Talented
Other:
Potential Challenges/Plan B
Potential Problem: The students simply refuse to take any notes.
Solution: Switch to the graphic organizer early and instruct them to use their books as their source rather than my
notes.
supplies will be
complete a graphic organizer participation while the
provided by the
from their textbook. students are working.
teacher.
The completed filled in notes
I will read over the
and the graphic organizer will
notes and check for I will provide the
indicate whether students are
accuracy and notes.
prepared to move on, using
completion.
said notes as a guide.
As far as I am aware, there are no Special Education Students in the classroom.
However, hypothetically if there were, I’d be sure to monitor them closely for
understanding, and if necessary, would reiterate some points in simpler terms
should the student require such an action. As I have no specific situation to base
my plans on, I cannot plan ahead, and would have to play the situation by ear
through careful monitoring. I would provide any extra help as needed.
My mentor teacher makes it a rule to not teach using the native tongue of ELL
students, and I will respect his decision in the matter. However, in the case of
ELL students, they are always paired with a bilingual student who can speak
their mother tongue as well if possible. I will ensure that I give ample time for the
bilingual student to assist the ELL student, as well as giving extra support to
those students during the times in which I am helping/monitoring the room. I
would also be happy to slow down certain portions of the PowerPoint so that
ELL students could better understand me.
For the most part, I do not intent to differentiate instruction heavily for gifted and
talented students. Students who fall under this category will most certainly have
been moved into the Sharpstown OnRamps program, which I am not
responsible for teaching (I operate as a facilitator in these classes). Furthermore,
as I have never received any training for Gifted and Talented students, I would
not know how to properly adapt to the situation regardless.

Potential Problem: Students are not on time and many arrive late to the class.
Solution: Seat them and hand over the filled in notes and silently indicate the part of the presentation we are at
without interrupting the flow of the presentation if possible.

Potential Problem: The PowerPoint is corrupted or a machine malfunctions.

Solution: Deliver the same presentation using the book (which the presentation is based on) and write key terms
on the whiteboard. If that seems weak, switch to the graphic organizer early and attempt to fix the issue while
students work.

Potential Problem: I lose my voice.

Solution: Still hand out the guided notes, but instruct students to fill them out using the book, and proceed with the
rest of the plan as normal, sans the image analysis which can be done the next school day as a check on
understanding and knowledge retention.
UH COE Lesson Plan Template (Direct Instruction)

Assessment
The assessments are primarily based on participation in the case of this lesson. Though accuracy will be
checked, it is a check of understanding, not a grade check. The assessments used will be first the guided
notes, which will be completable based entirely off of the PowerPoint presentation, these will be for
completion. The Image analysis will also be on the guided notes, and this will be used to check
understanding and the ability to apply learned knowledge. Finally, the Graphic Organizer will be for
completion and accuracy. While answers need not be perfect, they should demonstrate a basic
understanding of the principles regarding Roosevelt’s Square Deal and Wilson’s New Freedom.