Lesson Plan:

10/22/21

Topic:
The Impeachment of Andrew Jackson

Learning Objective:
Today students will learn about the impeachment of Andrew Jackson. Students will also engage in
technology competency by working on Canva. Students will create a classroom presentation using the
platform to help analyze the content.

Content Standard Addressed:

CCSS.ELA-LITERACY.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in words) in order to address a question or
solve a problem.

Common Core Standard Addressed:

11.1.4. Examine the effects of the Civil War and Reconstruction and of the industrial
revolution, including demographic shifts and the emergence in the late nineteenth century of
the United States as a world power.

Lesson Progression:
Opening: Warm Up (5-10 minutes)

Body: Lecture and discussion questions (15-20 minutes)

Independent: Assessment Activity (30 minutes)

Collaborative: Share and feedback of canva presentations (30 minutes)

Closing: End of class notes

Lecture Slide Link:

https://docs.google.com/presentation/d/1FAmjvWEs3BUhC0qnqsRc0z3gAKaUqi6gYexd_wjUaWc/edit?
usp=sharing

Link to Canva:
https://www.canva.com/

Fullerton Online Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)
Revised 4.20.17
Directions for Preparation for POP Cycle
1. New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-observation conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Section 1: New Teacher Information, lesson plan, and Section 2, Part A NT Reflection.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Directions for Pre-Observation
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Section 2, Part A: New Teacher Reflection; completes Section 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observation conference. Lesson plan is adjusted as needed and finalized for delivery.
Directions for Observation and Preparation for Post-Observation Conference
7. During lesson delivery, ME completes Section 3A: ME Observation of Lesson Delivery, noting both Teacher Actions and Student Actions.
8. Prior to Post-Observation Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflection on Lesson Delivery.
Post Observation Conference Directions:
9. Within 48 hours, NT and ME share notes; discuss lesson observations and outcomes; complete Section 4. All parts should be transcribed into one document and submitted to course instructor. Information is used for
ILP.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Grant Richman grantrichman01@gmail.com Social Science 8th, 11th, and 12th
Mentor Email School/District Date
Fullerton Joint Union High
Tamara Rodriguez-Kam trodriguezkam@fjuhsd.org 10/22/2021
School District
Content Standard Lesson Objectives Unit Topic Lesson Title
11.1.4
Examine the effects of the Civil
War and Reconstruction and of -Reconstruction
the industrial revolution, -Johnson Impeachment The Impeachment of Andrew
Reconstruction
including demographic shifts -Argument building through Johnson
and the emergence in the late digital platform
nineteenth century of the
United States as a world power.
CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
1 - Emerging 2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
NT pedagogical skills are newly formed and just Skills are developing as NT investigates Skills are applied as NT makes Skills are refined as NT combines elements Skills are polished as NT expands ability to
coming into prominence and examines pedagogical practices increased relevant and suitable use into a cohesive and unified pedagogical add new methods and strategies into
of pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
1.4: Use a variety of instructional I am using Canva to have my students create a presentation where they
1.4 strategies, resources, and technologies Applying assume the identity of either the prosecution or defense in the trail of
to meet students' diverse learning needs Andrew Johnson.
Students are analyzing the material and making it come to life by
1.5: Promote critical thinking through assuming the identity of either the defense or the presumption of
1.5 Applying
inquiry, problem solving, and reflection Andrew Johnson. This forces students to take a position on historical
material and learn/analyze in a different and more engaging way.
Section 2: Pre-Observation Conference
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Students were asked to create an infographic
assuming the identity of the prosecution or
defense in the Andrew Johnson trial. They were
scheduled to present on another day. Students
Inquiry Focus/Special Emphasis
● What is your inquiry focus and/or special emphasis?
How can I take this lesson one step further and were assigned specific roles and were given the
● How will you incorporate the inquiry focus and/or have my students express the material in other directive to include a claim, evidence, and
special emphasis into the lesson?
● What specific feedback do you want from your ME? ways? justification. The students were given the
flexibility to craft their own claim and determine
evidence. As students present, possibly close
the activity with some exit ticket evaluating the
effectiveness of the different arguments.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
My students with a learning
My high performing student will
Focus Students accommodation will be given extra
● Summarize critical needs and how be assessed for how effective the
you will address them during this I do not have any English Learners time, will have different
lecture and assignment is in
lesson. in my classroom currently. assignment requirements, and will
delivering my desired learning
have the option to submit the
outcomes.
assignment a different way.
I would like to know if my lesson plan is
● What specific feedback regarding your focus students I want to know if my accommodations are
do you want from your ME? adequate in garnering my desired learning
adequate.
outcomes.
Specific Feedback I would like to know if my classroom I would like to know if my time management
● What additional specific feedback do you want from
your ME regarding lesson implementation? management needs any special consideration. needs any refining.
Instructional Planning
● How is the lesson structured (opening, body, and 1. Warm Up
closing)?
● What varied teaching strategies and differentiated
2. Lecture Blended learning model with technology
instruction will help students meet lesson goals? 3. Independent Activity/Support incorporated.
● What progress monitoring strategies will be used? How
will results inform instruction?
4. Closing
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5
Student Engagement/Learning
● How will you make the lesson relevant to all the Using technology and blended learning. Canva Students will show mastery of standard through
students?
● How will students show progress towards master of platform. their canva independent activity.
lesson objectives?

Classroom Management
● How will you maintain a positive learning environment
with a welcoming climate of caring, respect, and
fairness?
● Identify specific classroom procedures and strategies
for preventing/redirecting challenging behaviors.
Greet students at the door. Cold calling.
Maintain safe classroom space. Greet students
Providing support for each student during
by name. Touch base with each student.
independent practice.

Closure
● How will you close your lesson?
● How will you assess student learning and prepare them Homework assignment. The next lesson they will present their projects.
for the next lesson?

Section 3: Observation of Lesson Delivery

EXAMPLE
CSTP 1: Engaging All Students
● In what ways were students
engaged?
Specific Feedback
● What information can you
provide the NT regarding
requested special
feedback?
CSTP 1: Engaging All
Students
● In what ways were
students engaged? How
were students not
engaged?
● How did students
contribute to their
learning?
● How did teacher and/or
students monitor learning?
● How were the focus
students engaged and
supported throughout the
lesson?
CSTP 2: Effective Learning
Environment
● How did students and
teacher contribute to an
effective learning
environment?
Part 3A: ME Observation of Lesson Delivery
Teacher Actions
Student groups answered worksheet questions that included all
When teacher reviewed worksheet, she asked additional questions of
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
analysis and evaluation (“which problem-solving strategy do you
strategies and identify at least one similarity and one difference
prefer? How could you create a math problem that could be solved
between them”). Groups then selected a strategy and created
with this strategy?”)
two math problems to exchange tomorrow.
● When the teacher asked questions
in lecture or warm up, rapport was
built with acknowledgment of
student effort by name and
gratitude.
● When the directions were given,
the teacher checked for
understanding by asking students to
clarify the directions.
● Teacher provided a
warmup/bell-ringer activity
reviewing the previous day’s
content and bridging to the current
day’s content.
● Teacher posted all the lecture slides
in Google Classroom.
● After the lecture, students were
given the assignment to synthesize
the information by creating an
infographic as either the defense
lawyer or prosecution
● Students were assigned specific
roles
● The students were given the
opportunity to work in class and
the teacher monitored their
progress.
● The teacher provided the
scaffolding needed with the lecture
and the direction overview.
● The teacher knows each student’s
name and something about them
personally.
● The teacher provided multiple
checks for understanding
throughout the warm up, the
lecture and monitored the students
during their Canva creation time.
● Students were partnered up and
assigned roles to complete for the
infographic, allowing a smaller
environment for interaction and
collaboration.
Student Actions
● When the teacher asked for
volunteers to share responses in
the warm up, several students
offered a response.
● Reviewing their notes and slides,
students were able to provide the
correct responses to the
teacher’s questions.
● When the students had a
question on the progress of their
infographic, they approached the
teacher or raised their hand.
● Students were given the
opportunity to review the
previous day’s content through
the warm up. After writing the
students were able to share their
answers.
● Students were provided access to
copies of the lecture slides and
had the opportunity to add notes
to their copies of the slides in
preparation for the activity and
the exam.
● Throughout the lecture, the
teacher stopped frequently to
check for understanding. The
teacher thanked each student for
their participation and affirmed
their responses or added on
information as needed.
● The students engaged in the
warm up for review.
● If an incorrect or vague response
is given, the teacher guided the
students toward the correct
response.
● There were multiple checks for
understanding and the rapport in
the classroom is such where the
students have a growth mindset
and do not worry if their initial
answer is incorrect.
Part 3B: NT Reflection on
Lesson Delivery
Students completed the worksheets and were able to ask questions.
Most groups needed revisions for their questions;
comparison/contrast was the most common analysis question. I
need to give them a Bloom’s question stems handout next time.
I was able to give specific feedback
on how students were able to
synthesize the content and their own
analysis into a canva class
presentation. This allowed me to
both assess technology competency
and content analysis.
I tried to use a canva presentation
format to engage all students in the
learning and assessment process.
The technology piece allowed
students to be creative and the
framing of the assignment allowed
students choice in how they wanted
to address the assessment. Students
were also asked to compose an
argument. The assignment assessed
multiple common core standards and
state content standards.
I tried to check for understanding at
regular intervals. Students were
given a warm up at the beginning of
class. Students were then taken
through multiple mediums of
instruction with regular breaks for
questions and knowledge checks. I
tried to maintain an effective
learning environment by respecting
and responding to individual student
needs. Review was necessary at
certain points and so on the spot
lesson revisions was needed.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 5

CSTP 3: Organizing Subject
Matter
● What actions of the NT
contributed to student
assimilation of subject
matter?
● How did students
construct knowledge of
subject matter?
● What misconceptions did
students have and how
were they addressed by
the teacher?
CSTP 4: Learning
Experiences
● How were students
supported through
differentiated instruction?
● How did students
participate?
● How did the NT contribute
to student learning?
● The teacher uses the beginning
warm up as a means of reviewing
and checking understanding from
the previous day.
● The teacher and the students
review the content verbally . The
teacher builds on the student
contributions, allowing for further
student ownership of the content.
If there is a misconception or a
teaching moment presented by the
student response, the teacher takes
advantage and develops
discussion/clarification around the
student response.
● Students were assigned partners by the
teacher, with adjustments made for
those students placed on a transfer list
for the period.
● Students participated in the review of
the instructions, prepared the
infographics and shared them prior to
the assessment.
● Throughout the course of the lesson, the
teacher was available for questions and
circulated the room to monitor progress
and address questions. He reminded
them of the resources available for use
while creating the infographics.
● After the lecture, the students
were asked to synthesize the
information by designing and
creating an infographic taking one
side as the defense lawyer or the
prosecution.
● During the lecture, students were
shown a video clip to help
illustrate the impeachment trial
● Students were supported by the
partner work and collaboration
with each other.
● Students were given time in class
to collaborate and work with the
teacher.
● The activity required students to
synthesize the information from
the lecture and to think critically
about the arguments posed on
each side.
I tried to incorporate a variety of
instructional and assessment tools to
help organize the subject matter
effectively. Lecture, videos, and
questions were all chronologically
organized to flow into one another.
No one piece of the lesson took too
long to maximize student attention
and retention.
Students were given time to work
independently, with a partner, and in
conjunction with the teacher to
enhance learning outcomes and ask
questions. Students were asked to
analyze and synthesize content
through a variety of mediums.

● The teacher asked the students to ●

CSTP 5: Assessing Student
Learning
● How did students
demonstrate achievement
of lesson objectives?
● In what ways did students
struggle or demonstrate
limited understanding?
● What teacher actions
contributed to student
achievement?
To what degree did students
achieve lesson objectives?
To what degree did focus
students achieve lesson
objectives?
What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
The students worked for Students demonstrated mastery of
the remainder of the block standards through a technological
illustrate their understanding of the
impeachment process through the on the infographic and platform. Students were asked to
creation of an infographic. presented the following craft an argument using a canva
● The second part of the assignment
was to present the infographic to
class session. presentation. Students seemed to
the class. ● The students clearly felt feel comfortable in engaging with the
● The teacher offered time during comfortable approaching material, completing the formative
class to ask questions and to ask forthe teacher with questions assessment, and working
help.
on the assignment. independently.
Section 4: Post Observation Conference
The students presented during the next day, and the teacher felt that their infographics illustrated a strong
understanding of the impeachment process. The further discussion of impeachment through political cartoons
and through video clips furthered the objective achievement.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student did not need additional
Achieved lesson plan objectives with Achieved lesson plan objectives
supports to complete lesson plan
minimal assistance. with extra time.
objective.
I would have students work in pairs on the assignment and then present their presentation and argument to the
class for more differentiated instruction and assessment. This was my original intention but was limited by
absences and sport commitments.
The top three strengths for this lesson are the classroom rapport, the scaffolding of the material and the
collaborative synthesis in the infographic.
If I were to suggest something to add to the accountability for students, I would suggest a writing component or
synthesis component after the lecture.

What are next steps?

Next steps: plan to incorporate my original intentions for the lesson next year. Second, create a more precise
rubric for the assignments and break up the lesson over two blocks.
Other Comments/Notes

There were a wide variety of resources...political cartoons, video clips, etc. The information is on slides and copied
for the students. Purchase and implementation of GoGuardian will allow teachers to check student screens during
the lecture. The Canva assignment is a great idea. If this is an assignment that spans more than one day, maybe
put the directions on a slide (or doc) and screencast it so they can refer back to it if needed. Pacing is structured
well for a block, several activities really do help keep the students moving along. Discipline issues were handled
well and in a timely manner. One example of student discipline was handled by pulling one student outside for the

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 5
conversation. If there is a referral system, a teacher could leverage that as well. Overall, a very strong lesson. It
was a pleasure to be in the class.
All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 5