Geneva College

Beaver Falls, PA

Lesson Plan Template

Name: _______Owen Clendanel_________________________Date: ___3/3/22__________

Subject: _____American History_______________ Grade Level: ________8___________

I. Topic
Mexican American War and What is just?
II. PA or Common Core Standards
Standard - 8.3.8.D : Examine how conflict and cooperation among groups and organizations have
impacted the growth and development of the U.S.
  Ethnicity and race 
  Working conditions 
  Immigration 
  Military conflict 
  Economic stability
Standard - 8.4.8.D
Compare conflict and cooperation among groups and organizations which have impacted the
history and development of the world.
III. Learning Objectives: Objectives must be written using observable verbs
TSWBAT produce a writing assignment on whether America’s role in the Mexican American war was just
TSWBAT list three reasons why America was just or was not just in their role in the war.
TSWBAT compare their opinion to the opinion of others in the class. (Debate)
TSWBAT contrast their opinion to the opinion of others in the class. (Debate)

IV. Materials
The only materials I will need for the lesson are notebook paper, the prompt to the writing on Showbie,
and my I-pad. The students will need a writing utensil and their I-pads.
V. Lesson Development
A. Introduction
To introduce the lesson for the four non-honors classes I will pass out the notebook paper and describe
the prompt to the class. For the honors class I will assign them to a side of the room and tell them what
their opinion that they will be debating is.

B. Lesson development (activities, procedures)

For the non-honors classes, they will be given the whole period to complete and turn in their SLO writing
assignment. For the honors classes, I will give them time to research or think about what 3-4 reasons
they want to use as their main argument points. Both groups will then share those points with the class,
and they will have the opportunity to debate each other while trying to prove their opinion on the topic.

C. Evidence of differentiated instruction (content, process, product, or learning

environment)
Product: The non-honors classes will be producing a writing assignment. The honors kids already did this
earlier in the week and will be having a debate instead.
Learning Environment: The honors class will be free to move about the room and will be participating in
a group to debate another group.

D. Closure (summary)
To close the lesson for the non-honors classes, I will collect their writing assignments and then explain to
them what they should be expecting when they walk in on Friday. For the honors class I will give the
closing remarks on the debate and talk about how it is important to be able to debate a topic like this
with people who disagree with you. While also pointing out that when you disagree with someone that
doesn’t mean you hate them.

VI. Assessment/evaluation
I WILL BE ABLE TO EVALUATE THE STUDENTS BASED ON THEIR ABILITY TO WRITE AND THE HISTORICAL ACCURACY OF THEIR
WRITING. I CAN ALSO INFORMALLY ASSESS THE HONORS STUDENTS IN THEIR ABILITY TO RESPECTFULLY DEBATE EACH OTHER
OR ARGUE FOR AND AGAINST A GIVEN OPINION.

VII. Modifications or accommodations

The students will be able to work in a group during the honors class. In addition to that, many of the
non-honors students will receive one on one help in writing their SLO, or they will receive a revised
prompt based on their academic ability.

VIII. Self-evaluation
Overall, the lesson went fairly well. There was not much to evaluate for this lesson. The students took
the entire period to write their SLO. The only thing I would change is having more for students to do if
they finished writing their SLO earlier then everyone else.

Cooperating Teacher Approval ____________________________________ Date

_________________