This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Hailey Mason Grade-Level: 5th Lesson Date: 01/17/23

Title of Lesson: Virginia and the Civil War Cooperating Teacher: Jacky Rodes

Core Components
Subject, Content Area, or Topic

Virginia Studies

Student Population

27 students
1 IEP (1 IEP in creation)

Learning Objectives

● Describing Virginia's role in the Civil War

● Identify major battles in Virginia
● Roles of American Indians, whites, enslaved and free African Americans

Virginia Standard(s) of Learning (SOL)

VS.7 The student will demonstrate an understanding of the issues that divided our nation and led to
the Civil War by

b) describing Virginia’s role in the war, including identifying major battles that took place in
Virginia; and
c) describing the roles of American Indians, whites, enslaved African Americans, and free African
Americans.

Materials/Resources

Virginia's Role in Civil War Cards

Corresponding Notesheet
Document Camera
Sorting Worksheet
Kahoot
Chart and Photos

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%

Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
X Discussion 50%
Demonstration 30%
X Audio Visual 20%
X Reading 10%
Lecture 05%

Safety Considerations

● Demonstrating appropriate group behavior

● Proper use of materials

Time
Process Components
(min.)
5 min *Anticipatory Set

TTW review with students what we learned about Virginia and slavery.

TTW ask students “Who can tell me how Harriet Tubman contributed to the freeing of
slaves?”

TSW respond.

TTW ask students “What was Nat Turner's revolt against?”

TSW respond.

TTW ask students “Who was hung and why?”

TSW respond.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

TTW tell students now it is time to dive into how Virginia was affected during the Civil
War.

2 min *State the Objectives (grade-level terms)

● I can define Virginia's role in the Civil War

● I can identify the major battles that took place in Virginia
● I can explain the roles of American Indians, whites, enslaved and free African
Americans

15 *Instructional Input, Modeling, or Procedures

min
TSW participate in a gallery walk where there are multiple cards hung around the room
that include information about Virginia's Role in the Civil War.

TSW be grouped up based on an Among Us Character color.

TTW remind students how to work and behave within a group setting.

TSW be given one minute to get with their group and go to their first card.

TSW be given 4 minutes to read their card and fill out their note sheet.

The timer will go off, students will freeze and the teacher will let them know it is time to
rotate to the next card.

This will be repeated for all 8 cards.

10 *Check for Understanding
min
TTW have students be seated from the gallery walk.

TTW display the note sheet on the document camera.

TTW call on volunteers to share what the missing words are on the blank note sheet.

TTW pick a student to share the answer.

TTW ask the class to put a thumb up or down to agree with the answer.

TTW discuss why the answer is correct using details from the Virginia's Role in the Civil
War Cards.

TTW repeat the process until the note-sheet review is completed.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

10 *Guided Practice
min
TTW display a anchor chart that is divided into four sections.
The four sections will be; Confederacy, Union, Battles, and Key Places.

TTW have pictures to show the students.

TTW show the students a photo and they will have to decide which section it belongs in.

TTW show the students the image.

TTW instruct students to turn and talk to their tablemates to discuss which section the
image belongs.

TTW call on a student and have them come up to the board and stick the image in the
section they believe it belongs to.

TTW explain why or why not the student is correct based on what was learned about
Virginia's Role in the Civil War.

5 min *Independent Practice

TSW complete their sorting worksheet “Virginia's Major Civil War Battles”

TSW cut out the bottom pieces and match them to the appropriate spot.

When they are done, TSW place their hand on their head to indicate to the teacher they are
ready for their worksheet to be checked.

TTW come by and let them know it is good to glue down.

TSW place the completed worksheet in their binders.

5 min Assessment

TTW note the correctness of the sorting worksheet when going around to check it.
5 min *Closure

TTW create a Kahoot review game.

TSW get out their Chromebooks, and login to Kahoot.

TTW display the join code, and students will join.

TTW monitor students while Kahoot is being played.

TSW play Kahoot as a review of Virginia's Role in the Civil War.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style,

multi-cultural).

Learning Styles:
Visual- pictures given for chart, condensed information on posters for gallery walk
Verbal- turn and talk with their tablemates, Kahoot game
Kinetic- cutting/gluing, walking around for the gallery walk

Classroom Management Strategies (To ensure a positive learning environment).

● Using Among Us character colors to create groups

● Reminder of what is expected with working in groups
● Timer displayed for students indicating transition

Lesson Reflection. To be completed following the lesson. Did your students meet the
objective(s)? What parts of the lesson would you change? Why? (Professor will determine if the
reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Date

Signature
Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Lesson Reflection:

This lesson included my first attempt at creating groups and having students move around

the room. I came up with the idea to split them into groups using Among Us character colors, I

knew my students would absolutely love this since they are all really into Among Us. Doing this

was successful in establishing the groups, but I did not laminate the cards or make them very big so

the next time I did this I made them larger and durable. As for the gallery walk activity the students

loved having the opportunity to get up and work with one another to gather the information.

“Introducing students to collaborative environments early in their school experiences presents

opportunities for them to be more productive and joyful as they work with others in a team-based

environment” (Marlborough, 2019). Allowing students to work together helps establish basic social

skills they need for the future. Having students working in teams lets them collaborate which

ensures they are all completing the given task. Some accommodations that could be made for my

students could be having an audio version of the posters that correlates with the notes, creating a

different type of interactive note sheet (graphic organizer), or even changing the gallery walk into a

jigsaw for students to gather notes and one expert to share with the others. This type of lesson

relates to how I believe students learn the best. I think it is essential to give students opportunities to

get up out of their desks, interact with one another, and do something more fun rather than just

taking notes via lecture. Some things I would change about this lesson would be changing the note

sheet. The students finished quicker than I expected at each poster so I think a more extensive note

sheet would have helped. Overall, I felt like my lesson went well and the students had a great time

participating in it.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Works Cited:

Four benefits of teamwork for Student Development & Success. Marlborough News. (n.d.).

Retrieved February 20, 2023, from

https://www.marlborough.org/news/~board/stem/post/four-benefits-of-teamwork-for-student-develo

pment-success#:~:text=Teamwork%20teaches%20essential%20communication%20and,to%20perfo

rm%20their%20individual%20roles.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
 The Confederacy:
Who supported the Confederacy?

_______________________________________

Enslaved African Americans raised _________ and ____________.

Why did Virginians support the Confederacy?

______________________________________
Fort Sumter:

American Indians __________ take sides during the Civil War.

Fort Sumter:

Civil War begins on _______________________

Where did the war begin?

_______________________________________

Fort Sumter is located in

__________________________________________
 Battle of Bull Run

Thomas “________________” Jackson

Battle of Bull Run was the __________ major battle of the Civil War.

Fort Sumter:

Virginia

____________ was the major battleground between the Union and

Confederate troops.

What year is on the Civil War Battlefield Map?

________________________________________________
 Robert E. Lee
Where did Robert E. Lee lead the Army?

_______________________________________________

Robert E. Lee was ________________ slavery.

Who was the general of the Confederate Army?

______________________________________
Fort Sumter:

Ulysses S. Grant
Who did Ulysses S. Grant lead?

_______________________________________________

Ulysses S. Grant was a ______________ in the Civil War.

Where did Grant lead the Union?

_________________________________________________________

_________________________________________________________
 Monitor vs. Merrimac
Monitor was the ____________________ ship.

Merrimac was the ___________________ ship.

President Lincoln used the _______________ to block

________________________.

Who won the battle? _________________________________.

Fort Sumter:

Appomattox Court House

Where did the Civil War end?

________________________________________________________

________________________ General Robert E. Lee

___________________ to the ________________________.

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