LESSON PLAN

Name: Krista Shepler Date: 2/5/24 Lesson Start and End Time: Pds.1,2,5,6 |
43minutes.
Academic Area: American Grade Level:8th Co-op initials with date:
History
Pre-Instruction
Planning
Topic American Revolution – Great Britain almost wins the war
PA Standard - 8.3.7.D
Anchor/Standard Examine conflict and cooperation among groups and organizations in U.S. history.
or Eligible  Ethnicity and race
 Working conditions
Content
 Immigration
 Military conflict
 Economic stability
Lesson Objectives The Student Will Be Able To:
1. Identify the early trials of the Continental army during the
Revolutionary War
2. Express and analyze the views of the colonists and General
Washington during the beginning of the war.
Materials Teacher Materials: PowerPoint, Interview Questions and answers in separate
notebooks, props for interview
Student Materials: iPad, notes sheet (on Schoology)
Planning for Differentiation: Process: PowerPoint will be placed in Schoology so they
can read along on their iPads as well as hearing it being read by me or a
Learners
student and presented on the board. Students Will have guided reading notes
provided to them as well that are fill-in-the-blank. We will also be doing a
“mock interview” of George Washington that students will participate in that
illustrates the content and climate of the time period being discussed.
Modifications/Accommodations: Guided notes and aides to read with and
help students with special need are provided. Answers are also underlined in
the PowerPoint for students.
Lesson
Presentation
Introduction I will state that there is a famous person to be interviewed today, but before
we can get to that, we have to learn the background of what said person has
been through. We will then finish the notes we didn’t finish on Friday.
Sequence of After finishing up the notes on Britain’s strengths and weaknesses, we will
activities then begin section 3: Britain almost won the war. Students will follow along
including with the PowerPoint and fill in their notes as we go along, periodically I will
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assessments check to make sure that students are understanding, or I will try to give more
examples and insight on the content being discussed.

After the notes, I will explain that we will be interviewing George

Washington! I have pre-written questions and answer/answer examples for
the students to use. These examples will be given to the students to use as a
few groups volunteer to be either the interviewer or General Washington
himself. The examples are tapped into notebooks I will provide and there are
also optional props for students to wear as this activity takes place.

1. Informal assessment of Objective 1: Identify the early trials of the

Continental army during the Revolutionary War. Students will
complete the reading check of the strengths and weaknesses of the
American and British armies.
3. Informal Assessment of Objective 2: Express and analyze the views
of the colonists and General Washington during this time. Through
the interview, students will be quoting what was happening in the
war (General Washington) or stating a few of the concerns the
colonists may have had. They will also have the opportunity to
analyze the views and figure out what they think about the situation.
Lesson Wrap-up I will reiterate the terrible state the American army is in right now and ask
how do they think the colonists come back after this? Then I will ask how
they think the drive the Americans had to win held them together even
against the world’s largest army at the time?
Self-Evaluation What had you learned in your classes (theory) that contributed to the
strategies you used during the lesson? In retrospect, what would you do
differently? What went well?
For today's lesson 2/5/24 student’s read through section 3 notes. One strategy I
have learned through class at Geneva and through field experience is having
students read to build their reading skill and comfort with reading aloud, with an
extra benefit of giving myself a break from talking. Overall, the lesson went well,
and students were mostly engaged in note taking and particularly the activity. In the
future, I hope to call on students more quickly to read to reduce lag time, and to
make better use of the filler time in-between note taking, activities and any other
awkward pauses. I can utilize this time to re-state what they are writing, ask
questions to students, and give more examples to make the content more
understandable and relatable to students. Students seem to like the PowerPoints
better than the TCI book they used to read directly from, and using examples to
engage them also seems to increase their understanding of the content. More time
teaching brings more experience and I know as I progress in the field my ability to
state examples and expand on the content/curriculum will grow as well!

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