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

Teacher (Candidate): Victoria Cortese Grade-Level: 5 Lesson Date:

2/20/24

Title of Lesson: Civil War Day 7 Cooperating Teacher: Ashley Smith

Core Components

Subject, Content Area, or Topic

Social Studies
Student Population
Total number of students: 54
Number of Females: 26
Number of Males: 28
ELL: 0
SPED: 0
Identified gifted: 31
Learning Objective
- The student will be able to explain the major differences in the northern and southern states
that divided Virginians and led to secession, war, and the creation of West Virginia.

- The student will be able to describe Virginia’s role in the war, including identifying major
battles that took place in Virginia.

- The student will be able to describe the roles of American Indians, whites, enslaved
African Americans, 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
a) explaining the major events and the differences between northern and southern
states that divided Virginians and led to secession, war, and the creation of West
Virginia;
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

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
X Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
X Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
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%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
X Audio Visual 20%
X Reading 10%
Lecture 05%
Safety Considerations
n/a

Time Process Components

(min.)
6 min *Anticipatory Set
● TTW ask students, “Do you think all Virginians had the same views and ideas
about the Civil War? Why or why not?” Have students think-pair-share their
responses.
● TTW have a few students share out.

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

- I can explain the major differences in the northern and southern states that
divided Virginians and led to secession, war, and the creation of West Virginia.

- I can describe Virginia’s role in the war, including identifying major battles
 that took place in Virginia.

- I can describe the roles of American Indians, whites, enslaved African

Americans, and free African Americans
20 min *Instructional Input, Modeling, or Procedures
● TTW explain to students a majority of Virginians were planters and farmers
who needed slaves to harvest their crops and maintain their farms. For this
reason, Virginia seceded and joined the Confederate States of America, more
often known as the Confederacy. Though a majority of Virginians fought for
the Confederacy, there were some who joined the Army of the United States,
more commonly known as the Union during the Civil War.
● TTW introduce the essential questions, How do perspectives differ and how do
political,social and economic factors shape a person’s perspectives?
● The essential question will be on the board.
● TTW break down the question and define the terms: perspective, political,
economic, and social.
5 min *Check for Understanding
● TTW set one side of the classroom as the “Union” side and the other side of the
classroom as the “Confederacy” side. Using the following questions, ask
students to move to the side that would have agreed with or been described by
the following statements.
○ Allowed Free African Americans to join the army and navy.
○ Enslaved African Americans should continue to work on plantations to
support the Southern economy.
○ The Civil War should be fought to bring the states that seceded back
into the Union.
○ The Civil War should be fought to preserve slavery as an institution and
maintain states rights.
10 min *Guided Practice
● TTW have students share out the differences between the Union and
Confederacy and create an anchor chart to record student answers.
● TTW have students highlight study guide notes
30 min *Independent Practice
● TSW work with a partner to re-read pg 16 and then TTW read pages 122 and
123 in Our Virginia textbook to gain more information about the difference
between the Union and the Confederacy.
● After reading, TTW debrief with class, asking questions like
● “Do you agree with the choice of many Virginians to join the Confederacy?
What reasons/issues do you think were most important as Virginians made
their decisions?”
● As students learn, they will use the graphic organizer provided by the teacher
to explain and show the differences between the two groups.
0 min Assessment
● TTW observe students on how they answer questions during the check
for understanding portion of the lesson.
3 min *Closure
● Have students reflect on their learning by discussing the essential questions,
How do perspectives differ and how do political,social and
● economic factors shape a person’s perspectives?
● TTW tell students that they are done with social studies for the day.
● TTW tell the students that she will know that they are ready to move on when
their voices are off and their eyes are on her.
Differentiation Strategies
Visual learners are accommodated by images in the textbook
Kinesthetic learners are accommodated by moving around to work with a partner for the
collaboration activity.
Auditory learners accommodated by teachers verbal direct instruction.
Reading/writing learners accommodated by the textbook pages.
Classroom Management Strategies (To ensure a positive learning environment).
TTW use the bell to get students attention
TTW call out good behavior
TTW redirect bad behavior.
TTW give clear directions
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 reflection goes here or in written report).

This lesson plan highlights my ability to use several INTASC and CAEP standards. In order to

provide the best learning experience, I used several high yield strategies. Using my knowledge of

lesson planning, as well as my understanding of the INTASC and CAEP standards, I developed

what I believe to be a high quality lesson.

The first INTASC standard, as well as the first CAEP standard both discuss how learners

develop. The INTASC standard says, “The teacher understands how learners grow and develop,

recognizing that patterns of learning and development vary individually within and across the

cognitive, linguistic, social, emotional, and physical areas, and designs and implements

developmentally appropriate and challenging learning experiences.” The CAEP standard says,

“Candidates use their understanding of child growth and development, individual differences, and
diverse families, cultures and communities to plan and implement inclusive learning environments

that provide each child with equitable access to high quality learning experiences that engage and

create learning opportunities for them to meet high standards. They work collaboratively with

families to gain a holistic perspective on children’s strengths and needs and how to motivate their

learning .” In this lesson, I used a variety of strategies in order to meet the needs of learners at

different stages. In this way, I demonstrated my understanding of how learners grow and develop.

One of Marzano’s high yield strategies is to identify similarities and differences. An article on

cloud.edu says, “The ability to break a concept into its similar and dissimilar characteristics allows

students to understand (and often solve) complex problems by analyzing them in a more simple

way” (Cloud.edu, pg. 1). In my lesson, I used this strategy in the guided practice section of my

lesson where I created an anchor chart with the students where we wrote out the differences between

the perspective of the Union and the Confederacy. This also aligns with the eighth INTASC

standard which says, “The teacher understands and uses a variety of instructional strategies to

encourage learners to develop deep understanding of content areas and their connections, and to

build skills to apply knowledge in meaningful ways.” Additionally, I used the think, pair, share

strategy in my anticipatory set which further demonstrated my understanding of the eighth INTASC

standard. The benefits of the think-pair-share strategy are discussed in readingrockets.org in an

article that says, “Discussing with a partner maximizes participation, focuses attention, and engages

students in comprehending the reading material” (Kerley, et al., pg 1).

The Lord continues to sustain me as I grow and learn how to create the most effective lesson

plans possible. While I know that I still have areas that I need to grow in, I believe that I am

improving in the way that I plan my lessons. I know that student growth occurred as a result of my

planning, which is very rewarding. This is why despite the fact that it is time consuming and
tedious, I will keep working hard to create effective lesson plans.

Reference

“Marzano’s Nine Instructional Strategies for Effective Teaching and Learning.” Cloud.Edu,

www.cloud.edu/Assets/pdfs/assessment/marzanos%209%20strategies.pdf. Accessed 4 Mar. 2024.

Kerley, Barbara, et al. “Think-Pair-Share.” Reading Rockets,

www.readingrockets.org/classroom/classroom-strategies/think-pair-share#:~:text=Think%2Dpair

%2Dshare%20is%20a%20collaborative%20learning%20strategy%20where

%20students,2)%20share%20ideas%20with%20classmates. Accessed 4 Mar. 2024.

*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.