Name: Shae West

Subject(s): U.S. History Grade: 8

Mentor Teacher: JoMarie Hayes School: Costa Mesa Middle School
Lesson Time Allotment: 90 minutes Date: 4/23/2024

Section 1 – Goals, Standards, and Assessments

TPE 1.4, 1.5, 1.6, 2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5

1. CA State Standard(s) and/or Curriculum Frameworks (TPE: 3.1, 3.2, 3.3, 4.4)
8.9.5 Analyze the significance of the States’ Rights Doctrine, the Missouri Compromise (1820), the
Wilmot Proviso (1846), the Compromise of 1850, Henry Clay’s role in the Missouri Compromise and
the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sandford decision
(1857), and the Lincoln-Douglas debates (1858).

8.10.1 Compare the conflicting interpretations of state and federal authority as emphasized in the
speeches and writings of statesmen such as Daniel Webster and John C. Calhoun.

8.10.2 Trace the boundaries constituting the North and the South, the geographical differences
between the two regions, and the differences between agrarians and industrialists.

8.10.3 Identify the constitutional issues posed by the doctrine of nullification and secession and the
earliest origins of that doctrine.

2. Learning Goal(s): Based on the CA State Standard(s) you have identified above, what will students
have mastered in terms of knowledge and/or skill as a result of this lesson? (TPE 2.2, 2.6, 3.2)

Students will trace the political and social conflicts over slavery and the compromises that resulted
(Missouri Compromise of 1820, Compromise of 1850, Kansas-Nebraska Act).

Students will compare and contrast the two bill proposals from David Wilmot and John C. Calhoun.

Students will analyze the Kansas-Nebraska Act.

Guiding Questions:
What political compromises were made because of slavery?
How did the Kansas-Nebraska Act lead to Bleeding Kansas?

3. Assessment Criteria for Success: How will the teacher and the student know if each of the specific
objectives identified above have been successfully met?
Students will know that they have met the learning goals when they have successfully completed the
handout accurately.

Final Formative Assessment (to be taken at the end of the lesson to assess mastery levels of
the whole class): (TPE 1.8, 2.5, 5.1, 5.5):

Students will complete a handout throughout the lesson, which will assess their understanding and
achievement of the learning goals.

Adapted from MS by Rose SP24

 4. ELD Standard Addressed: Identify one standard from the ELD Standards that you will
implement during this lesson to support your English language learners. (TPE 1.1, 1.6, 3.5, 4.4).

Part II: Learning About How English Works, B: Expanding and Enriching Ideas, 5. Modifying to Add
Details.

5. ELD Standard Learning Goal: Learning Goal:

Students will include detail to support and expand their sentences into short paragraphs.

6. Strategy for supporting ELs in achieving this goal:

I will provide sentence starters and paragraph framing to support student’s writing.

Section 2: Instructional Procedure

TPE 1.4, 1.8, 2.1, 2.3,2.5, 2.6, 3.1, 3.2, 3.3, 3.5, 3.6, 4.4, 4.7

4. Lesson Plan: Provide a clear explanation of each stage of your lesson. This should include a
description of what will be taught (including links to any Google Docs, Powerpoints, Youtube videos,
etc.), how the students will be engaging the lessons, and examples of directions, explanations, and
questions that the teacher candidate will use to scaffold the progress of learning. If it helps, you can
write it out like a script of what you, on a basic level, expect to say.
Agenda, Handout
Open –
Anticipatory Set: This should be a short, attention-grabbing, engaging opener that recruits the interest
of your students, provokes curiosity, and makes them want to learn more.
In the first slide of each lesson, we typically include a meme for the students to view. For this lesson, I
am including a meme from the unit we just completed. I wanted this meme to be a “review” meme to
serve as a bridge from our previous unit, Social Reforms, to the new unit, Toward Civil War.

Body –
Make sure that your descriptions are thorough enough that your professor can imagine the progress of
each stage of the lesson and discern whether there has been appropriate scaffolding.
Guiding Question: What political compromises were made because of slavery?
● We will review the Missouri COmpromise of 1820 (students learned this earlier in the semester,
and it has been reviewed multiple times since). We will also review Texas's annexation and the
events that lead to the Mexican-American War.
● We will discuss the Wilmot Proviso, and John C. Calhoun’s counter proposal. Students will
learn the two “differing views” of each Senator. Students will be able to trace the two men’s
proposals and see how they morph and change over the course of debates and compromise.
● Students will briefly learn about the election of 1848, and its impact on the political landscape
of the time.
● We will then learn about the context, the bill, and the aftermath of Henry Clay’s Compromise.
Students will consider and judge which side “won” in this compromise.
● We will spend extra time discussing the Fugitive Slave Act. Students will judge Thoreau and
other abolitionist’s choices to civilly disobey the law. Students will discuss with their peers, the

Adapted from MS by Rose SP24

 morality of “civil disobedience.”
To summarize what they just learned, students will write a short paragraph of detailed
sentences, responding to the guiding question: “What political compromises were made
because of slavery?” Students will be provided with a few sentence starters to use as they
create their paragraphs.
Guiding Question: How did the Kansas-Nebraska act lead to Bleeding Kansas?
● Students will watch a short video that explains the Kansas-Nebraska Act. This video also
explains more context of the political landscape at the time, as well as Douglas’s motivations
for proposing the act. The video also traces the impact of the act on the later historical events.
○ Students will answer two questions on their handouts based on what they heard from
the video.
■ Why did Douglas introduce the Kansas-Nebraska Act?
■ Why did Northerners dislike the act?
● We will then discuss the term popular sovereignty. Students will recall the concept from earlier
in the year—forming our new government, John Locke’s Social Contract theory, etc.
● Together we will dive deeper into the Kansas-Nebraska Act, and dive into the specifics of what
Douglas proposed in the act. We will examine the opinions the North and South had in
response to this act.
● Next we will look at what each side did to try to influence Kansas’s election. Students will learn
about the border ruffians and the reaction of the North after the election.
● Students will learn about the events of Bleeding Kansas.
To summarize what they just learned, students will write a short paragraph of detailed
sentences, responding to the guiding question: “How did the Kansas-Nebraska Act lead to
Bleeding Kansas?” Students will be provided with more specific questions to break the “big”
question down. If students answer these smaller questions, they will have answered the “big”
question. The smaller, specific questions are: What did the Kansas-Nebraska Act do?, Who
supported the Act? Why?, Who disagreed with the act? Why, and How did each side respond
or react to the Kansas-Nebraska Act?

Close –
Confirming the learning: How will you review the learning with your students at the end of the lesson
and help them self-assess whether they achieved the learning goals you set for them?
This lesson will be divided under two guiding questions: What political compromises were made
because of slavery, and How did the Kansas-Nebraska Act lead to Bleeding Kansas?

At the end of both sections, students will write a paragraph of detailed sentences answering the
respective guiding questions. Students will be provided with sentence starters to help build their
paragraphs.

Next Steps: How will the next steps be communicated to the students about continuing to learn this
topic after the lesson?
At the end of the lesson, students will be informed of the topic in our next lesson. I will explain how
what we learned in this lesson will inform and build upon the next. On the slide, a political cartoon will
be displayed. Students will briefly analyze this cartoon and predict what this cartoon might mean for our
next lesson.

Section 3: Reflection

Adapted from MS by Rose SP24

1. Complete the table below to help you evaluate the levels of achievement of your learning
goals for this lesson: [27 Total]

Learning Goals Number/percentage of Number/percentage of Number/percentage of

students who exceeded students who met students who have not
learning goals learning goals met learning goals
(Include however many learning goals
you developed for this lesson. Blank
spaces are for students with extra
learning goals)

Learning Goal #1

Students will trace the political and social

8 // 13// 6 //
30% 48% 22%
conflicts over slavery and the compromises
that resulted (Missouri Compromise of
1820, Compromise of 1850, Kansas-
Nebraska Act).

Learning Goal #2

Students will compare and contrast the two

— 27 // —
100%
bill proposals from David Wilmot and John
C. Calhoun.

Learning Goal #3

Students will analyze the Kansas-

1 // 22 // 4 //
4% 81% 15%
Nebraska Act.

ELD Learning Goal #1

Students will include detail to support and

8 // 13// 6 //
30% 48% 22%
expand their sentences into short
paragraphs.

1. Analysis of your rubric data:

a. Using the data from your assessment rubric, analyze the degree to which your students
were able to master each of your learning goals. Make sure to discuss areas of success

Adapted from MS by Rose SP24

and areas where your students did not do as well. You will want to make sure to look for
patterns or trends. Make sure to cite evidence (including specific number scores!) from
your rubric. Please explain your analysis for each of the following:

1) Your whole class:

Since the bulk of these learning goals were designed to be met through the accuracy and
completion of a handout, the majority of my students were easily able to, at minimum, meet
the goals. For learning goals #2 and #3, only one student was unable to meet one of the
goals. Because these had concrete answers, students did not have much opportunity in these
areas to exceed the goals— students simply had the correct answers or did not.

For the two paragraph questions, I was overall pleasantly surprised with the student’s
responses. Most students responded in two-three sentences, rather than just a single
sentence. In lessons earlier this semester, I had instructed students to respond using multiple
sentences with mediocre results. While students still struggle with some small details, most of
these reside in the ELA category, which I am still discerning what to nitpick, and what to let
go.

2) Student who exceeded learning goals:

This student completed the handout accurately, which satisfied learning goals #2 and #3.
Where this student exceeded the learning goals was in their paragraph responses (learning
goal #1 and ELD goal #1). Their responses were written using clear language, and included
detail throughout to support their statements.

3) Student who met learning goals:

This student completed the handout accurately, which satisfied learning goals #2 and #3. For
the paragraph responses, this student clearly put more effort into one question (question 2)
than the other (question 1). This student wrote enough to meet the goals, however, the detail
they provided was on the more vague side, and their writing was not entirely clear, which
warranted enough for them to meet the learning goals, but not exceed the goals.

4) Student who did not meet learning goals:

This student met learning goals #2 and #3 by completing the handout accurately. However,
the student only completed one of the two paragraphs. On top of that, their one response was
vague, and provided no detail to support their claim, or demonstrate their understanding of
the content.

b. What aspect of instructional approach do you believe contributed to the pattern and/or
trends that you saw?

Because students had concrete answers, and because other than the paragraph, this was simply
a guided note taking handout, this obviously made it very easy for students to either “get” the
correct answers or not. Students simply had to follow along with the slides and my explanation in
order to have the correct answers. Students are used to this structure as well, which also made

Adapted from MS by Rose SP24

 that effective.

1) What was most effective? Why do you think this was so?

I liked how I structured this lesson so that students were prepared for the paragraph response
questions, and the guiding questions. I think this strategy was effective for that formative
assessment. We do not typically ask students to respond in paragraphs on their handouts; I
think providing students with the information they would need/want to reference on that same
handout made it an easier ask. Students felt more prepared and therefore more comfortable
with this piece of the assignment because of that.

2) What was least effective? Why do you think this was so?

I think what was least effective was the breadth of the content that I was asked to teach for
this singular lesson. With so much to teach in so little time, it makes it hard to open the lesson
up for any alternative activities.

If I were to teach this lesson again, I restructure the content, and pare it down. I would look at
my whole unit and the one after, to determine what Big Ideas and Enduring Understandings
would tie the content together. If I knew exactly where my students would be heading, I could
skip or skim more of this content, and focus on the crucial pieces to really dig deep into the
content.

2. Student achievement of your ELD Standard learning goals for this lesson:

a. How effective was your instructional approach for your multilingual/EL students? Did they
demonstrate achievement of your ELD Standard learning goals for this lesson?

My instructional approach with my ELL students was okay, however, I feel that it has lots of room to
grow. Based on my observations, my two ELL students are able to understand the information I provide
them, however, they seem to have more difficulty explaining and articulating that information on their
own. I thought that by providing sentence starters, this would increase their sentence building. After
reviewing each students’ handout, neither student used the sentence starters, nor the questions to
consider. Each response was grammatically correct, and included proper spelling, but they did not
demonstrate their understanding of the content-specific goals.

b. Explain any areas where your multilingual/EL students were not able to demonstrate
achievement of your ELD Standard learning goals for this lesson:

After reviewing my students’ work from this lesson, they are still struggling with creating paragraphs,
which was our ELD goal for this lesson. Both students were able to write single sentences for each
question, with the correct spelling and grammar, however, we seem to need extra support when it
comes to forming paragraphs.

3. Student Feedback:
a. Based on your rubric data, what type of detailed feedback will you provide
to each of these groups:

Adapted from MS by Rose SP24

Whole class feedback example is based on both paragraph responses. Student-specific
feedback example is based on one of their paragraph responses, indicated next to the Student
and by a star on their example pictures.

1) Your whole class: Feedback specific for the Paragraphs

You’ve all done a wonderful job expanding your sentences and adding details to form
paragraphs! I’m so impressed by how much each of you have grown in your writing skills. As
we’re beginning to practice this skill more, I want to remind everyone how we can improve
and really strengthen our paragraph writing.

Especially when it comes to writing anything with history, it is important to include specific
details. We have to be careful that we are telling our readers true and accurate information,
and that we tell them the whole story as best we can. So as we continue to write paragraphs,
remember to include the specific events, with their proper names, and detailed information to
paint the picture.

2) Student who exceeded learning goals: Feedback specific for Paragraph 1

This is such a strong paragraph! You’ve mentioned both of the compromises we discussed in
this lesson (Missouri Compromise and the Compromise of 1850). You’ve clearly explained the
decisions of each Compromise. I especially love your transition sentence, and how you
explained the reasons why the new Compromise of 1850 replaced the Missouri Compromise
—because “it was not enough.”

3) Student who met learning goals: Feedback specific for Paragraph 2

What a great job! You’ve done well naming and explaining each of the steps from the Kansas-
Nebraska Act up to Bleeding Kansas (though you did not specifically name it, you called it a
“battle” instead—next time use the actual term!). You’ve included even the small details like
how the “pro-slavery [supporters] rigged the vote on the act,” and how the actions from each
side, “caused frustration and violence between the two sides..” Details like this really help to
support your statements—great job!

For the future, let’s work on stretching our academic vocabulary muscles, and include what
we learn in ELA about proper grammar and correct spelling! I’ve noticed that you build very
long sentences with multiple clauses—try splitting some of these up to create a variety of
short and long sentences in your paragraphs.

4) Student who did not meet learning goals: Feedback specific for Paragraph 1

You still haven’t quite answered the prompt. You have a great introduction sentence, but it’s
missing the detail to support them. You’ve written, “these compromises were needed so that
they were equal.” How did these compromises make things equal? What did the
compromises change?

b. For those students who did not meet your learning goals, what do you need to do next
instructionally to support them in achieving your learning goals? How might you provide a
reteach, support them in revising their work, and/or take next steps to move forward in

Adapted from MS by Rose SP24

their learning?

1) Your whole class:

Because the majority of my students either met or exceeded our learning goals for this
lesson. The whole class will continue to move on to the next lesson.

2) Student who exceeded learning goals:

If I were to continue in this lesson with this student, I would opt to provide an extension
lesson. We would spend more time working with and on their paragraph responses. We
would analyze their responses and determine where they still had questions about the
information, and where there were holes in the details. Together we would research to
discover the answers to these questions and find the details needed to round out the
paragraph.

3) Student who met learning goals:

Once again, for this student, I would opt for an extension lesson. We would, similarly to the
previous student, analyze together their responses. For this student however, rather than
adding in new details and information, we would focus our efforts on revising what they
already have. Some of their sentences and phrases could be improved with a little tweaking
here and there, while other pieces need more specificity. This student has great general
ideas, we just need to work together to articulate those ideas in more detailed and academic
ways.

4) Student who did not meet learning goals:

For this student, I think they could be best served with a re-teach. I like the idea of still circling
back to the paragraph question, but they probably need to learn the information in a new way.
This student would benefit from a small group or one on one lesson.

Section 6: Student Samples

Adapted from MS by Rose SP24

Collect the work samples of each of your three focus students (A student who 1. Typically
struggles to meet the learning goals, 2. Typically meets the learning goals, and 3. Typically
exceeds the learning goals.) Use your rubric to score each student and provide feedback
regarding their work on their work sample and/or rubric.

Upload the three student sample documents (or pictures of them) to Canvas along with your
Lesson Observation Protocol(s) (LOPs) and your reflection.

Click this link here to view my student samples via Google Slides.

Adapted from MS by Rose SP24