Concordia University Chicago College of Education

Teacher Candidate: Christina Fortuna Subject: Social Studies Central Focus: (Content of the lesson) Civil War Grade Level(s): 7th

Lesson Plan Design 2013

Date: 09/13/13 Course for which the Lesson is developed: EDUC 1070 Classroom Teacher: Time allotted: eight 50 minute class periods over the course of three weeks

Theoretical Principles and/or ResearchBased Best Practices in this Lesson Why are the learning tasks for this lesson appropriate for your students? Cite references

Scaffolding theory on pages 41 and 42 describe the feeling in the classroom that I want to create using this lesson. By researching a specific historical person no matter the side the students will each get a certain perspective of their past and how their nation was formed. Like if one student was researching Ulysses S Grant then they would know despite being a southerner he fought for the north.

Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings for this Lesson What are common errors or misunderstandings of students related to the central focus of this lesson? How will you address them for this group of students? A common error may be the use of the wrong year or the wrong battles the historical figures lived in or participated in. I will go over the information again with the confused student and explain where the student may have went wrong.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) Each standard should correspond to one or more objective.

Lesson Plan Design 2013

Learning Objective(s): What are the students expected to know and/or do in the lesson? Write out each specific objective to be met by students in the lesson. By the end of the lesson the student should know about how the civil war occurred through his or her historical figures eyes. Then be able to understand how his/her classmates figures viewed the war as well. Students will learn how to do research on their own and present it as well.

Assessment Tool(s) and Procedures: What will provide evidence that students meet objectives? Every objective must be assessed. Project- after working for several classes in class it must be printed out and handed in, before presenting his/her war hero/heroine to the class.

STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nation.

Procedures: List in sequence the actions taken by teacher and students throughout the lesson. A. Engage Students: (Diagnostic/Pre-Assessment may be included here.) A class discussion about on what the students know about the civil war and its heroes and heroines. B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment): I will make a mock Facebook as well to demonstrate what I want my students to do and give my mini speech on what should be presented. I wil l highlight via the projector what should be detailed and what is extremely important even in formatting. C. Instructional Sequence: 1. State the objective and why it is important to be learning the information. 2. Get their interest with a video, and a story about the civil war. 3. Hold a discussion analyzing how much the students know already. 4. Discuss the chapter and go over a PowerPoint in class. 5. Introduce the mock Facebook page assignment and show them an example one I have created. 6. Let them do research in class under guided supervision. 7. Assign them to finish whatever research they didnt finish for homework. 8. Let the students continue research the next couple class periods as needed, otherwise let the students begin their mock Facebook pages under guided supervision. 9. Allow as much class time for the students to finish and comment on other classmates pages as well. 10. After turning in a hard copy to be graded the student begin to give presentations of his or her historical figure to the class. 11. Grade as the presentations occur. D. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) Have the students do research inside and outside of class and every few days collect what they have been doing and assess the research. E. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?) The division between the students war heroes/heroines will be by random draw but after they finish their mock Facebook pag e is finished and approved, they can walk around the classroom and comment on each others computers as his or her historical figure.
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

F. Closure: Purpose of the Lesson is clearly restated by students and/or teacher (Objectives and Assessment) Ask the students what relevance they believed this project and presentation had, then go over what they should have learned from the lesson.

Lesson Plan Details Instructional Materials: Library days, specific books on each historical figure, laptops, iPads Use of Technology: The students can research their historical figures and download pictures to fill out their worksheets and later on create their mock Facebook pages in a word document via template. Safety in the Physical Environment: Construct a specific list the students can use to research their historical figures and have the librarian watch if any other websites pop-up instead. Academic Language List the Academic Language used in the Lesson. Explain how the Academic Language is Describe the Evidence that Students know and Include Tier 1, 2, and 3 language. scaffolded in the Lesson using Sensory, Graphic use Academic Language appropriately: Tier 1- Weapons, gun, military Use of the academic language introduced on each and/or Interactive supports. Tier 2- Firearms, musket, army Will show pictures about each word and elaborate others projects in comments. Tier 3- Artillery, bayonet, cavalry how they are different. Assessment (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.) Diagnostic (Pre-): (Formal or Informal) Informal pre-diagnostic because there will be a class discussion prior to the reading about what is known about the civil war. Formative: (Formal or Informal) Formal formative in the way they will display their knowledge of the learned information via their research that they turn in Reflective: (Formal or Informal) Formal reflection through the information displayed in each mock Facebook page. Summative: (Formal or Informal) Formal summative by the way they present their historical information to their classmates. Differentiating Instruction Identify the Element(s) of the Lesson that is Differentiated: Content Process Product Explain how it is Differentiated for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. For each student needed differentiation I will add more or take out information in the mock Facebook pages. Identify the Student Characteristic that you will use to Differentiate: Student Readiness Student Interest Student Learning Profile Explain how it is used to Differentiate for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. Allow the child more time if needed, printed noted, a speaking aide, etc.

A.
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.