Lesson Plan Guide

Teacher Candidate:
Grade and Topic:

Austin Maness

Date:

11th Grade U.S. History

Mentor Teacher:

Mrs. Marla Phillips

10/16/14

______

Length of Lesson:_2 classes of 55 minutes

School:

University of Memphis_____

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

This unit of U.S. History should help the students to understand the political, economic and social status
of the country during the mid-20th century.
LESSON OBJECTIVE:
The specific goal for this lesson within the unit will focus on the understanding of the impacts of World
War II and how this impact compares to other wars throughout U.S. History.
Students will be expected to participate in class discussions and complete and in class essay which will
discuss their impressions of War before we begin the unit.
STANDARDS ADDRESSED:
This lesson addresses the common core standard U.S. 55 for the Tennessee Department of Education.
The lesson also addresses the ITSE standard of Research and Information Fluency. Particularly in
regards to locating, organizing, analyzing, and evaluating information drawn from multiple sources.
MATERIALS:
The specific materials used in the class sessions will be the textbook and the lecture notes taken by the
students.

The students will also be provided a list of websites which are identified as credible sources of knowledge, as well
as a list of sources which are not deemed credible for academic purposes.
Finally a Microsoft data sheet will be provided which should be filled in by the students.

PROCEDURES AND TIMELINE:

Problem Statement: How significant of an impact do you think that war causes on a country and what
are some of the specific ways it can affect a country short term and long term?
Procedures:

Prior to the Computer (Student Worksheet)

Read a handout given to you in class discussing the impacts of war on

every part of a country, and how long standing those impacts can be
depending on the severity of the war.

At the Computer (55 Minutes; first day)

Teacher Procedure:

1. Assign students to a particular work station with a

computer.

2. Inform them about general use of the Microsoft Excel

program for spreadsheets and graphs.

3. Explain the procedures needed to incorporate the

information gathered into the appropriate areas of the
spreadsheet.

Student Procedure:

1. Go to your assigned computer station and open

Microsoft Excel, while beginning to set your columns
and rows.

2. Distribute the data collected into the appropriate slots

in your spreadsheet.

3. Using the spreadsheet, convert textual presentation of

the data into a visual bar graph by use of specific
features of Microsoft Excel.

In-Class Discussion (one hour; second day)

Teacher Procedure:

1. Begin a class discussion about the information found

and formatted in the spreadsheets.

2. Show a specific example of what the student project

should resemble.

3. Discuss with the students their findings as

represented by their projects.

Student Procedure:

1. Prior to the class, write a two paragraph summary of

the data represented in the project and select one or two
specific points you would like to discuss in class.

2. At the appropriate time discuss your specific points

as defined prior to class as well as discussing the general
findings in the class discussion.

Closure

The lesson will come to a close as the students submit their findings in the correct
Microsoft Excel format and participate in the class discussion while contributing one or
two specific points gathered from their research.

ASSESSMENT EVIDENCE:
The assessment of this lesson will be the submitted Microsoft Excel document with specific information
regarding the casualties of war filled in, a graph or chart representing the data, and the two paragraph
summary of the data collected.
ASSESSMENT RUBRIC:

Excellent: 3 points

Good: 2 Points

Average:1 Point

Poor: 0 Points

Data Researched
(3 Points)
The data cited is
accurate, appears to
have been found at a
credible source, and is
all present.
The data is mostly
accurate, was likely
found at a credible
source, and is all
present.
The data is somewhat
accurate, may or may
not have been found
at a credible source
and is mostly present.
The data does not
appear to be accurate,
looks as if it was
found at a source that
is not credible or is
mostly not present.

Chart & Function Use

(3 Points)
The chart was well
organized and
accurate, used cell
functions properly
and efficiently.
The chart was
organized and
accurate, used cell
functions somewhat
effectively.
The chart could have
been organized much
better but was
accurate, very little
cell function used.
The chart was very
unorganized and
inaccurate or not
present, no cell
function was used.

Paragraph Reflections
(2 Points)

Formatting/Timeliness
Worth 2 Points

The reflections were

well written and well
thought out.

The assignment was

correctly formatted
and submitted on
time.

The paragraphs were

acceptably written but
could have been
better thought out.

The assignment was

mostly properly
formatted and
submitted on time.

The paragraphs were

very poorly written or
not present at all.

The assignment was

very poorly formatted
and/or was not
submitted on time.