Milligan College (Level 4) Lesson Plan

Pre-Service Teacher Name: Martha Wells

School: Milligan College
Date: October 17, 2015
Grade: 5th
Subject: Social Studies/ELA
Lesson Title: Introduction to the Civil War: A War That Altered American History
Lesson Length: 90 minutes
Big Ideas and Terms
Lesson Plan Description:

Include Content & Cross-Curricular Connections to be Taught. Include Important

Key Terms. Discuss Background Knowledge: What are the relevant characteristics of this class? What have the
students already been exposed to and where are you going?

Content and Cross-Curricular Connections: This is a 5th grade Social Studies lesson about
major battles and figures of the Civil War integrated in ELA Common Core State Standards. In this
lesson, students will read an informational text, learn from Powerpoint slides and video clips, and
write a two-paragraph narrative based on the information learned today.
Important Key Terms
Casualties- number of people killed, injured, captured, or missing during battle
Abolitionists- people advocating for the end of slavery
Civil War- a war fought between the North and the South in 1861-1865
Confederacy- the name of the Southern states after they seceded from the United States
Union- the name of the Northern states who were still part of the United States, fighting against
the South
Abraham Lincoln- the President of the United States during the Civil War
Fort Sumter- the first battle of the Civil War fought in April 1861 in the Charleston harbor; the
South won, and there were no casualties
Bull Run- the second major battle of the Civil War fought around Richmond, Virginia; the South
won, but there were over 60,000 casualties
Background Knowledge: In this class, I have 20 fifth grade students who range from having
mid 3rd to 8th grade reading levels. There are three students with IEPs, and there are three ELL
students. Over the last few weeks in Social Studies, we have discussed slavery and the
differences between the North and the South, but this is their first exposure to the Civil War. The
students are already aware that they will complete a brief presentation about an important Civil
War figure on Friday and have already begun researching. On Friday, they took a pre-assessment
quiz about the major battles and figures of the Civil War.

Desired Results
Standards

Essential Questions or I can Statements

(Common Core/TN) Copy/Paste Directly From the TN

Website)

(Post these in the classroom and refer to them during

your lesson.)

CCSS SS: The Civil War and

Reconstruction
5.11 Explain the significance and
outcome of the major battles and
identify their location on a map or visual
representation: (G, H, TN)
Fort Sumter
First Battle of Bull Run
Fort Henry and Donelson
Shiloh
Antietam
Gettysburg
Vicksburg
Chickamauga
Franklin
Nashville
Appomattox Court House

What was the significance and outcomes

of the Battle of Fort Sumter and the
Battle of Bull Run, and where are their
locations on a map?
Using informational text, how can I
explain the role of Abraham Lincoln in
the Civil War?
How can I write a narrative to develop
real or imagined experiences or events
using effective technique, descriptive
details, and clear event sequences?

5.12 Draw on informational text to

explain the roles of the military and civil
leaders during the Civil War, including
(C, H, P)
Abraham Lincoln
Jefferson Davis
Ulysses S. Grant
Robert E. Lee
Frederick Douglas
Clara Barton
CCSS.ELA-LITERACY.W
5.3 Write narratives to develop real or
imagined experiences or events using
effective technique, descriptive details,
and clear event sequences.
Instructional Objectives
(Clear, Specific, Challenging & Measurable Not Activities; Must include condition, action verb, and criteria)

Enabling Objective: TSW be able to explain significant facts about the Battle of Fort Sumter
and the First Battle of Bull Run and see the war from the perspective of different people involved.
Instructional Objective: Given an informational text and their notes, TSW be able to write a
two-paragraph narrative from the perspective of someone involved in or spectating either the
Battle of Fort Sumter or the First Battle of Bull Run with 90% accuracy.

Assessment Evidence
TEAM Planning: Must require a written task

Pre-Assessments (Before)
(What do students already know?
What skills need more practice?
What are the anticipated learning
difficulties?)

TSW be assessed on the

previous units test scores as
well as the pre-assessment
they took for this unit to
determine the level of
instruction needed for the
Civil War unit.
Students need more
practice in writing from the
perspective of others.
Anticipated Learning
Difficulties:
Some students may have
difficulty narrowing down
their topic idea and creating
a bubble map with relevant
details.

Formative Assessments
(During)

Summative Assessments
(After)

(Provide Check-For-Understanding
Strategies; Include questions
[assessing, advancing, and reflecting]
that you will specifically ask during the
lesson.)

(Show proficiency evidence of

standards through a variety of
assessments; Describe Written Task;
Provide measurable criteria; Include
performance checks throughout the
school year.)

Abraham Lincoln Circle Map

(Teacher Model Attached)
TTW and TSW take notes on the
Lincoln informative text using a
circle map. This task will be
completed together, so TTW be
able to determine if students
comprehended the text based
on their answers to the
questions.

Two-Paragraph Writing
TTW assess students
understanding and knowledge
of the battles based on their
two-paragraph narratives from
the perspectives of people
involved or spectators of the
battles. They must accurately
place themselves in that
persons shoes and include
accurate facts with 90%
accuracy.

Questioning
TTW ask a variation of
assessing and advancing
questions throughout the lesson
to ensure student
comprehension.
*Refer to Middle of the Lesson
for questions (QU)

To combat these difficulties,

TTW monitor students during
You Do to limit confusion,
keep them focused, and set
them up for success on
writing their narratives.

Unit Test
TTW test students on the Civil
War unit on Friday. Criteria
should be at least 85%.
Benchmark
TTW assess students based on
frequent benchmark scores
every nine weeks with a goal
of 85% or higher achievement.

Materials & Resources

Print and Manipulatives
Social Studies notebooks
Pencils
Paper
Bubble Maps
Copies of Biography of Abraham Lincoln
Cardstock

Multimedia, Electronic, & Internet

Resources
Introductory to the Civil War Powerpoint
ELMO
Animated Map Videos (links in Powerpoint)

Teacher Resources:
www.civilwar.org
www.historynet.com
www.civilwarstudies.org

Planned Learning Activities

(Refer to the TEAM Instructional and Planning Rubric)

Beginning of the Lesson 20 minutes

Motivate & Hook, Quick Review/Activate Prior Knowledge, Reference Standard, Preview Lesson, Beginning Input

Motivate & Hook

(MS) S have just come back from special classes and are sitting in the whole group teaching
area. S notice that T is not in the room, so they wait quietly. T, dressed like Abraham Lincoln
(beard included) enters the room. T recites the Gettysburg Address with great enthusiasm.
T: Good afternoon! My name is Abraham Lincoln, the President of the U.S. from 1861-1865, and
this is the famous speech I gave right after the Battle of Gettysburg in Gettysburg, Pennsylvania
on November 19, 1863. The Battle of Gettysburg was the largest battle of the Civil War, and it
had the most casualties, meaning that more people were either killed, injured, captured, or
missing in this battle than any other battle (Vocabulary). The Civil War was arguably one of the
saddest wars in American history because it took place right here on American soil, and only
Americans fought and died. My good friend, Ms. Wells, invited me here today to kick off your new
Social Studies unit about the Civil War. She knows a whole lot about the Civil War, so listen to her
this week especially because she has some really interesting things to share with you! Shes
going to tell you all about some of the major people and battles involved in this war. Well, Ive
got to go now. Goodbye, and have a great week of learning!
T leaves the room briefly and re-enters dressed normally.
T: Good afternoon, class! How neat was it that someone as famous as Abraham Lincoln was able
to take time off of his busy schedule to come and give us the Gettysburg Address? He gave the
Gettysburg Address after the Battle of Gettysburg, trying to encourage people after so many
people died. I cant imagine how hard it must have been to try to be positive after such a terrible
thing has happened! But like he said, today starts our new unit on the Civil War! Lets talk about
the name Civil War. What does civil mean? Yes, civil means citizen. Therefore, a civil war means
a war between citizens. The Civil War is such an interesting time in history, and I am so excited
to get started!
Quick Review/Activate Prior Knowledge
T: For the past few weeks, we have been talking about slavery and how it caused lots of
disagreements. Today, were going to continue that conversation by talking about how so many
issues led to a war right here in America.
Reference Standard/Preview Lesson
T: To get started, lets read our EQs for today!
TSW chorally read:
What was the significance and outcomes of the Battle of Fort Sumter and the Battle of Bull
Run, and where are their locations on a map?
Using informational text, how can I explain the role of Abraham Lincoln in the Civil War?
How can I write a narrative to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences?
(PIC) T: Great! This week, we are going to learn about the major battles of the Civil War as well

as some of the major people who were involved. For today, we are going to focus on Abraham
Lincoln, the Battle of Fort Sumter, and the Battle of Bull Run.
Middle of the Lesson 60 minutes
Teacher Input (Strong Content Knowledge); Model (I do) Guide (We do Differentiated Strategies for Practice or GRP
ACT); Engage & QU Students in the Learning; & Encourage Higher-Order TH and PS (Strong Pedagogical/TEAM
Knowledge) Provide anticipated learning difficulties with student prompting; Independent Activity (You do).

T: First, lets talk about Abraham Lincoln. What do we already know about him just from today?
Does anyone know anything else about Abraham Lincoln? *T passes out Lincoln essay* T also
displays the essay on the ELMO. Lets look at this essay about Abraham Lincoln that was written
by someone just like you. Kimmy, a fifth grader from Los Angeles, wrote this. This essay is very
helpful because this is the type of essay I am expecting you to write for you projects that are due
on Friday, so pay extra close attention to how Kimmy wrote her essay. Everyone read silently. T
allows time for S to read.
T: Can anyone tell me some basic facts about Abraham Lincoln from this essay? How was
Abraham Lincoln involved in the Civil War? Was we well liked by all Americans? What ended up
happening to Abraham Lincoln? (QU)
S give answers while T fills out a circle map with two rings. The inside ring is for simple facts
about Lincoln, and the outside ring is for Lincolns role in the Civil War. T underlines proof of the
students answers on the ELMO. T instructs S to copy the circle map down.
T: Great, now put your circle maps and essays about Abraham Lincoln in your Social Studies
folder. We will be using them later in the week when we talk about other important people who
had roles in the Civil War. Now, we are going to talk about the first two major battles of the Civil
War: The Battle of Fort Sumter and The First Battle of Bull Run. I have a Powerpoint prepared for
you guys, so turn your attention to the screen. I expect everyone to take good notes!
S get out Social Studies notebooks.
(PIC) T begins Powerpoint presentation, adding extra insight and facts while explaining each
slide and asking questions. (30 minutes)
S take notes in Social Studies notebooks.
(TCK) T begins by explaining eight of the causes of the Civil War, reading the Powerpoint slides
and elaborating on each idea and asking questions along the way.
(QU) Assessing Questions:
Which side was pro-slavery? Anti-slavery?
Why did the South prefer slavery?
How did the North react to Uncle Toms Cabin?
Which side were the abolitionists on: North or South?
Advancing Questions:
What is the advantage of slavery? What are the disadvantages?
Do you think Southerners were upset or happy with the decision of the Dred Scott
case?
Have you ever been an advocate of something? What? Real World Application
Why did the South secede?
Why didnt any Western states secede?

T moves on to discussing The Battle of Fort Sumter, elaborating on each slide and asking
students questions after watching the short video about Fort Sumter.
(QU) Assessing Questions:
Where did this battle take place?
What did Anderson move from Fort Moultrie to Fort Sumter?
Why did the Confederates attack when they did?
How long did they fight?
Who won? Who lost?
Advancing Questions
What might have prevented this battle?
What could the Union have done differently to win?
Why werent there any casualties?
T then moves on to discussing The First Battle of Bull Run, elaborating on each slide and asking
students questions after watching the short video about Bull Run.
(QU) Assessing Questions
Where did this battle take place?
How long did it last?
How many casualties were there?
Who won?
Advancing Questions
What was different about this battle and the Battle of Fort Sumter?
Do you think Lincoln was surprised by the outcome of this battle? Why?
How might todays technology have changed the out come of this battle? Real World
Application
I Do
T: Today, we learned about Abraham Lincoln and two major battles of the Civil War: The Battle of
Fort Sumter and The First Battle of Bull Run. Now we are going to use all of this information to
help us write a short narrative! Does anyone remember what a narrative is? Narrative is my
favorite style of writing because I get to make up the storyline. Today, we are going to write a
two-paragraph story from the perspective of someone during the Civil War. You get to pick
between writing about either a solider fighting in one of the battles we learned about today, a
civilian watching one of the battles take place like the videos talked about, or Abraham Lincoln
during one of the battles. Think about all the different perspectives we talked about today, and
make a decision about whom you want to write.
Im going to write about a civilian whos watching the battle of Fort Sumter in Charleston, South
Carolina! Her name will be Charlotte Hamilton, and shes a fifth grade teacher in Charleston. T
takes out a piece of paper, and on the ELMO, makes a bubble map including things Charlotte
feels, hears, thinks, and sees during the battle. T models thinking aloud for students.
We Do
S get out a piece of paper to make bubble maps. T: In the center circle of you bubble map, put
the title of the person you want you write about. Put down civilian, soldier, or Lincoln. You can
come up with the details later during independent work time. Raise your hand if you chose to
write about a soldier!

S tell T their ideas, and T suggests one detail for each category. T tells students to look back on
their notes and essay about Abraham Lincoln for ideas. T tells S to consider mentioning how the
battle ended and worries the person might have. T also reminds students that in their writing,
they must use as many descriptive words as possible, and they must use transitional words like
first, then, and next.
You Do
S independently fill out the rest of their bubble maps and begin to write their paragraphs on
loose-leaf paper.
Ending of the Lesson

10 minutes
Summarizing-Reminding-Reflecting-Restating-Connecting Activity (closure) that addresses all the standards or
Desired Results. Must include a written task enabling students to draw conclusions, connect to prior learning or life
experiences. Provide homework assignment.

Summary
T: Today, we have learned about several causes of the Civil War, two major battles of the Civil
War, Abraham Lincoln and his role in the Civil War. We started out with hearing an important
primary document- the Gettysburg Address. Then we read an informational passage about
Abraham Lincoln, we worked through a Powerpoint about the causes of the Civil War and its first
two major battles. *T passes out cardstock.* Before we close this lesson, I would like for you to
fold your paper hamburger style and then fold it again. When you open it up, you should have
four long sections.

Foldable- TSW write in the four columns battle, date, location, and outcome, and write
in the battles discussed today. TSW fill in each battle discussed during this unit, and TSW
use the foldable as a study guide for their unit test. (ACT)
Map- TSW receive a blank map of eastern America. They make points on the map,
indicating where the battles took place. TSW also make a key, using a different color for
each battle. They will also use this map as study guide for their unit test.

Homework:
TSW finish their narratives for homework and continue researching their person for their
presentation on Friday. Tomorrow, TSW bring in either a circle map or bubble map with at least 15
facts about whom they are presenting.

Differentiation for All Learners

Provide appropriate levels of challenge for all students, including those who lag behind, those who are advanced, and those right in
the middle (TKS).

Intervention

Learning Styles

Interest/Real World
Applications

Provide evidence of intervening for

students that need additional
assistance and those advanced
students that need extension.

Provide evidence of addressing a

variety of learning styles; offer
several learning options or paths to
learning.

Provide evidence of addressing a

variety of interests and real world
applications during the lesson.

Strategies for students

needing additional
assistance:
For students needing
additional assistance, TTW

Visual: TTW use a Powerpoint

presentation, short videos,
graphic organizers, and dress
up like Abraham Lincoln so
that students can see the

Variety of Interest
Theatre- Abraham Lincoln
appearance
Reading- Informational Text
about Lincoln (Attached)

provide these students with

extra attention and support
throughout the lesson. TTW
make extra suggestions to
these students on what they
might include in their
narratives.
Strategies for advanced
students needing an
extension:
TTW allow these students to
incorporate background
knowledge as well as other
sources into their narratives.
These students might also be
recommended extended
reading on topics such as the
Underground Railroad and/or
the Abolitionist Movement.

material in several ways.

Auditory: TTW lecture
students and elaborate on
Powerpoint slides so that
auditory learners can succeed.
Interpersonal: TTW ask
students many assessing and
advancing questions to get
students talking and provoke
discussion.

Drawing- Labeling Map

Writing- Two-paragraph
narrative
Technology- Research,
Powerpoint and videos
History- SS standards and
entire lesson
Real World Application
TTW ask real-life questions,
relating the material to
students.
TSW write a narrative, putting
themselves in the shoes of
people during that time period.
TTW ask how the technology
we have today might have
influenced the outcome of the
battles discussed in this
lesson.

Evidence of Strong Pedagogical/TEAM Knowledge

Check all that apply.

Marzanos Instructional Strategies

Check all that apply.
Identifying
Similarities
and
Differences

Reinforcing
effort and
providing
recognition

Nonlinguistic
representatio
n

Activate Prior
Knowledge
OR
Setting
objectives
and providing
feedback

X
X
Other TEAM or Evidence-Based Strategies

Advanced
and/or
graphic
organizers

Summarizing
and note
taking OR
Homework
and practice

Cooperative
learning or
(GRP)

Generating
and testing
hypotheses

Extended
written task;
rigorous; selfcheck
strategy
provided to
students

Multimedia;
Technology,
beyond
textbook e.g.,
PowerPoint,
Interactive
Smart Board,
PRS, etc.

Check all that apply.

Vocabulary/
Comprehensio
n
Strategies

X
Circle one:

Integration of
two or more
content
areas;
students
must engage
in two or
more content
skills

Integration of
two or more
types of
thinking (TH)

Activities that
reinforce
three or more
problemsolving types
(PS)

X
Mentor

Anticipated
learning
difficulties
addressed;
appropriate
differentiated
strategies

X
Supervisor

Instructor

Questions
require active
responses
(e.g.,
accountable
talk, whole
class
signaling,
choral,
written, or
shared)

Reviewers Signature:_______________________________________________________________________
Comments:

The Gettysburg Address

"Fourscore and seven years ago our fathers brought forth on this continent a new
nation, conceived in liberty and dedicated to the proposition that all men are created
equal. Now we are engaged in a great civil war, testing whether that nation or any

nation so conceived and so dedicated can long endure. We are met on a great
battlefield of that war. We have come to dedicate a portion of that field as a final
resting-place for those who here gave their lives that that nation might live. It is
altogether fitting and proper that we should do this. But in a larger sense, we cannot
dedicate, we cannot consecrate, we cannot hallow this ground. The brave men, living
and dead who struggled here have consecrated it far above our poor power to add or
detract. The world will little note nor long remember what we say here, but it can never
forget what they did here. It is for us the living rather to be dedicated here to the
unfinished work, which they who fought here have thus far so nobly advanced. It is
rather for us to be here dedicated to the great task remaining before us--that from
these honored dead we take increased devotion to that cause for which they gave the
last full measure of devotion--that we here highly resolve that these dead shall not
have died in vain, that this nation under God shall have a new birth of freedom, and
that government of the people, by the people, for the people shall not perish from the
earth."

Abraham Lincoln, by Kimmy, Fifth Grade Student in Mrs. Alexander's class at

Normandie Avenue School in Los Angeles.
The Smithsonian Associates Civil War E-Mail Newsletter, Volume 6, Number 9
Do you know about Abraham Lincoln? Abraham Lincoln was a very generous person. He was against slavery.

People didn't like him because of that. I think that Abraham Lincoln is my hero. Abraham Lincoln was my hero
because he stopped slavery. I think that slavery was wrong because people shouldn't judge other people by
the color of their skin. What Abraham Lincoln did was very good. If it wasn't for Abraham Lincoln we wouldn't
be here telling you about him.
Right now I will tell you some fast facts about Abraham Lincoln. Abraham Lincoln was born in February 12,
1809, in Nolin Creek, Hodgenville, Kentucky. Abraham Lincoln was born in a log cabin. The bad news is that
Abraham Lincoln died in April 15, 1865, at Peterson's Boarding House in Washington D.C. Isn't that sad
because nobody needed a good reason to kill Abraham Lincoln. His wife was like the most affected of
Abraham Lincoln's death. Would you be sad if you were part of his family? I would because he was very sweet
even though I didn't get to meet him.
Abraham Lincoln had a complete family. He had four children. They were Robert Todd Lincoln, Edward Baker
Lincoln, William Wallace Lincoln, and Thomas "Tad" Lincoln. His wife was Mary Todd Lincoln. I told you guys
that he had a complete family.
Let's talk about Abraham Lincoln's death. I know it's sad but it's worth it. Abraham Lincoln died in Peterson's
Boarding House While after attending a play. The actor John Wilkes Booth shot Abraham Lincoln right after
Abraham Lincoln won the war. He was buried in Oak Ridge Cementery, Springfield, ILL. Later grave robbers
tried to steal Abraham Lincoln's body.
Abraham Lincoln also had a lot of careers. He was a farm hand, boatman, store clerk, lawyer, postmaster,
deputy surveyer, member of Illinois General Assembly, member of the House of Representatives and the
President of the United States. The career he was really good at was being a lawyer. But the job I liked the
most was when he was a President. Those are all the jobs Abraham Lincoln did.
Abraham Lincoln also had a few nicknames. They were "Honest Abe", "Illinois Rail Splitter" and "Great
Emancipater". I think that those are cool nicknames. My nickname is Kimmy. I think that nicknames are
important to life.
That's all I have to say about Abraham Lincoln.

Teacher Writing Example

My name is Charlotte Hamilton, and I live in Charleston, South Carolina just a few miles
from the harbor. I am a fifth grade teacher at the loveliest school in Charleston, and I would do
just about anything for my students. Yesterday morning, April 12 th, 1861, I became very scared
for the well being of my students. At around 4:30am, while still in my bed, I heard what sounded
like hundreds of cannons and explosions. It was the loudest, scariest sound I had ever heard, and
I immediately became frightened for my students, hoping they were all okay. I wanted to go see
what the sound was, but I also had to get ready for school.
The thunderous explosions lasted all day, and I could barely get through my lesson plans
because I was so worried about what was happening. As soon as the school was over, I rushed
back home and went to go see what the sound was that seemed to be coming from the harbor.
To my surprise, I saw many Confederate ships and cannons firing towards Fort Sumter. I could not
believe that they had been firing the cannons all day long! I recently heard that Major Anderson
had moved his men to Fort Sumter, but I could not believe that Confederate troops were already
attacking it! Hopefully, this will be the end of the all the fighting.