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Teachers: Subject:
Gettysburg
Common Core State Standards:
Concept 6: Civil War and Reconstruction.
PO 2. Analyze aspects of the Civil War
D. Military and civilian leaders
Objective (Explicit):
Identify the importance of the Battle of Gettysburg through confrontation of the battle like Little Round Top,
Pickett’s Charge and the outcome.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response
Students will at the end of the lesson write a letter home role playing either a Union soldier or a
Confederate soldier describing the events of the Battle of Gettysburg.
Key vocabulary: Robert E. Lee, George G. Meade, Materials: Lined Paper, Joshua Chamberlain Letter,
James Longstreet, Joshua Chamberlain, George E. Captain Graham Letter.
Pickett
Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?
Open with stating that Gettysburg is the most important battle of the Civil War, also by
stating that it was the bloodiest battle of the Civil War as well. Students love violence, so
this will catch their attention.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
clips that the students will watch, one being students will be analyzing the videos, trying to
from the movie Gettysburg and the other from figure out what message the video clips are trying
the movie Remember the Titans. The instructor to get across. The students will be answering the
will show these video clips and then walk the question “What is the significance of the Battle of
students through the messages the videos are Gettysburg”
trying to explain
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?
Teacher Will: Student Will:
How will you plan to coach and correct during this How will students independently practice the knowledge and
practice? skills required by the objective?
Independent Practice
How will you provide opportunities for remediation and How will students be engaged?
extension? How are students practicing in ways that align to
How will you clearly state and model academic and assessment?
behavioral expectations? How are students using self-assessment to guide their own
Did you provide enough detail so that another person
learning?
could facilitate the practice?
How are you supporting students giving feedback to one
another?
After the lecture, the instructor will assign an The students will be handed 2 primary letters from
activity to the student. The instructor will hand soldiers of Gettysburg, Joshua Chamberlain, and
the student 2 primary letters from soldiers of Captain Graham. The students are to then read
Gettysburg, Joshua Chamberlain, and Captain these lets and write a a letter of their own role
Graham. The students are to read these letters, playing a soldier during the Battle of Gettysburg.
2
then write a letter of their own role playing a The students will be allowed to work with a partner
soldier during the Battle of Gettysburg. depending on class behavior.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?