LESSON PLAN TEMPLATE 2.

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STANDARDS, FOCUS, AND OBJECTIVES
Name: Eddie Patton Date: 3/5 or 3/6
Lesson Topic: Pre Civil War Grade Level: 11th Grade
Learning Segment #_2_ of _5_ Estimated Duration:40 – 60 minutes
CURRICULUM List the TN Academic Content Standards that directly relate to the lesson’s central focus (full
text & number). Include at least one ELA standard. Include content-area practice standards as
STANDARDS (2 pts) applicable.

CUL-4.0: Explain how different group identities, including racial, ethnic, class, and regional identities, have emerged and
changed over time.

CUL-2.0: Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions.

SL.CC.1: Initiate and participate effectively with varied partners in a range of collaborative discussions on appropriate 11th -
12th grade topics, texts, and issues, building on others’ ideas and expressing one’s own ideas clearly and persuasively.

SL.CC.2: Integrate multiple sources of information presented in diverse media formats in order to make informed decisions
and solve problems; evaluate the credibility and accuracy of each source and note any discrepancies among the data.

The standards, objectives, strategies, and assessments are all related to the central focus. Central
Focus for K-5: Include a literacy strategy for comprehending or composing text.
CENTRAL FOCUS (5 pts) Central Focus for 6-12: Connect higher-level Bloom’s (apply, analyze, evaluate, create) to the content.
Purpose for all grades: State the purpose of the lesson/learning segment.

This central focus supports students in learning and using facts and concepts and analysis skills to build and support
conclusions about the effect of Political Cartoons and Political Articles/Letters on the policies and policymakers of the days
leading up to the Civil War of the United States.

The objectives must be aligned to the lesson standards and central focus, in measureable terms,
LESSON OBJECTIVES clearly and explicitly stated. Objectives must be integrated throughout the span of the lesson.
(10 pts) Use the action verb from the standard when appropriate.

The Students will describe and create a political cartoon in the subject of the period 1840 – 1860 through teacher led group
Pair & Share, Writer/Speaker Circle.

LANGUAGE FUNCTION/DEMANDS/SUPPORTS
Identify all language functions essential for students to achieve the lesson objective(s). Language
LANGUAGE function is the content and language focus of learner tasks often represented by the active
FUNCTION (5 pts) verb(s) within the lesson objective(s). Use language to, e.g. compare, explain, contrast, predict,
argue, analyze, describe __(content)_.

The language function is for the students to compare and contrast the political cartoons and political articles of the Pre-Civil
War Era and then create a political cartoon to demonstrate their understanding of the material.

Language Demands: Describe/identify the following language demands (written or oral) associated
with the language function:
LANGUAGE  Vocabulary – Identify key words, phrases, symbols
DEMANDS &  Syntax – Describe the rules for organizing words together into phrases, clauses, sentences or
SUPPORTS (5 pts) visual representations; how language is organized to convey meaning. An example is the
structural guidelines given to students for writing a paragraph.

Approved 11-15-17
  Discourse – Describe the discipline-specific oral or written language or visual
representations used by students to independently demonstrate/apply the language
function

Language Supports: Identify and describe the planned instructional supports to help students
understand, develop, and use the identified language demands.
Language Demands Language Supports
Vocabulary and/or Key Phrases: Vocabulary and/or Key Phrases:
Kilter – Out of harmony or balance
Consecrate - declare sacred Teacher will provide real world context and everyday usage
Subordinate - person under the authority or control of another and meaning for the words in the vocabulary. This will help
within an organization build understanding of the historical events.
Propounded - for consideration by others
Mammon - wealth regarded as an evil influence or false object of
worship and devotion
Stolid - calm, dependable, and showing little emotion or
animation
Aforesaid - previously described
Thenceforward - from that time, place, or point onward

Syntax:
SL.CC.2: Integrate multiple sources of information presented
in diverse media formats in order to make informed decisions
and solve problems; evaluate the credibility and accuracy of
each source and note any discrepancies among the data.
(Political Cartoons, Primary Source Letters/ Articles)
Syntax:
SL.CC.1: Initiate and participate effectively with varied
partners in a range of collaborative discussions on
appropriate 11th - 12th grade topics, texts, and issues,
building on others’ ideas and expressing one’s own ideas
clearly and persuasively.

Discourse: Discourse:
I will use Pair and Share with Speaker and Writer’s Circle Teacher will use the text book, Primary Sources ( Political
Cooperative Learning groups. Cartoons, Primary Source Letters/Articles), class discussion
to apply the lesson.

ASSESSMENT
Describe at least three checks for understanding (multiple forms of assessment, can be formal
and/or informal) that will be used during the lesson to indicate student understanding and
ASSESSMENT (10 pts) progress toward the lesson objective(s). For each assessment, include a description of the plan for
academic feedback that relates to assessed objectives and addresses students’ strengths and needs.
Assessments can be oral, written, or demonstrated.
Assessment Description Plan for Academic Feedback
Check 1. Review of primary source material with class Individual group observations of analysis process by teacher. If
and then breaking down into subgroups. groups are not processing the primary sources then teacher will
hold larger group discussions for the entire class to interact.
Check 2. Subgroups begin to write and create 3 minute Teacher will check on progress of presentations creation.
presentations on primary sources. Students will have a chance to work together and work out the
process of their analysis and writing out of the presentation.
Check 3.New subgroups are formed and presentations are Opportunity to hear from and interact with other students and
given, new groups will record information from new the teacher.
presentation. If students are not asking questions of each other than teacher
will call on random students, it’s okay to not know or be wrong
but participation is required.
Check 4. New Cartoons will be created from the Student gallery walk and explanation of cartoon.
presentations.
USE OF ASSESSMENT For each check for understanding in the section above, describe possible accommodations or
modifications to instruction based on what individuals or groups may understand or fail to
RESULTS (5 pts) understand (patterns of learning).
Check 1. The class and teacher will have a review of the Primary Sources to discuss importance and meaning. Teacher will
begin to break the class up into A,B,C, & D subgroups. (We Do)

Course Name & Number, pg 2 Updated 7/6/18

 Check 2. The class participates in analyzing primary sources and writing the speech about the source material for
presentation. The teacher will asks the questions of the students in each group and gauges if the material is clear for the
students or if more discussion is needed.
If no one is asking questions, then the teacher will call on random students to answer questions and give thoughts on events. (I
Do, We Do, They Do)
Check 3.Group discussion and question time of the completed presentations. This is more of a follow up to the 2nd check. This
allows for the groups to answer questions and pose questions that other students can participate in along with the teacher.
If no one is asking questions, then the teacher will call on random students to answer questions and give thoughts on events.
(We Do)
Check 4. The newly formed groups will then create a political cartoon from the presentations and the students will then have a
gallery walk, the teacher will observe and then later discussed in the 2nd and 3rd checks. (They Do)

INSTRUCTION
HOOK/ANTICIPATOR Describe effective plans to communicate the lesson objective(s) and purpose; make connections to
prior learning, life experiences, and/or other disciplines; and hook students’ attention.
Y SET (10 pts)

We are going to find out how political cartoons and primary sources, letters/articles, embodied the
climate of the era of the prior to the Civil War.

Instructional Procedures Model examples: 1) Gradual Release of Responsibility (GRR): I do, We

do, You do collaboratively, You do independently; 2) Rapid Release of Responsibility (RRR):
You do, We do, I do. Ask your instructor if a specific model is required.
LESSON BODY (25 pts)
State the model for this lesson 1) Gradual Release of Responsibility (GRR). The sequence of
the instructional procedures will vary based on the stated model. Develop this section alongside
the rubric to be sure all required elements are included.
Modifications and Accommodations
Instructional Procedures Assessments/Questions to Support Individual Student
Learning Needs
Once Teams are created (Orators and Scribes): Teams Formative assessment: This allows the students to
will analyze the primary sources, political cartoons or interpret a visual
articles/letters. Creating notes via jot thoughts. 15 Students demonstrate representation of what they
minutes understanding and evaluate have been reading.
what they comparing to the
A & C will be Orators – Group Alpha – A & D content to today’s material.

B & D will be Scribes – Group Beta – C & B

Teams will now create 3-4 minutes presentations about Formative assessment: This allows the students to
the primary sources. A speech will given to interpret a visual
demonstrate an understanding of the material by the Students demonstrate representation of what they
orators to the other teams scribe. Scribes will create understanding and evaluate have been reading.
notes based on the presentation. – New team formation. what they comparing to the
15 minutes content to today’s material.

Group Delta – A & B

Group Omega – C & D

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 The newly formed teams will now create new political Formative assessment:
cartoons based on the presentation notes of Groups
Delta & Omega. Cartoons are to include written Students demonstrate
explanations of the meaning. 20 minutes understanding and evaluate
what they comparing to the
content to today’s material.
This allows the students to
interpret a visual
representation of what they
have been reading.

Gallery Walk of the New Political Cartoons. For Formative assessment:
groups to talk to each other about the Cartoons. 10
Minutes Students demonstrate
understanding and evaluate
what they comparing to the
content to today’s material.
This allows the students to
interpret a visual
representation of what they
have been reading.

Feed Back – 10 minutes

CLOSURE/STUDENT Student-centered review of lesson objectives, assessment of student understanding, student reflection on
REFLECTION (10 pts) purpose and value of lesson, incorporation of writing (if applicable), and connections to future learning.
The use of political cartoons and letters/articles in the era leading up to the Civil War and how we feel about this over a
hundred years later!

MATERIALS, RESOURCES, & TECHNOLOGY

TEACHER Complete list of teacher materials and resources used in the lesson and lesson development, and
complete list of materials for differentiation, lesson modification, or accommodation to support
MATERIALS & individual student needs. Include links to online resources/materials.
RESOURCES (4 pts)
Copies of Primary Sources, History Text Books,

STUDENT Detailed list of all materials and resources used by students during the lesson including links to
online resources/materials, and resources/materials specific to IEPs and 504 plans. Attach copies
MATERIALS & of any candidate created/modified print materials, resources, language supports and/or
RESOURCES (5 pts) assessment to be used by students.
Pen/Pencil, Paper, Copy of Primary Sources, News Paper to draw on, Markers, Color Pencils

TECHNOLOGY (4 pt) Describe how technology is modeled and/or applied in the design/development, implementation,
and/or assessment of learning experiences to engage students and improve learning.
Photo copier, Pencil/Pen, Paper, News Paper to draw on, Markers, Color Pencils

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