Morehead State University Lesson Plan

Name: Kristie Fields Date of Observation: November 12, 2019

Ages/Grades of Number of Number of Number of Gifted Number of ELL Students

Students in Class Students in Class Students in IEP Students
8th Grade 24 0 0 0

Lesson Title: Kentucky in the Civil War

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Directions: As you construct your lesson, use contextual knowledge to help guide your instructional planning
and assessment decisions. Think about what you have discovered through observing, working with students,
collaborating with your mentor/cooperating teacher, and other educational professionals in your school, as
well as what the pre-assessment data reveals about your students.

1. Context: Describe the students for which this lesson is designed (InTASC 1, KTS 1, CAEP 2)
Identify your students’ backgrounds, special needs, cultural differences, interests, language proficiencies, and prior knowledge.
Give examples of what you know about students’ interests, outside activities, etc., which would be incorporated into your lesson
plan.

Martin County Middle School is in Martin County, KY. This is a rural area, where poverty is a norm. Students
and families in this area sometimes have difficulty with understanding literacy and there is a lack of
education in the area. The area used to depend on the coal industry, which is now dead. This caused the area
to be in below poverty level. There are not many jobs, and many families have left the area to find work.
After speaking with teachers throughout the district, classrooms are funded by the teacher. Teachers must
work one on one with the students that are struggling while the other students work independently. Student
interests range from sports, drawing, and video games.

2. Lesson Learning Objective: List the lesson learning objectives, connect each objective to the appropriate
state/curriculum/content area/national standards. (InTASC 4, InTASC 7, KTS 7, CAEP 2)

SS-04-4.1.1 Students will use geographic tools to identify and describe natural resources and other physical
characteristics in regions of Kentucky and the United States
SS-04-5.2.2 Students will identify and compare the cultures of diverse groups and explain why people
explored and settled in Kentucky
SS-04-3.1.1 Students will describe scarcity and explain how scarcity requires people in Kentucky to make
economic choices and incur opportunity costs.

Students will be able to identify the Southern states, Northern states, and border states on a map of the
United States
Students will be able to identify Kentucky’s role in the Civil War
Students can identify major battles in Kentucky and their outcome
Students can identify how Kentucky lead to an official position of neutrality

3. Pre-Assessment: Describe and include the pre-assessment(s), along with any other baseline data, that was used to
establish the students’ baseline knowledge and skills for this lesson. (InTASC 5, KTS 7, CAEP 2)

I will develop a pre-assessment to determine what students do and do not know about the learning goals of
the unit. Included in the assessment should be an evaluation of requisite background knowledge as well as
requisite academic language necessary for students to comprehend the unit. Students will complete a pre-
assessment test to establish a baseline for this lesson. The feedback from this assessment can help to change
your lesson appropriately or help to direct students to supplemental materials that can help them to address
weaknesses in their existing knowledge. The students will also complete a KWL exercise for pre-
assessment.

4. Formative Assessment: Describe the formative assessment(s) to be used to measure student progress during and after
this lesson. (InTASC 6, KTS 6, CAEP 2)

Learning activities and discussions, individual reading, group discussions and Power Point about battles. Assigned
lessons on Khan Academy developed to One on one student conferences to check their level of understanding on the
material. I will review the learning objectives to allow the opportunity for students to be aware of what they have
learned. Students will complete a 3-2-1 exit slip strategy to gauge student’s academic progress and understanding.
Students will write what they liked and disliked from the lesson to help understand areas they had difficulty in
understanding. I will use a class discussion to get feedback from the students about what I could do in the future to
help them understand the material better.

5. Resources and Technology: Identify the resources and technology needed for the lesson. Explain how these resources
are used. (InTASC 3, 7 , KTS 3, CAEP 2)

“The American Republic to 1877” student textbook

Chrome book
Power Point lesson for group discussion of battles in Kentucky during the Civil War
Khan Academy lessons for extra practice
Worksheet on the map of the United States in 1861
Video on “The Civil War in Kentucky” https://www.youtube.com/watch?v=KNPEZRTpwPw
https://www.battlefields.org/learn/articles/house-divided-civil-war-kentucky

6. Lesson Procedures: Describe the sequence in which the differentiated strategies, activities, and/or assessments will be
used to engage your students, facilitate attainment of the lesson objective(s), and promote higher order thinking.
(InTASC 7, KTS 7, CAEP 2)

1. Students will be given 5 minutes to complete a bell ringer on the KWL exercise to evaluate prior knowledge
of students.
2. Students will complete a pre-assessment test to establish a baseline for this lesson
3. Small Group Activity/Cooperative Work Groups- Students will watch a short video on the Civil War in
Kentucky
4. Students will complete Civil War worksheet to use with group activity of Round Robin to discuss.
5. The teacher will show students a map of United States in 1861. Explain to students that Kentucky was
surrounded by slave states and free states. Kentucky was also a state where slavery was legal. Citizens in
Kentucky had a right to own slaves and there were areas in the state where there were numerous slave
owners. There were also areas where there were citizens who did not believe in slavery. Kentucky was a
state where there were two sets of beliefs.
6. Students will use a quote from Abraham Lincoln for an open response
7. The teacher will present a Power Point presentation on the battles of the Civil War in Kentucky.
8. Students will complete a 3-2-1 exit strategy

7. What professionals, other than your cooperating teacher, did you engage in conversation to
prepare this instructional lesson? (InTASC 9, KTS 9, CAEP 2)
I prepared this instructional lesson on my own with some ideas from conversation with my cooperating
teacher.
 Assessment

Name___________ Class Period____

1. Who was the President of the Union during the Civil War?
a. Jefferson Davis
b. Abraham Lincoln

2. Who was the President of the Confederate States of America during the Civil War?
a. Jefferson Davis
b. Abraham Lincoln

3. The Civil War began on ______.

a. April 12, 1861
b. April 12, 1862

4. What did Kentucky decide to do during the Civil War?

a. Side with the South
b. Remain neutral

5. The period right in Kentucky right before the Civil War was known as __________.
a. Antebellum
b. Post Antebellum

6. Kentucky was known as which kind of state during the Civil War?
a. Eastern state
b. Border state

7. How did Abraham Lincoln feel about slavery?

a. He approved it
b. He opposed it

8. To secede means to _______.

a. Withdraw
b. Join
c. Forfeit
9. An abolitionist was a person who _________.
a. Tries to keep slavery
b. Tries to end slavery

10. The North and South had different opinions on __________.

a. Railroads
b. Slavery
 Civil War in Kentucky
Open Response

Prompt: Lincoln understood the importance of the border state of

Kentucky. He repeatedly said, “I hope to have God on my side,
but I must have Kentucky.”

A. Discuss why he said this. Why were the border states important?
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B. Identify two resources that Kentucky had that would have been
valuable during the war. Tell why each would have been valuable.

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 3-2-1 Exit Strategy

1. Write three things that you learned in today’s lesson.

2. Write two things that you found interesting in today’s lesson.
3. Write one question that you still have about the lesson.