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WVSU LESSON PLAN FORMAT

Teacher Candidate: Jonathan Brown


Date: 3/11, 12/14
School:
South Charleston High School
Grade/Subject: 10th
/ US Social Studies
Unit Topic: The Reconstruction Era
Lesson 1: Rival Plans for Reconstruction
Lesson 2: Reconstruction in the
South (Technology)
Lesson 3: The End of
Reconstruction (Collaborative)
Lesson Topic: The End of Reconstruction
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
1. Students will identify three reasons for why Reconstruction ended in
the South.
2. Students will point out key aspects related to The Compromise of
1877 and its role in the end of Reconstruction.
3. Students will categorize the effects of Reconstruction on African
Americans, Women, Politics, and Power.
WV CSOS:

SS.10.H.CL4.6- Summarize the progress and impact made by the


various groups in society (including African-Americans, women,
etc) during Reconstruction.
SS.10.H.CL4.7- Trace societal changes in the United States brought
about by the end of Reconstruction( the Freedmens Bureau,
educational reform, political opportunity, new trends in legislation,
and the rise of anti- African American factions)
SS.9-10.L.4- Determine the meaning of words and phrases as they
are used in a text, including vocabulary describing political, social or
economic aspects of History/Social Studies.
NATIONAL STANDARDS:
NSS-USH.5-12 Era 5: Civil War and Reconstruction (1850-1877)
MANAGEMENT FRAMEWORK
Overall Time:
50 minutes
Time Frame:
5 minutes (review of previous information)
5 minutes Introduction/Essential Question
25 minutes Worksheet Activity (graphic organizer)/ Collaborative
Learning

15 minutes Teacher Led Discussion/ Review


STRATEGIES:

Guided Instruction
Teacher Led Discussion
Collaborative Learning
Graphic Organizer
Needs-Based Planning

Learning Differences
Graphic Organizer
Attention Differences
Guided Instruction
Motivational Differences
Personalized Content
Physical Differences
Extended time, Group Collaboration
Communication Differences
Guided Instruction

Sensory Differences
Graphic Organizer
Behavioral Differences
Ability Differences
Differentiated Instruction
Cultural Differences
Translator/Interpreter
Enrichment
Graphic Organizer

Multiple Intelligences Addressed:


_X_Verbal
_X_Spatial
_X_Logical/Mathematical
_X_Bodily (kinesthetic)
__Musical
__Naturalist
_X_Interpersonal
__Existential
__Other
PROCEDURES:
Introduction/Lesson Set

Review: (went over the worksheets from the previous day)


Essential Question:
Why did Reconstruction end?
State Objectives:
Passed out organizer
This graphic organizer can be done with a partner or by yourself.
Gave instructions on how I wanted them to fill them out, and the types
of answers I was looking for.
Body & Transitions
Students partnered up in groups of two, and three

Some students chose to do this alone


Restated Objectives
Reiterated the types of answers I was looking for.
Made some non-verbal cues to ensure that the students were
remaining on task
Students were very efficient as groups, and worked efficiently alone
too.
Students that finished faster helped other students to finish without
being asked to do so.
Closure:

Teacher Led Discussion/ Review


The students and I worked through the graphic organizer to check to
ensure the responses they gave were accurate and sufficient
Questions asked during review:
Give me one reason why Reconstruction ended?
Why did Northern support evaporate?
How did Supreme Court Decisions impede equality?
Why was it detrimental that the Southern Whites regained power?
What was the Compromise of 1877?
What were the effects of Reconstruction on African Americans?
Women? Politics? Power?
ASSESSMENT

Diagnostic
Essential Question:
Why did Reconstruction end?
Why did Northern support end?
How did Supreme Court decisions impede equality?
What was the Compromise of 1877?
Why was it detrimental that the Southern whites regained
power?
Formative
Stating clear learning objectives
Clear explanation of the graphic organizer
Checking for understanding while reviewing
Pausing during discussion to ensure students are retaining and
understanding
Restating objectives
Summative
Checking to see if all organizers were complete
Finished organizers and packets to be taken up at end of unit
for a grade
Quiz will be given on unit, this unit will be combined with the
teachers unit on the civil war for a Test
MATERIALS:

Technology

None required
Printed Materials
Graphic Organizer
Supplies
Pens/Pencils
Internet Resources
None required

EXTENDED ACTIVITIES

If student finishes early


If the students finish early they will be required to help on of
their fellow students to complete the graphic organizer
If technology fails
There will be no technology required for this lesson

POST-TEACHING
Reflections

Planning
This lesson was planned collaboratively with my cooperating teacher;
she utilizes graphic organizers in her classroom. I have come to see the
benefit in using graphic organizers, and plan to incorporate them
whenever possible in my future classroom.
Implementation
I found again that the graphic organizer was highly effective in the
classroom that I am currently in. The students possess the ability to be
responsible for their own education. I find that this method is very
effective at requiring the students to discover and pull the information
from the textbook.
Clarity of Presentation
I was very clear about what I expected in terms of how detailed their
answers needed to be, and I explained the layout of the graphic
organizer and how it pertained to the layout in the text book.
Attention to individual differences
I walked around the classroom to ensure that the students were ontask, I would ask questions as to whether or not they were having any
difficulties. I addressed any difficulties that I found, and clarified any
questions the students were having. I again felt that this graphic
organizer helps many of the students who struggle , and addresses
multiple learning difficulties.
Student response
The students responded to the assignment well, they did not appear to
show any signs that they disliked the idea. The responses given during
the review were all positive, and the majority of the students seemed
to have gathered exactly what I had expected them to out of the
textbook.
Planning and implementation of higher-order thinking skills

When the students filled out the bottom of the graphic organizer the
had to consider the main effects that Reconstruction had on African
Americans, Women, Politics, And Power. In order to do this they had to
summarize the information they had gathered in the first two lessons.
Assessment
I did a review at the end of class to go over the graphic organizer. The
students were called on randomly, and all had very well thought out
answers. I really felt as though they had gained the knowledge from
the lesson/activity that I wanted them to gain.
Special Addition: Area of Improvement
I would like to say that I find this type of lesson/activity highly effective
for students in high school. I am not sure this would necessarily work in
a middle school setting. I would like to become more acquainted with
the various types of graphic organizers and implementation methods.
Data Based Decision Making

N/A