Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate: Zaira Flores

Subject: Social

Grade level(s):

Studies

8th graders

Date: April 24, 2015

Standard:
U.S. 8.10- Students will analyze the multiple causes, key events, and complex consequences of the Civil
War.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Students will learn the differences of the North and South. As well as the Union and the Confederacy
during the Civil War.
II. LEARNING OUTCOME (Objective):
Given the text, students will understand the differences between the North and the South during the Civil
War by recording notes on a foldable.
DOK/Cognitive Rigor Level: The DOK level for this lesson is DOK 2.
Language Demands
Students will need to understand the meaning of the following vocabulary: border states, blockade,
offensive, Rebel, and Yankee.
III. CURRICULUM:
Before: The Confederate attack on Fort Sumter, South Carolina.
After: The early years of the Civil War.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Think back to what you have learned about a Union and a Confederacy.
Student friendly objective: By the end of our lesson you should be able to understand the differences
between the North and the South during the Civil War by taking notes.
Purpose: It is important for students to learn this particular topic, so that they understand the South and
the North were fighting to stay a Union or a Confederacy.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: Turn to p. 570 on your textbook, Chapt. 13 Section 1.
a. T input Coral read the first section The Border States, first paragraph, after reading the first
paragraph we will take some notes on the foldable.
a. T model Look up to the projector so that you see how to label the foldable. We will label the first
tab North, the middle tab Both, and the bottom tab South.
b. Student response: Students read out loud Ch. 13 Section 1, once finished we talked about the notes

that should be written on the foldable.

Step #2: Read the next Paragraph on Page 571
a. T input: Read out loud once again, and stop at the beginning of the next paragraph. Once finish I
will roll the dye and whoever is the number the dye rolls will give find something we could write on
the foldable.
a. T model: This is the section you will be reading, and these are the dye I will be using to call one
someone.
b. Student response: Rolling the dye, gives me the chance to pick anyone at random, and making sure
the students were paying attention.
Step #3: Read on pg. 572 the next paragraph.
a. T input: On the next paragraphs we will find out which states are part of the Union and which states
are part of the Confederacy, as well as the states that take part of the border line.
a. T model: Using the projector to show which paragraphs they are, and where the answers will be
found.
b. Student response: After rolling the dye, a couple of students mentioned the states that were part of
the union and the confederacy.
Step #4: Comparing the chart on Pg. 572.
a. T input By looking at the below who has the most advantage of winning the war?
a. T model: Pointing to the chart on pg. 572, this is the Union the ones in red, the ones in green it is
the confederacy, and in blue shows whom owned slaves.
b. Student response: The roll of the dye I asked one of the students to tell me something she thought
was important from the chart
Step #5: Continue with the chart.
a. T input Who had the most military force?
a. T model Look at the chart compare the bars on this chart.
b. Student response: Students analyzed the chart by looking at the labels on the bars, and seeing
which side had a stronger military force.
Step #6: Continue with the chart.
a. T input Who had the largest population? Who do u think will win?
a. T model Look at the chart compare the bars on this chart.
b. Student response: Students analyzed the chart by looking at the labels on the bars, and seeing
which side had the largest population and they shared their thoughts on it.
Step #7: Continue with the chart.
a. T input: We will write down the observations we did on our foldable, you guys will decide in which
tab it goes in.
a. T model Grabbed the foldable and showed them.
b. Student response: We came back as a class, and had a few students say the observations they came
up with, by using the dye to call on them.

C. APPLICATION ACTIVITY): Walking around the classroom, making sure they are on task, and by
rolling the dice I am giving them a chance to be aware that they could be called on, and be ready to tell
me what they came up with.
D. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
History textbook, 33 foldable, dye, labels with numbers, my own foldable
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: During Lesson, I called on students by using dye to call on students, by giving me notes on
the reading we did on the North and the South.
Summative: At the end of the lesson, the foldable should had bean completed, and full of notes on the
reading.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS
I will check on them constantly making sure they have the appropriate time to finish writing or enough
time to read, and analyze the text.

VII. HOMEWORK (if appropriate): N/A