Académique Documents
Professionnel Documents
Culture Documents
Name:
Grade
Expected
Duration
of
Lesson
Date:
Chris
Mertz
level:
(hours,
minutes,
days):
1
hour
Nov.
23
8th
and
15
minutes
Lesson
Topic/Title/Essential
Question:
I
can
name
two
outcomes
that
came
from
the
War
of
1812.
Standards/Benchmarks
Addressed
(use
practicum
districts
or
Common
Core
curriculum
standards
AND
Discipline
specific
standards
from
relevant
professional
organization):
Source
#
Content
Area
Standard
(write
it
out)
Wyo.
SS8.4.1
Social
Studies
Students
identify
people,
events,
Dept.
of
problems,
conflicts,
and
ideas
and
Ed.
explain
their
historical
significance.
Wyo.
SS8.4.3
Social
Studies
Students
analyze
the
impact
of
Dept.
of
historical
events
and
people
on
Ed.
present
conditions,
situations,
or
circumstances.
Wyo.
SS8.5.1
Social
Studies
Students
use
charts,
maps,
and
Dept.
of
graphs
to
answer
questions
dealing
Ed.
with
people,
places,
events,
or
environments.
Lesson
Objectives:
Students
will
be
able
to:
Students
will
be
able
to
recognize
at
least
two
outcomes
from
the
War
of
1812.
They
are
expected
to
learn
that
the
Star
Spangled
Banner
is
one
result
of
the
war
and
specifically
the
Battle
of
Baltimore.
The
class
should
also
be
able
to
look
at
the
big
picture
of
the
war
and
how
the
United
States
gained
a
sense
of
nationalism.
It
is
encouraged
that
they
analyze
the
war
from
different
perspectives
(ex.
English,
Native
American,
French,
American
Citizens).
Academic
Language
Objective:
Based
on
the
language
demands
of
this
lesson,
how
does
this
lesson
develop
student
abilities
to
understand
and/or
produce
the
academic
language
(e.g.
relevant
genresi,
key
vocabulary
or
phrases,
and/or
linguistic
features
of
the
relevant
genre)
that
is
part
of
this
lesson?
Please
see
the
appendix
of
your
TPAC
content
level
material
for
a
list
of
genres,
linguistic
features,
connector
words,
and/or
text
organization
specific
to
your
field.
Language
students
will
learn:
Language
students
need
to
already
know:
Nationalism: patriotic
feeling,
principles,
War: a
state
of
armed
conflict
between
or
efforts.
*
different
nations
or
states
or
different
Star
Spangled
Banner:
the
US
national
groups
within
a
nation
or
state*
anthem,
officially
adopted
in
1931.
The
Compromise: an
agreement
or
a
words
were
written
in
1814
by
Francis
settlement
of
a
dispute
that
is
reached
by
Scott
Key
as
a
poem*
each
side
making
concessions*
Military: the
armed
forces
of
a
country*
*
New
Oxford
American
Dictionary
Evaluation/Assessment:
(Include
Samples
w
criteria
in
Appendix)
Informal/Formative:
Formal/Summative:
I
will
construct
a
guided
note
sheet
in
Providing
a
short
response
to
a
question
which
they
will
also
write
down
their
from
the
GVC
test
will
be
how
the
two
truths
and
a
lie
on.
This
will
serve
as
students
are
assessed.
I
will
not
be
able
a
note
sheet
to
reinforce
the
objectives.
to
collect
these
answers
per
they
are
apart
of
the
districts
standard
test.
Primary
Instructional
Materials
and
Equipment
Needed:
Model(s)
used:
-
SmartBoard
-
A
bit
of
Direct
Instruction
-
Computer
-
Most
of
the
lesson
will
be
-
Textbook
Cooperative
Learning
-
Paper/Pencil
-
There
will
be
some
concept
learning
as
well
Step
by
Step
Procedures:
Expected
What
are
you
teaching?
What
is
the
time
content?
What
is
happening?
(include
frame
guiding
questions
and
their
purposes)
Lesson
Students
will
write
down
in
their
planners
Opening
I
can
name
two
outcomes
from
the
War
of
10
min
1812.
After
that
they
are
then
assigned
to
read
the
section
in
the
textbook
labeled
Battle
on
Land
&
Sea
on
pg
169.
Transition
After
students
do
the
reading,
they
are
5
min
asked
to
come
circle
up
in
front
of
the
class
to
prepare
to
recite
and
act
out
Mr.
Madisons
War
Body
of
Student
will
recite
and
act
out
Mr.
Lesson
Madisons
War.
Each
student
will
be
(note
20
min
assigned
a
role
in
the
play.
They
are
important
expected
to
point
out
that
this
was
not
a
transitions)
popular
war
in
most
Americans
eyes,
which
is
stated
at
the
end
of
the
play.
5
min
After
the
play,
students
are
instructed
to
go
back
to
their
seats.
I
then
will
introduce
a
video
clip
about
the
Battle
of
Baltimore
and
how
it
important
it
was
to
the
war.
15
min
Battle
of
Baltimore
is
shown.
Students
are
given
a
guided
note
sheet
to
fill
out
during
20
min
the
film.
After
the
film,
the
students
are
instructed
to
Standard(s)
being
met
SS8.4.1
SS8.4.1
SS8.4.3
SS8.4.3
SS8.4.1
SS8.5.1
SS8.4.1
SS8.4.3
indirect
assessment.
-
In
the
GVC
they
are
asked
to
provide
two
outcomes
of
the
war
and
this
is
a
great
time
for
them
to
explain
what
they
have
learned
in
their
own
words.
Rationale/Reflection:
Why
is
this
teaching
model
appropriate
for
this
lesson?
How
does
it
fit
with
the
curriculum?
Indicate
how
specific
research/theory
guided
your
selection
of
specific
strategies
and
materials
to
help
your
students
develop
the
factual
knowledge,
conceptual
understandings,
and
skills
needed
to
meet
learning
objectives.
Cite
sources.
This
teaching
model
is
appropriate
for
this
lesson
because
it
will
allow
students
to
collaborate
with
others
to
work
towards
a
common
goal
of
answering
the
essential
question.
It
fits
curriculum
by
addressing
the
historical
importance
on
both
the
nation,
but
also
the
people
of
both
countries.
They
will
be
learning
about
a
specific
time
during
the
War
of
1812
in
the
Battle
of
Baltimore
and
learn
that
our
nations
national
anthem
was
created
because
of
that
battle.
By
the
end
of
class,
having
the
students
able
to
realize
that
the
War
of
1812
not
only
gave
the
United
States
their
nation
anthem
but
also
it
gave
the
country
a
new
sense
of
pride
or
nationalism.