Intern Name:

Topic/Title of Lesson:
Grade:
Length of Lesson:
Date Taught:

LESSON PLAN TEMPLATE

Overview
Standards of
Learning
Essential Questions
Objectives
Key Vocabulary or
Concepts
Materials
Introduction/Hook
Instructional
Activities
Accommodations
Closure Activity
Assessments
Resources
Reflection

In this lesson
(What will students learn today? How will they learn it? This is just a
sentence or two in your own words.)
You will need to consult with your cooperating teacher for this. SOLs are
listed in the curriculum! (The number of SOLs listed here will depend on the
current unit or lesson.)
This also comes from the curriculum. Ask your teacher if there are essential
questions associated with this lesson or unit!
Students will be able to
Consult with your cooperating teacher and/or write them yourself. What
should students know or be able to do after successful completion of this
lesson?
What terms, vocab, or concepts will the students need to know before this
lesson? What words should the students understand by the end of the lesson?
What do you need for this lesson? (Paper, markers, Promethean board,
pencils, etc)
How will you gain the students interest in todays lesson? This could be a
question they need to answer, an activity that relates to a previous lesson, a
review of what happened last class lots of options here! Make sure to not
go over their heads!
The meat of the lesson! This is your road map to follow. You may want to
make this a bulleted list or number the activities. This is where it needs to
make sense to YOU! Make sure to fully explain each activity, even if youll
know what to do when you see it!
Are there any special needs students who will need this lesson modified for
them? Consider not just students who will fall behind, but those who may
finish early.
How will you wrap up the lesson? A short review? Students share
papers/projects? Clean up?
How will you know what the students learned?
Formal: quiz, test, final project, etc.
Informal: verbal questioning, grading a paper or activity, etc.
You should also mention upcoming assessments!
What resources helped you make this lesson? Maybe websites, other teachers,
ideas from a curriculum book. If you found a video, worksheet, etc. online,
list it here!
(Note: You do not need to re-state if you already listed them in the materials!)
Complete this AFTER you teach the lesson.
What went well about this lesson? What didnt go according to plan? What
would you do differently next time?
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)

Intern Name: Asia Smith

Topic/Title of Lesson: 1920s Harlem Renaissance
Grade: 7th grade Social Studies
Length of Lesson: whole class length 90 minutes
Date Taught:

LESSON PLAN
Overview
Standards of
Learning

In this lesson students will be able to identify the Harlem Renaissance by

reading poems from Langston Hughes and looking at Georgia OKeefe art
work
United States history 1865 to Present USII.6 c-examine, art, literature, an
music of the 1920s
n.a.

Essential Questions
Objectives
Key Vocabulary or
Concepts
Materials
Introduction/Hook

Students will be able to name all artist from the 1920s/ Harlem
renaissance and they we be able to know the definition of all vocabulary
words.
Harlem Renaissance, Speakeasy, bootlegger, flapper, mass media, poetry, and
art.

Have students write their own poem and have them share it with their
shoulder partner or with the whole class.

Instructional
Activities

Accommodations

Spiral Notebook, pens, pencil, crayons, markers

Students will first take notes on the 1920s Harlem renaissance so they can
use it as a reference
Have students look up vocabulary words to add to their notes
Show a video/ music clips from the era
Call on students to recite famous poems for the era
Have a class competition to see who can write the best poem using their
vocabulary words.

ADHD: have student sit by himself during classwork to be sure his work gets
done and he wont get distracted
Absent kids: Students have exactly 1 week to turn in late work otherwise will
be counted as a zero
Students who arent grasping the concept have them work in a group with
myself to go further in details.

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)

Closure Activity

Exit ticket to see if the class is able to name famous artist from the time
period

Assessments

Quiz: Vocab matching words, name the artwork and who wrote the poem.
Test: Multiple choice test

Resources

America History Textbook, websites, videos of the subject

Reflection

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)