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Date: October 11
Grade Level: 11th grade
Content
Lesson #:_1_ of _1_
Page 1
This means: I will actively participate in the Reconstruction Convention to create a plan for
Reconstruction that best serves my characters interest using the primary sources I was assigned
to support my arguments.
Page 2
Anticipatory Set
The hook to grab students attention. To
put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
Why are you using it at this point in
your lesson?
Page 3
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson in minutes.
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:-whole-class practice,
group practice, individual practice, check
for understanding, other
Teacher Actions
-Wait around and greet students as
they come in and answer any
questions they have before the
convention.
-Greet and address students and
check for their tickets for
participation. I will take one
convention and Ms. DeNeice will
take the second one. (10 minutes)
-Students will begin their
simulation as Ms. DeNeice and I
facilitate the conversation and
keep time to make sure there is
enough time. We will also facilitate
the voting process.
-Time each issue for 12 minutes of
discussion
-After each discussion there will be
5 minutes allotted to vote on the
issue. Ms. DeNeice and myself will
write down the results
-This will be repeated 4 times
-Reel students in and have
students share out what happened
in their simulations. This will be
the lesson closure/debrief.
Student Actions
-Find their seats off the seating
chart that will be displayed on the
screen as they come into class.
-Students will have their entrance
tickets ready to show myself and
Ms. Deneice.
(10 minutes)
-Will begin their simulation and will
decide on four parts of the
Reconstruction plan. They will
actively engage and try to
persuade others to vote in their
favor.
-Discuss each issue for 12 minutes
-Vote on the issue
The strategy I intend to use is: Socratic Seminar and role playing
I am using this strategy here because: This allows students to actively
engage in the content since they are using primary sources to argue
different solutions of Reconstruction. Students will have to use the
information from their assigned readings/sources to push their agenda
at the convention. This strategy will also allow students to experience
the frustration of having to compromise to the many differing opinions
Page 4
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
How do you intend to engage your
students in thinking during
CLOSURE?
Why are you using it at this point in
your lesson?
Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you have
This portion of the lesson will be 10 minutes long. In this ten minutes
we will debrief on the convention and talk about what happened in both
groups. I will ask students what was difficult about the convention as
well as what worked well. I will also ask how many people were able to
achieve what their character desired without having to compromise. I
will also ask whose character is satisfied with the results of the
convention. Then we will address any questions students have about
the take home exam.
Page 5
Page 6
1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of
achievement)
The lesson objectives were achieved. In this simulation students analyzed the issues of Reconstruction through
differing perspectives. This was evident in their discussion and participation in the simulation. By facilitating the
simulation, it was easy for me to see which students had a deep understanding of the complexity of
Reconstruction and which students were struggling with the material. The essay will also be a good way to
assess student mastery. Papers that demonstrate student mastery will include discussion of the difficulty in
compromising opinions that differ starkly.
2. What changes, omissions, or additions to the lesson would you make if you were to teach again?
Following the first run through of the lesson I decided to make a few changes. While I was getting the class ready
to go I had them make nametags with the name of their character and give a 2-minute explanation of who their
character was. I also decided to shorten the allotted time for voting. For some issues 5 minutes was too long so I
just allowed myself to just give more discussion time instead of waiting for the schedule. After fourth period did
this lesson with the modifications listed above it went a lot more smoothly. The introductions were a great way
for students to immerse into their roles and mentally prepare for discussion. It also made it easier for students to
discuss their opinions because they had more knowledge of who the different characters were and what they
believed in.
3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
In the next lesson we will go over the actual historical events of Reconstruction. Tomorrow is also their midterm
for the class. I incorporated this lesson assessment into part of their midterm. Their midterm consists of a
multiple choice exam on major historical themes discussed over the course of the term. The second part of the
midterm is the 3-page paper students were assigned. In their papers they compare the event of Reconstruction
to what happened in out Simulation. This will show me what students took away from my lesson, but also was a
way for them to really invest in this assignment.
This is the sheet myself and Ms. DeNeice will be using to keep track of the decisions made and facilitate the conversation.
Page 7
Issue B: What political, economic, and social rights should Free Blacks and Freedmen Acquire?
Page 8