WVSU LESSON PLAN FORMAT Teacher Candidate: Jonathan Brown Date 3/6, 7, 10/14 School: South Charleston High

School Grade/Subject 10th/ US Studies Unit Topic: The Reconstruction Era Lesson 1: Rival Plans for Reconstruction Lesson 2: Reconstruction in the South (Technology Lesson) Lesson 3: The End of Reconstruction (Collaborative Lesson) Lesson Topic: Rival Plans for Reconstruction INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES 1. Students will explain why a plan was needed for Reconstruction of the South. 2. Students will compare the Reconstruction plans of Lincoln, Johnson, and congress. 3. Students will Discuss Johnson's political difficulties and impeachment. 4. Students will be able to identify/explain key terms/people related to the Reconstruction of the South: Reconstruction, Radical Republican, Wade-Davis Bill, Freedmans Bureau, Andrew Johnson, Black Code, Civil Rights Act of 1866, Fourteenth Amendment, Impeachment, Fifteenth Amendment WVCSO: SS.10.H.CL.4.5 evaluate the effects of Reconstruction on the Nation (e.g. the roles of Civil War Amendments, Radical Republicans, etc.) 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: 100 Minutes Time Frame: Day: 1 5minutes: Introduction/Essential Question 30minutes: Group Activity (Collaborative Learning)

15minutes: Teacher Led Discussion Day: 2 5minutes: Explain the packets are not going to be used 5minutes: Introduction of brochure

30minutes: Brochure activity

10minutes: Review of brochure (making sure all students have the information necessary) STRATEGIES: Collaborative Learning Teacher-led Discussion Guided Instruction Guided Note-taking 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 __Naturalist _X_Spatial _X_Interpersonal _X_Logical __Existential _X_Bodily __Other __Musical

PROCEDURES Day: 1 Introduction/Lesson Set Introduction/ Essential Question(Will be an essay on quiz) What is Reconstruction? Do you think it was necessary to rebuild? Whose job was it to oversee the planning? President or Congress? State Objectives

 We are going to break into groups, and each group is going to have a portion of the packet to work on Pass out worksheet packets (These will have four sections, each group will be assigned a section to discover the answers, then present their findings to the class during discussion) Body & Transitions Break into 4 groups of 3 students I chose the groups to be sure that certain students were split up Restate Objectives We are getting only the sections we are assigned done, so that we can present our findings to the class.

Group Activity/Collaborative Learning Students seemed to do relatively well together Closure: Teacher-led Discussion/Presentation of findings Each group still had a few questions a piece to finish, I gave them the option of doing it for homework, or for the first thing the following day. Ask what the students thought of the activity

Note: At the end of the lesson, my collaborating teacher gave me some great feedback; she also proposed the idea of using a brochure or graphic organizer for the lesson I had just done. I have to say in that moment I had an epiphany, she also said to keep it simple; I had this idea about how I used to read comic books all the time and how I could recall them because of the visuals. Day: 2 Introduction/Lesson Set Teacher-led Discussion How many students finished their packets? Explained to them that I am a student, and that we have to experiment sometimes. That I thought my packet idea was not so good, and that I had a better idea thanks to their wonderful teacher.

Introduced the Graphic Organizer Gave them the questions that needed to be addressed Explained where everything was going to go on the organizer Body and Transition Collaborative or Individual Work I gave them the option of working by themselves or with a partner to fill out the organizers. Teacher led Discussion I went through all the questions that I had given them to fill out there organizers: Examples: What was Lincolns attitude towards Reconstruction in the South?

Closure

What was the 10% Plan? What was Lincolns stance on slavery? Education? Voting? For blacks. What did the radical republicans want? What was the Wade-Davis bill? Did Lincoln ratify or veto? What did the Freedmens Bureau do for Southerners? Etc.. ASSESSMENT Essential Question: What was Reconstruction? Whose job was it to formulate the plan? Who finished their packets? Does everyone understand what I want in the organizer? Give me a thumbs up, or thumbs down. Formative: Stating clear objectives Explanation of the organizer Checking for understanding while reviewing the organizers Pausing during discussion for reflection/question to ensure students are retaining and understanding Restating Objectives Summative: Finished organizers, and packets will be taken up at the end of the unit as a package for a grade Review first thing next morning before beginning next lesson MATERIALS: Technology Internet Access Smart-board Printed Material Worksheet Packets Brochure Possible print-outs of original Lincoln, Johnson, and Congress Reconstruction Plans if available. Supplies Pencils/Pens

Internet Resources Video: The American Reconstruction Era (Teacher Tube) EXTENDED ACTIVITIES If student finishes early If the student finishes early they will be expected to read ahead to prepare for the next lesson.

If technology fails We will have a discussion about the video we were supposed to watch addressing the questions on the provided worksheet. POST-TEACHING Reflection: Planning I had thought that the students would enjoy collaborative groups, similar to a jigsaw activity, I spent several hours typing up what I thought I would want them to know; and the packet ended up like 7 pages long. Implementation I found the activity that I had initially planned to have been a bust. The students did very well working together, and had finished their portions of the activity. The Graphic organizer was an awesome; it was simple, but highly effective. Clarity of presentation I was very clear about what I had expected, I explained the activities very well, and took out time to address any questions that arose. Attention to Individual Differences I walked around the room to ensure that all students were on task, I would ask some comments to those students off task, like you planning on doing this? I had some students who worked slower, or were absent for one of the days, I would sit with them to makes sure that they were caught up with the rest of the class. I really felt the graphic organizer helped all of the students, it was laid out clearly; and had images to connect to the information. I even let them fold it up like a brochure, but then they had to write on the front of it the Reconstruction Era. Student Response At first the students didnt like the idea of a seven page hand out, but they worked on them anyways. The second day they were a little perturbed by the fact I was scratching the packet idea; but I ensure them it would be part of the grade for the class. The really liked the idea of the graphic organizer, it was simple and one paged, and to the point. Planning and Implementation of Higher order thinking skills I implemented higher order of thinking by having the students relate the issue of inequality to something that we have going on today in society. (Gay Marriage rights, equal pay for women). Assessment I really felt that the students had gained from the lesson what I wanted them to know, during our review session of the packet I had several students who answered the questions without having to look at their organizers. Special Addition: Area of Improvement I feel as though I improved significantly from the first day of the lesson to the next. The graphic organizer really put things into perspective for me when dealing with how to be effective. I really got the idea of simple yet effective. I am so grateful for the teacher I have this semester, she really just helped to steer me into a new direction and save myself a lot of headaches. Data Based Decision Making

DAY 1: Lesson on Plans for Reconstruction There are fifteen students in the classroom; I took note of how many students were on task, talking, texting, or other (sleeping, drawing, day dreaming). I wanted to see whether the male or female students were more on task, or receptive to my lesson. During the first day of lessons the females tended to be more on task than the males. I collected this data so that I could see if my teaching style and lesson were producing a high frequency of on task behavior.

Day 2: Lesson for Reconstruction Plans This was the lesson that I had decided to basically scrap what I had done the day before, I found that the behavior of the male students on task increased; I am not sure if this has a direct correlation with the graphic organizer. I find that the females behavior is relatively the same as the day before. I feel that my affectivity increased from the first day to the second; I feel this has a correlation with the interest levels of the students. The first day they seemed to not like the idea of a seven page note packet; but the idea of a simple graphic organizer seemed more appealing. I will say that I am curious as to why the behaviors of the female student have stayed consistent? I would love to in the future experiment with separating the Males to one side and the females to the other.