WVSU LESSON PLAN FORMAT

Teacher Candidate: Jonathan Brown

Date 3/6, 7, 10/14
School:
South Charleston High School
Grade/Subject
th
10 / 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

Sensory Differences

Attention Differences
-Guided Instruction

Behavioral Differences

Motivational Differences
-Personalized Content

Ability Differences

Physical Differences
-Extended Time, Group Collaboration
Communication Differences
-Guided Instruction

-Graphic Organizer

-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.
Closure

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?
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.