WVSU LESSON PLAN FORMAT (Updated 1/13)

Teacher Candidate: Michael Inglish

Date: 10/17/2014
School: South Charleston High School
Grade/Subject: 10th Grade U.S. History
Unit Topic: Woman Suffrage
Lesson Topic: Some Reasons Why We Oppose Votes for Women
Lesson 1 of 1
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES:
1. Students will discuss why men opposed woman suffrage based on political cartoons.
2. Students will discuss the letter, Some Reasons Why We Oppose Votes for Women.
3. Students will learn how to create visual images while reading to assist understanding.
WV CSOs:
SS.10.H.CL3.5 Examine and evaluate the reform period prior to the U.S. Civil War (e.g., abolition,
womens suffrage, religious principals, etc.).
SS.10.H.CL5.3 Investigate the various periods and movements at the end of the nineteenth century.
(e.g., the Gilded Age, the Populist movement, the Progressive Era, labor movement, continuation of the
womens suffrage movement, etc.).
NATIONAL STANDARDS:
6 Power, Authority, and Governance:
Through study of the dynamic relationships between individual rights and responsibilities, the needs of
social groups, and concepts of a just society, learners become more effective problem-solvers and
decision-makers when addressing the persistent issues and social problems encountered in public life.
The development of civic competence requires an understanding of the foundations of political thought,
and the historical development of various structures of power, authority, and governance. It also
requires knowledge of the evolving functions of these structures in contemporary U.S. society, as well as
in other parts of the world.
10 Civic Deals and Practices:
In schools, this theme typically appears in units or courses dealing with civics, history, political science,
cultural anthropology, and fields such as global studies and law-related education, while also drawing
upon content from the humanities.

MANAGEMENT FRAMEWORK:
Overall Time: 45 minutes
Time Frame: 5 minutes Introduction/Objectives for todays lesson.
35 minutes Class discussion on, Some Reasons Why We Oppose Votes for Women
5 minutes Conclusion
STRATEGIES:
Probing Questions, Identify Key Words for Students, Oral Reading, Whole Group Instruction
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS:
N/A There is no students that require special needs in this classroom.
PROCEDURES: Introduction/Lesson Set
Introduce the lesson goals and objectives for learning about woman suffrage and the different concerns
from the different social groups perspectives. Start with probing questions to assess students general
knowledge of the 19th Amendment and Woman Suffrage.
PROCEDURES: Body/Transitions
Students will take turns reading from the 13 paragraphs out loud to the classroom. After they read
aloud I ask the entire class to think about a specific phrase or word that provides some meaning for the
paragraph. I have students think to themselves when they read to think visually. Using probing
questions like, What do you see when you read that? What does that remind you of? What do you
think that means? Tell me how that made you feel.
PROCEDURES: Closing
I will close the lesson by having the students write a summary of the reading and provide their own
personal thoughts on what they think about woman suffrage and the 19th Amendment.
ASSESSMENT: Diagnostic
I will perform a diagnostic assessment using probing questions during the introduction of the lesson.
ASSESSMENT: Formative
A formative assessment will be conducted by walking around the classroom and asking evaluative
questions in order to access their critical thinking skills and assess their understanding of the reading.
ASSESSMENT: Summative
A summative assessment will be completed when the students turn in their written summary of their
personal view of the reading.
MATERIALS:
Smart board, hand out
EXTENDED ACTIVITIES:
If Student Finishes Early Students can read to themselves or work on other assignments.
If Lesson Finishes Early I will show videos relating to the lesson.
If Technology Fails I will have the students use their textbooks to locate related material.
POST-TEACHING:
Reflections