Kloepfer Lesson Plans

Presidential Report Cards
COLLABORATIVE PLANNING FORM

GRADE: 11th
TEACHER(S): Mrs. Byrd (US History) and Mrs. Kloepfer (librarian)
CONTENT TOPIC: Labor Unions during the Progressive Era
LEARNING OBJECTIVE(S): 1. During one 90 minute block, students will be use a variety
of print and non-print materials to research an assigned labor union
2. Students will use their research on an assigned labor union to create a digital
newsletter using Smore.
SOL: USVA 8d: Students will

demonstrate knowledge of how
the nation grew and changed
from the end of Reconstruction
through the early twentieth
century by identifying the
causes and impact of the
Progressive Movement,
including the excesses of the
Gilded Age, child labor, antitrust laws, the rise of labor
unions, and the success of the
womens suffrage movement.
STANDARDS FOR THE 21ST CENTURY LEARNER:

S1.1. 1___2___3___4___5___6___7___8___9___
S1.2. 1___2___3___4___5___6___7___
S1.3. 1___2___3___4___5___
S1.4. 1___2___3___4___
S2.1.
S2.2.
S2.3.
S2.4.
1___2___3___4___5___6___
1___2___3___4___
1___2___3___
1___2___3___4___
S3.1.
S3.2.
S3.3.
S3.4.
1___2___3___4___5___6___
1___2___3___
1___2___3___4___5___6___7___
1___2___3___
S4.1.
S4.2.
S4.3.
S4.4.
1___2___3___4___5___6____7___8___
1___2___3___4___
1___2___3___4___
1___2___3___4___5___6___
DATE/TIME OF LESSON: December 14th and 16th

ESTIMATED LESSON LENGTH: 2- 90 minute blocks
Planning form based upon Standards for the 21st Century Learner in Action (2009) Action
Examples Template; Loertschers Taxonomies of the School Library Media Program (2000)
Collaborative Unit Planning Sheet; Buzzeos Collaboration Handbook (2008) Collaboration
Template; Last updated 01/2013
OVERVIEW OF LESSON:
Students will have little to no background information on the topic of labor unions. Mrs.
Byrd will explain the lesson and expectations to the students. Mrs. Kloepfer will review
with the students how to log onto the databases. This should be a review because they
learned it in the last lesson- Presidential Report Cards. Mrs. Kloepfer will also teach the
students how to use Smore and how to create a newsletter.
TEACHER WILL
LIBRARIAN WILL
Introduce lesson
Explain to students what the
expectations are
Create rubric
Create example newsletter
Grade newsletters
Monitor student progress
Research the best resources

Review with students how to use a database
Teach students how to use Smore and how to
create a newsletter
FINAL PRODUCT/LEARNING OUTCOME:

Smore newsletter featuring a labor union
ASSESSMENTProduct: Smore newsletter
ASSESSMENTProcess: Students will be assigned a labor union. They will research the
history and current status of the labor union
Student Self-ASSESSMENT: Students will monitor ability to complete the task and find
appropriate information. If they struggle they must advocate for themselves
STRATEGIES FOR REMEDIATION:

Mrs. Byrd and Kloepfer will be monitoring and helping students complete their research.
Students who need extra help will be able to stay after school or work one on one with
the teacher
RESOURCES STUDENTS WILL USE:
__+__Online subscription databases
____Periodicals/Newspapers
____Books
____Other?
____Nonprint materials
____Web sites
____Reference materials
____Reserve shelf needed
INSTRUCTION/ACTIVITIES:
Direct Instruction: Mrs. Kloepfer will review the databases available and teach students
how to use Smore to create their newsletter. Students will be instructed to research the
history of the labor union and the current status- both will be featured in the newsletter.
Modeling and Guided Practice: Mrs. Kloepfer will model how to cite a digital source for
the students. Students will be given an outline of what to include in the newsletter and
be shown an example that Mrs. Byrd will create.
Independent Practice: Students will work independently to research and complete their
newsletters
LESSON EVALUATION
To Be Filled Out By Classroom Teacher
1. How did you feel the lesson went overall?
2. Where the objectives met? If so, how? If not, what could be done to improve the
lesson?
3. Do you believe the skills your students learned were valuable skills?
4. How would you rate the resources the library had available? Were there enough?
Were your students able to access the information they needed?
5. Do you believe this lesson was enhanced by the use of the library? If so, how? If
no, why not?
6. What would you change if you were to do this lesson again?
To Be Filled Out By Librarian

lesson?
3. Were the AASL standards met?

4. Did you feel prepared and comfortable teaching the lesson? If no, why and what
could be improved?
5. How would you rate the resources the library had available? Were there enough?
Were your students able to access the information they needed?
6. Do you believe this lesson was enhanced by the use of the library? If so, how? If
no, why not?
7. If you were to teach this lesson again, how would you improve it?
Presidential Report Cards

COLLABORATIVE PLANNING FORM
GRADE: 11th
TEACHER(S): Mrs. Byrd (US History) and Mrs. Kloepfer (librarian)
CONTENT TOPIC: Presidents of the Progressive Era
LEARNING OBJECTIVE(S): 1. During one 90 minutes block, students will use a variety of
print and nonprint materials to research one of the Progressive Era Presidents
(Theodore Roosevelt, William Howard Taft, or Woodrow Wilson).
2.
After completing their research, students will create a Presidential Report Card
analyzing how effective their assigned president was using a variety of print and nonprint resources.
SOL: USVA 8d: Students will

demonstrate knowledge of how
the nation grew and changed
from the end of Reconstruction
through the early twentieth
century by identifying the
causes and impact of the
Progressive Movement,
including the excesses of the
Gilded Age, child labor, antitrust laws, the rise of labor
unions, and the success of the
womens suffrage movement.
STANDARDS FOR THE 21ST CENTURY LEARNER:

S1.1. 1___2___3___4___5___6___7___8___9___
S1.2. 1___2___3___4___5___6___7___
S1.3. 1___2___3___4___5___
S1.4. 1___2___3___4___
S2.1.
S2.2.
S2.3.
S2.4.
1___2___3___4___5___6___
1___2___3___4___
1___2___3___
1___2___3___4___
S3.1.
S3.2.
S3.3.
S3.4.
1___2___3___4___5___6___
1___2___3___
1___2___3___4___5___6___7___
1___2___3___
S4.1.
S4.2.
S4.3.
S4.4.
1___2___3___4___5___6____7___8___
1___2___3___4___
1___2___3___4___
1___2___3___4___5___6___
DATE/TIME OF LESSON: December 10th, 12th

ESTIMATED LESSON LENGTH: 2- 90 minute blocks
OVERVIEW OF LESSON:
Students will have little to no background information on the Progressive Presidents.
This lesson will be most students first introduction to them. Mrs. Byrd will introduce the
activity to the students. Mrs. Kloepfer will then walk the students through the schools
library website and databases available. Mrs. Kloepfer will also have a book cart of
useful resources on the 3 presidents. She will also review with students how to cite
their sources.
TEACHER WILL
Introduce lesson
Explain to students what the
expectations are
Create rubric
Create example report cards
Grade report cards
LIBRARIAN WILL
Research the best resources
Pull books from the shelves and create a book
cart
Walk students through the available databases
FINAL PRODUCT/LEARNING OUTCOME:

Presidential Report Card
ASSESSMENTProduct: During the progressive era, extremely different presidents led

our nation, Theodore Roosevelt, William Howard Taft, and Woodrow Wilson.
You and your group will be responsible for providing these presidents with a report card.
Your goal is to decide which president did their best to improve America at the time.
* Its okay to research his efforts and experiences prior to the presidency and use that
information to support your claims, but you cannot include things he did after his
presidency
You will grade each president on the following:
Leadership Did the citizens of the United States believe in these presidents and
follow their lead?
Organization Were these presidents able to get a great deal accomplished while in
office- give specific examples? What bills did he initiate and pass?
Professionalism How did each president act while in office? Did people admire the
presidents? What was the public saying about each president?
Contributions Did each president leave a huge impact on our nation and our history?
For what is each president most known?
You will be researching each section of the report card using the library databases and
available books. Search for details that support the grade you give each president for
each section.
You will be responsible for handing into me a report card, which grades each president
in each of the above sections. With those grades you also must provide a statement
using accurate facts and specific details that support the grades you give each
president.
You will also present your three report cards to your classmates.
Do not forget to cite your sources and include them when you hand in your
report cards.
ASSESSMENTProcess: Students will work in groups of three to complete this

assignment
Student Self-ASSESSMENT: Students will monitor their ability to work in a group and
complete their tasks
STRATEGIES FOR REMEDIATION:

Mrs. Byrd and Kloepfer will be monitoring and helping students complete their research.
Students who need extra help will be able to stay after school or work one on one with
the teacher
RESOURCES STUDENTS WILL USE:
__+__Online subscription databases
____Periodicals/Newspapers
__+__Books
____Other?
____Nonprint materials
____Web sites
____Reference materials
____Reserve shelf needed
List titles here:

- The great adventure : Theodore Roosevelt and the rise of modern America
By Albert Marrin.
- Woodrow Wilson's Administration and Achievements
By Lord, Frank B.
- Woodrow Wilson; a great life in brief.
By Garraty, John Arthur, 1920- Woodrow Wilson and the progressive era, 1910-1917.
By Link, Arthur Stanley.
- Theodore Roosevelt : An Autobiography
By Roosevelt, Theodore, 1858-1919
- Theodore Roosevelt and His Times : A Chronicle of the Progressive Movement
By Howland, Harold, 1877- William Howard Taft, the President who became Chief Justice,
By Severn, Bill.
INSTRUCTION/ACTIVITIES:
Direct Instruction: Mrs. Kloepfer will walk students through the databases, books, and
citation makers available to the students.
Modeling and Guided Practice: Mrs. Kloepfer will model how to cite a digital and print
source for the students. Students will be given an outline of the report card, including
specific items they must include.
Independent Practice: Students will work in groups to complete their research and
report cards
LESSON EVALUATION
To Be Filled Out By Classroom Teacher
lesson?
9. Do you believe the skills your students learned were valuable skills?
10.
How would you rate the resources the library had available? Were there
enough? Were your students able to access the information they needed?
11.
Do you believe this lesson was enhanced by the use of the library? If so,
how? If no, why not?
12.
What would you change if you were to do this lesson again?
To Be Filled Out By Librarian

lesson?
10.
Were the AASL standards met?
11.
Did you feel prepared and comfortable teaching the lesson? If no, why and
what could be improved?
12.
How would you rate the resources the library had available? Were there
enough? Were your students able to access the information they needed?
13.
Do you believe this lesson was enhanced by the use of the library? If so,
how? If no, why not?
14.
If you were to teach this lesson again, how would you improve it?

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Presidential Report Cards

COLLABORATIVE PLANNING FORM

SOL: USVA 8d: Students will

STANDARDS FOR THE 21ST CENTURY LEARNER:

DATE/TIME OF LESSON: December 14th and 16th

Research the best resources

FINAL PRODUCT/LEARNING OUTCOME:

STRATEGIES FOR REMEDIATION:

6. What would you change if you were to do this lesson again?

To Be Filled Out By Librarian

3. Were the AASL standards met?

Presidential Report Cards

SOL: USVA 8d: Students will

STANDARDS FOR THE 21ST CENTURY LEARNER:

DATE/TIME OF LESSON: December 10th, 12th

ESTIMATED LESSON LENGTH: 2- 90 minute blocks

FINAL PRODUCT/LEARNING OUTCOME:

ASSESSMENTProduct: During the progressive era, extremely different presidents led

ASSESSMENTProcess: Students will work in groups of three to complete this

STRATEGIES FOR REMEDIATION:

List titles here:

What would you change if you were to do this lesson again?

To Be Filled Out By Librarian

Were the AASL standards met?

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