Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful

lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students) 10th grade U.S. History Who (if anybody) will assist with the presentation of this lesson, and what will their role be? No assistance What is the long range goal(s) that is tied to this lesson? Students will understand long term concepts of difference between past, present and future, chronological order, cause and effect, sequential order of historical narrative, data presented in time lines, continuity and change, and context for events, fact verses opinion, cause and results, illustrations in historical documents and stories. What is the specific learning objective(s) for this lesson? Students will create a meograph on a teacher assigned U.S. President answer the following points: Name; important dates (ex. Birth, marriage, political offices, death ect.) 4 student selected important political events and must include why, and influence on political party or society. The Student Will Be Able To (TSWBAT) demonstrate understanding of the political office of the U.S. presidency through classroom discussion to a 90% level of efficiency. TSWBAT comprehend and provide demonstration of chronological events through the creation of a meograph to 90% level of understanding (using teacher created rubric) TSWBAT analyze presidential facts and historical information in order to fully demonstrate understanding cause and effect, fact verses opinion, identify political and cultural contributions. What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? This lesson is an evaluation of unit concept: chronological order/time lines, students will demonstrate their understanding of time lines and chronological order by presenting a meograph on a teacher assigned U.S. President. Students will be applying their research and analyzing skills used within each project in class and be defending their answers. When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?) learning maintenance lesson: concept comprehension When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) Four Day Lesson (Day One; teacher instruction on meograph and providing example of project, Day Two; research on president, Day Three; complete research and begin meograph, Day Four; complete meograph and final review due at the end of the period.) Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab) AND what materials will be needed? How will technology be incorporated into the lesson? Lesson will be presented in classroom and mobile lab will be used in class Materials: web browser, student accounts and email, web tool meograph Technology: students will be using the internet to complete research using teacher provided links and meograph Why are you planning to teach this lesson? Why must this information/skill be presented to the students? Lesson is being used to review and check for understanding of chronological order/time lines Skill must be presented to students in order to continue building NCSS standards and Pennsylvania Academic Standards How does this lesson relate to the PA Academic Standards? 8.1.9. A: Analyze chronological thinking. (Difference between past, present and future, Sequential order of historical narrative, data presented in time lines, continuity and change, and context for events.) 8.1.9 C: Analyze the fundamentals of historical interpretation. (Fact verses opinion, cause and results, illustrations in historical documents and stories. ) 8.3.9 A: Identify and analyze the political and cultural contributions of individuals and groups to the United States history from 1787-1914 (Political Leaders, Military Leaders, Cultural and Commercial Leaders, and or Innovators and Reformers) NCSS Standards: Theme 1.2 Time, Continuity, and Change NCSS Standards: Theme 1.3 People, Places, and Environment NCSS Standards: Theme 1.6 Power, Authority, and Governance How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? This lesson concludes the review of the middle presidents, Reconstruction and links to the coming political and cultural evolution of the turn of the century. How will you determine if students have met the lesson objective? (Think assessment) See Rubrics

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups) Completed in cooperative learning groups for in class discussion Meograph will be completed as a individual assignment

Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement) 8.1.9. A: Analyze chronological thinking. (Difference between past, present and future, Sequential order of historical narrative, data presented in time lines, continuity and change, and context for events.) 8.1.9 C: Analyze the fundamentals of historical interpretation. (Fact verses opinion, cause and results, illustrations in historical documents and stories. ) 8.3.9 A: Identify and analyze the political and cultural contributions of individuals and groups to the United States history from 1787-1914 (Political Leaders, Military Leaders, Cultural and Commercial Leaders, and or Innovators and Reformers) NCSS Standards: Theme 1.2 Time, Continuity, and Change NCSS Standards: Theme 1.3 People, Places, and Environment NCSS Standards: Theme 1.6 Power, Authority, and Governance Lesson Objective(s) (Stated in observable and measurable terms) The Student Will Be Able To (TSWBAT) demonstrate understanding of the political office of the U.S. presidency through classroom discussion to a 90% level of efficiency. TSWBAT comprehend and provide demonstration of chronological events through the creation of a meograph to 90% level of understanding (using teacher created rubric) TSWBAT analyze presidential facts and historical information in order to fully demonstrate understanding cause and effect, fact verses opinion, identify political and cultural contributions. Assessment Plan (What will be done to determine if lesson objectives have been met?) Student assessment will be done through a three step process: demonstrate understanding of the presidency through classroom discussion, provide evidence of comprehension of chronological events through creation of meograph, and ability to understand fact verses opinion and identify political contributions through meograph project. (Rubrics) Materials: Classroom textbook; computers/web browser, meograph website and rubrics Inclusion Techniques for Students with Special Needs: Students with Special Needs will be evaluated on need by need bases; additional time; one on one assistance; and project adjusted to smaller scale. Enrichment Techniques: Student enrichment will include additional stylization of meograph, additional facts and information to be added. Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): Student modifications/accommodations in order to ensure that all students have access to and are able to participate in lesson: all meograph work will be completed in class (students who are absent will be given make-up time) class discussion can be made up in a written format if students are absent, and any additional time necessary will be under the teachers discretion.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set: Lesson Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) Day One: in class discussion on facts and what is important/ fact verses opinion in cooperative learning groups and then class presentation (Who was George Washington, what made him important, and political and or cultural influence. Day One: show teacher example, how to use meograph and assign president to each student Day Two: research on president Day Three and Four: complete research and complete meograph Project due at the end of fourth day

Guided Practice/Independent Practice/Assessment Activities Chronological order review, fact verses opinion, and review of political influence see teacher website for further review and additional projects Closure: Students will share their meographs to the class through posting to the class website and must complete a review of their peers work to receive class work credit.

Lesson Planning Waynesburg University

Post-Instructional Reflections and Evaluation: Using self-evaluation to enhance professional development

What do I think about the overall lesson? What were the lesson strengths, and what were the lesson limitations? What if anything was missed/omitted during the pre-instructional planning? What if anything was missed/omitted during the writing of the lesson plan? Were the lesson objectives met? What facilitated and/or hampered efforts to reach the lesson objectives? How effective was the Assessment Plan? What facilitated and/or hampered the implementation of the Assessment Plan? Did the lesson accommodations and modifications and the inclusion and enrichment techniques enable ALL students to gain access to and participate in the lesson? If I were to teach this lesson again, what would I do differently?