General Lesson Plan Template

Teaching Associate: Quinton Matsuo-Chun Teaching Date: 10/24/19

School/Subject Area: CCMS 8th Grade SS Clinical Instructor: Mr. Ronald Fox

Standards: 4D analyze the issues of the
Constitutional Convention of 1787, including the
Great Compromise and the Three-Fifths
Compromise.
29B analyze information by applying absolute and
relative chronology through sequencing,
categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations
and predictions, and drawing inferences and
conclusions;
Objective: Students will compare and contrast
the Virginia and New Jersey Plans and through
self-learning will discover how they led to the
Great Compromise. Students will also analyze
the 3/5 Compromise and how/why the Northern
and Southern states supported or did not
support the counting of slaves as people.
Concepts Important to Know: Congress,
bicameral, Congressional Houses, Great
Compromise, New Jersey Plan, Virginia Plan,
Three-Fifths Compromise

Introduction: Arguing with Parents Time Required: 10 minutes

Activity: When students come in, the instructor will play “The Middle” by Zedd, Maren Morris & Grey
to induce thoughts of “meeting in the middle,” or compromise. Next, the instructor will ask the full
class to carefully read the questions written on the board and to either think about the answer by
themselves or turn to talk to a partner silently. The instructor will then pull the class together for a
discussion.

Preplanned Questions: Have you and your friends or parents ever argued about something? For
example, have you ever wanted to play video games, but your mom said no? So, you made a deal that
you could play video games if you finished your homework. When you hang out with your friends, do
they want to go somewhere you don’t really want to go? What do you do in that situation?

Evaluation/Assessment: Students’ responses, walking around and asking thought-provoking

questions, listening to students as they discuss
Body: The Constitutional Convention and the 3/5 Compromise Time Required: 25 minutes

Activity: Students will use the Riddle Sheet that they picked up upon entering the classroom, a “cheat
sheet” worksheet on the Great Compromise, and a textbook from the back of the classroom to solve
the four riddles on the Riddle Sheet in small groups. The instructor will model the process of
deciphering a riddle using prior knowledge and new knowledge. Upon completion, students will come
together for a full class discussion.

After this, students will use a 3-circle Venn Diagram and a provided word bank to compare and
contrast the Virginia Plan, New Jersey Plan, and the Great Compromise.

Preplanned Questions: Following the Revolutionary War, why did Congress fear a strong central
government? Why do we need to compromise? When should you not compromise? How does
viewing the issues of government from different perspectives help you to understand the constitution
better?

Evaluation/Assessment: Walking around the classroom and engaging in discussion with students,
Venn diagram, interpreting the riddles, class discussion, group discussion
Conclusion: The Great Compromise Time Required: 10 minutes

Activity: Using their Venn Diagram, Riddle Sheet, and “Cheat Sheet,” students will work in small
groups or pairs to take a short summative quiz to assess their comprehension of the subject. If there
is time left in the class, the instructor will review the answers, addressing any questions or confusion
as they go.

Preplanned Questions: see materials

Evaluation/Assessment: Walking around, the quiz

Differentiation/Accommodations: As determined by your students’ characteristics. (Pre-AP or Special

Needs)

Pre-AP: Take away the word bank for the Venn Diagram, ask students to create their own riddle using
the materials given during class.

Materials: Riddle Sheet, Great Compromise Worksheet and Reading, Textbook, Great Compromise
Quiz,

The Middle: https://www.youtube.com/watch?v=xQzS3JnZQZM

Criteria Lesson Plan Reflection

*Please use this form in your assignment. 1) In your analysis use language like Excellent (when the
element is clear and well done), Adequate (when the element is present but perhaps lacking in
some essential detail), and In Need of Attention (when the element is either missing or perhaps
too vague). 2) I would also expect that you provide a rationale for your decision and 3) a
suggested edit for Adequate and in Need of Attention.
*I encourage you to consider this is not a ‘critique’ but rather an opportunity to view good work of
other teachers/colleagues.
TEKS (2-3 and written out)

Learning Objectives Did the lesson

plan also use active and specific verb
choices that demonstrate scaffolding
and alignment with TEKS? See
examples of such verbs off of Bloom’s
Taxonomy or the Banks & Banks list
on Blackboard
Introduction: Did the lesson make the
focus relevant to students’ lives?
Relevance is key to sociocultural
processes
Introduction: Did the lesson access
student’s prior learning/knowledge?
Build off of existing schema!
Also, consider how the prior
knowledge was accessed. Did all
students participate? Was student
prior knowledge viewed as a building
block?
Introduction: Did you preview the
lesson/day’s agenda?
Body: Did the lesson include a variety
of instructional approaches (…and
little emphasis on lecture)? Were
students able to build knowledge
individually or socially during these
steps?
Body: Did the lesson include detailed
steps that clearly show how students
will construct knowledge within the
lesson? Did students have the
opportunity to experience cognitive
dissonance by going through these
steps?
Body: Within the steps of the lesson,
were the students guided by
prewritten prompts/questions that
helped scaffold students towards
more critical thinking in their
knowledge construction (Bloom or
Banks)?
Body: Did the lesson provide
modeling in whole class before small
group or individual work (the
accordion effect)?
Body: Were the students able to apply
knowledge during the lesson? Were
they provided with feedback and
support during this process?
Conclusion: Did the lesson provide
opportunities for students to reflect
on the learning that took place?
Did the lesson provide a variety of
assessment approaches included?

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