Edtech Lesson Plan 3

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Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Chris Paye


Grade Level: 9
Subject: Early comprehensive US History (based on a 90 min class period)
Date: 9/22/20
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
9-12.H.1.3 Describe causes and effects of the process of United States territorial expansion between the
founding and the Civil War.

ITSE Standards:
Digital citizen: Students must recognize how to use technology responsibly and resourcefully. They must
recognize their rights and those rights which they give up when using school technology/technological
resources. This skill is crucial in the online world because of the potential dangers the school’s firewall may
not be able to detect or prevent. Using this skill, students can differentiate between credible and noncredible
online sources and what website articles are safe to use as sources alongside at least one physical source, like
a book or newspaper.
Innovative designers: Students need to get creative for their projects. Using both technology and the physical
aspects, if any, to put their own spin on their projects to avoid duplicate/similar projects. Each project does
not have to be purely/totally original, but it does have to have creative elements to make the project unique.
Creative communicator: This skill is crucial in creating and presenting the project in a unique way. For
instance, the presenters could set the project off with a little background information, or more unique, the
repercussions of the event or movement they talk about.
Problem Definitions: This skill is meant for students to overcome logistical problems for their project option.
Specifically, the battlefield diorama and if they decide to make it more 3D and realistic. What dimensions are
they looking at? What details need more emphasis? These are two important questions that are solved by this
skill with the battle map. As for the other options, usually it’s about how to divide the work to each student’s
needs/obstacles, like involvement in extra-curricular activities.
21st century skills:

Creativity: The project brainstorm time is the creative aspect and focuses on the creative aspect on how to
make their project unique. For my part, I would like to see how I can improve on existing ideas out to
incorporate into the classroom, like having more group based work while still maintaining the individual work
load, like the group discussions throughout the lecture portion and some of the online class blogs that are
incorporated outside of the lecture material over the course of the week.
Critical thinking: The brainstorming session and the lecture is meant to enhance student’s critical thinking
skills in terms of how to differentiate historical sources as credible or not, and as first-hand and second hand.
This is to also expand on how perceptive they are at recognizing patterns in history. For instance, before the
Civil War broke out, there were political and social divisions that kickstarted the fighting. Now compare that
climate to the political and social climate of today and one can see a pattern about deep divides in
Flexibility/adaptability: The group work is meant to simulate the skill of flexibility because not all group
members may agree on what option they initially want to use and how to divide the work for various reasons.
It is also up to me to be just as flexible in case there are any unforeseen problems, like snow days, or students
who are gone due to school activities or the ongoing pandemic. This also applies to the project itself if the
group wants to put their own spin on it and present it differently than they originally planned.

List the Rationale (cite theories or theorists):


Students learn best by doing, but some learn better than others. The major theme of Vygotsky's theoretical
framework is that social interaction plays a fundamental role in the development of cognition. This means if
students present their take on the information they had learned, they will be motivated more than without
such a method because they will not want to fail in front of their peers. The plan is at the end of each unit,
instead of a one-hundred-point exam, students will make a presentation to show what they had learned.
Quizzes will be applied to see if they retain information. Not to mention a healthy balance of groupwork and
individual work will also do the trick, according to Vygotsky.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”

1. Students will be able to accurately identify, explain, and evaluate the Compromises of 1820 and 1850 as
major causes of the American Civil War, all in their own words.
2. Students will be able to accurately identify, explain, and discuss what events caused by the compromises
and the abolition movement made the Civil War truly inevitable, all in their own words.
3. Students will be able to accurately identify, evaluate and explain in their own words, the key figures of the
abolition movement and why they are important in kickstarting the American Civil War, all in their own
words.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

The objectives are appropriate because they enable students to separate the true causes from state
propaganda and incorrect historical research conducted after the American Civil War’s conclusion. Also,
students will be able to identify, evaluate, and discuss openly how the compromises and the Abolition
movement led to the outbreak American Civil War. This will also help students to be warry of political and
cultural divisions and how they can affect a nation, kind of like today’s political climate and some of the
cultural divides they experience personally
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those
of gifted students, those of students’ physical needs, and those due to cultural characteristics).

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).

List the materials/resources you will need to teach the lesson.

I will need access to the Smartboard, students will need access to the school laptops (or their own if possible),
to provide explicit instructions and standards, not to mention electronic resources and the imitations/options
of their group work.
Students will need access to online resources, through either the school computers or their own.
I will also utilize the whiteboard to write down URL’s for resources or for class news, like deadlines or
important dates in the class. These same resources will also be in the syllabus for the class or the online
webpage/news section for the course.
The use of the Smartboard will enhance student learning and allow them to visualize what I am saying and
what I am talking about, like a map or picture from the time frame we are discussing. The school laptops will
enhance student learning because students tend to be more open when either talking with the instructor one
on one, or through the use of an electronic class discussion, like a blog or group chat. This way, their peers
cannot be so judgmental about what is said and done. Not to mention allow them to filter through the
countless options for their group projects and the resources at their disposal.
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain
how it will enhance instruction and student learning.
The smartboard will be used to present new material and directions of how to utilize the online resources in
conjunction with the student’s use of the school laptop computers. The instructions are to guide them
through the beginning phases of their end of the course projects and what limitations may apply. Not to
mention how to guide them to credible sources and how to accurately cite them according to the citation
standards (MLA, APA, or Chicago manual style are common in high school).
The affordances will be students can use the school laptops to share their opinions through the class
discussions posted on the classroom discussion posts. Students tend to be more open in their writing and blog
posts than in an open, verbal discussion, kind of like how voting is today compared to back in the 19 th century
we are discussing. They also have a simulation they can use to experience first-hand accounts of the events
we talk about throughout the week, like the underground railroad or the political climate of 1848.
Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all
learners and accommodate differences in students’ learning, culture, language, etc. *
short break from the classroom environment, and other, more specialized needs listed on their IEP’s or
behavior plans.
For all students, I will keep all of the student’s prior knowledge in mind and use discussion-based pre-
assessments before delving into each unit to test their prior knowledge to see what I need to address and
what I do not. This preassessment is not graded, but it will show me what I need to cover in greater context
and what can be glossed over or briefly discussed.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

I will assign, in class, a preassessment to determine what content I need to cover in more explicit detail. It will
be ten questions, stretching over the entire unit, to test the students’ knowledge of the topics we will cover
within the unit. For instance, how the early industrial revolution impacted society and formed divisions in the
Northern states in terms of ethnicity, culture, and immigration populations. For the second unit, we will talk
about how the southern states resorted to large plantations and the internal slave trade continued in
America, despite how the Atlantic slave trade was cut off in the US by 1803. For the third and final unit, we
will cover how these cultural and social divides between north and south, as well as westward expansion (also
covered in the other two units as well) helped usher in the American Civil War. Students will be able to do
their own research throughout these units and be able to understand what life was like in those times from
different perspectives. This may also help with assessing the dangers of deep political divisions and we may
discuss other examples through other points in history.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
If the students can answer 0 to 2 questions out of 4 correctly, I know that my lesson and learning
objectives will be appropriate and I may have to put more emphasis on certain portions of the
content. If most of the students answer more than 2 correctly, then I will tweak the lesson
accordingly to meet all their needs to create an effective learning environment and reduce
potential boredom. This will be done on the smartboard/Interactive White Board to speed up the
overall results.
For the Second day, if they answer 3 or more questions correctly for the Pre Assessment about the
Abolitionist Movement. This is where I will “trim off the fat” where necessary. I will also note they
do not have to write everything down, but focus more on the important facts and what I am
saying during the lecture. Of not, then I will go into more detail and emphasize the more
important information
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental
needs in order to keep students on task and actively engaged throughout the lesson.

I will need to walk around the room to make sure students are staying on task and not randomly browsing
the internet. I will also need to address any concerns immediately, like cell phone policies, or standards
about plagiarism. I will address the project standards and tell students were to find them on the syllabus or
the online webpage for the class.
First, nonverbal ques for students that are off task in a minor way, like eye contact or moving closer to
them.
Second, if these two do not work, a quiet verbal warning will be issued if it is just one or two students. I
may have to raise my voice if it is more than five students and assess the situation properly, without
making it a big deal and losing valuable time/distracting the rest of the class.
I will give the student(s) in question options
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge
and skills required of the objective.
I used the smartboard and the assessment to briefly cover the introduction to the unit and what
students already know. Then, I will continue onto the causes of the Civil War, starting with some
background information and an activity to stimulate their brains and get them fully engaged. Then,
we will discuss the compromises of 1820 and 1850 and how they were long term causes of the Civil
War by attempting to solve the issue of slavery without violence or threats of secession. This will last
about 8 minutes of slideshow content and about 20 minutes of video content if uninterrupted. The
two lecture sections will include a short break for discussion time to keep the students engaged and
videos are posted throughout to visualize the impact slavery already had on America before the
compromises. The following videos will be used throughout the first day’s lecture to visualize the
problems:
1. Crashcourse: The Atlantic slave Trade
https://www.youtube.com/watch?v=dnV_MTFEGIY
2. Crashcourse: Slavery
https://www.youtube.com/watch?v=Ajn9g5Gsv98
3. Crashcourse: War and Expansion
https://www.youtube.com/watch?v=tkdF8pOFUfI

The expected outcome is to help students visualize the causes and effects of a culturally and
politically polarized society and how it relates to today’s political climate. Not to mention how all of
the short and long-term factors of the Civil War tie into the era leading up to its inevitable outbreak.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills
and content needed to meet the learning objective(s).
1.) Before we get into the lecture portion, we will review the material from last time (The
previous class period of this specific course) and tie it into the discussion for today. As a class,
we will then discuss and differentiate the long and short-term causes of the Civil War. Then
the lecture will occur, and new material will be introduced via overhead projector.
2.) After the lecture portion is over (approximately the first twenty to thirty minutes of class) we
will discuss and review what they had learned about the compromises and this will last about
five to ten minutes. Then, we will move onto the project requirements and discuss the
options:
1. The options:
2. Battlefield map/diorama:
Must be at least big enough to see what's going on for the actual map.
Optional: a scale (how many inches to every mile)
Must be labeled appropriately in terms of troop movements.
Include a brief summary and a timeline of the battle.
Optional: Pictures of the leading figures.
A works cited page.
Optional: a PowerPoint to incorporate all of this if space on the diorama is limited.
3. PowerPoint or Prezi presentation:
10 slides at least, excluding a works cited slide.
Must have accuracy about the civil war topic.
Pictures help, filler material does not.
Videos can be used, but they have to be relevant to the topic and fit within the general
time limit of 10 minutes.
4. 5-page Report
MLA format (12" font, Double spaced, title, page number, etc.)
Five full pages of content, not including the required work's cited page
Can be more than five pages, but not less
Will be monitored through Google Classroom & documents, as well as myself walking
around the room to make sure people are doing their part.
Pictures can be used, but the space they take up does not count towards the end goal of
five pages
3.) At the end of independent practice time needed to brainstorm ideas for the project
(approximately 30 minutes after the lecture/discussion is over), we will discuss what options
the student’s chose. If they still need time to decide, I will give the group one day, but no
more time is complete (approximately ten minutes before the end of class).
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
I will allow for 30 minutes of class time to get into their assigned groups (assigned by drawing cards
1-6), and work on brainstorming ideas for their projects. They will utilize the school laptops and
identify sources and to begin forming ideas of their selected project. I will be walking around the
room to answer questions, monitor group discussions and correct actions wherever possible.
Only one of each topic and how the student goes about presenting it will be up to them as long as it
meets the project requirements, depending on the option they selected (limitations listed above).
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in
an interactive manner (whole/small group, etc.).
For the last five to six minutes of the lesson, I will allow for students to get the school laptops put
back in the condition they were found in and to give five things they had learned today regarding the
new material at the beginning of the course as their ticket out the door.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

The Pre assessment will be used for the post assessment when the time comes. It will be ten questions from
the unit and will cover all the main topics we had covered. This will help us as a class improve as the course
goes on. This will include the daily exit tickets and/or discussions about the lesson.
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students
achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or
video.
If applicable, insert a table/chart/graph before your explanation.
Students achieved the learning goals and answered more than six questions correctly, but there
were a few stragglers for the post assessment. The various discussions and review activities in the
presentation had a few students answer most of the questions and I did have to implement
strategies to engage the other students. The Videos watched and the discussions afterwards
allowed for a few more students to get the overall picture of the compromises and the conditions
that set them up/undid them later. Not to mention the Abolition movement discussions on day
two of the content went just as well. Students got to learn about more obscure abolition figures
like Frederick Douglass, Charles Sumner, and John Brown and how the abolition movement was
like a modern political party. There’s different levels, goals, and factions within the movement
that each figure represents.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies.
Describe what went well and what areas you need to revise in the future. Cite examples (from video) that
support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each
revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.
The lesson plan went well initially, students were engaged in the lecture content and followed expectations.
When I walked around the room during independent/group work time, I noted that a few students had gotten
off task, but upon getting closer, they got back on track and finalized their options and begin to plan how to
divide the work as evenly as possible.

Paragraph:
This lesson plan was drafted for my Educational Technology course and was meant to cover up

to one-week total in terms of class time. This was a resource-based lesson plan, though the resources

were in the form of videos related to the topic that would be viewed as a class in the order above as we

talk about slavery in America and how it started and kept America going down the road to civil war.

This particular lesson would recap how slavery kept the country going down this dark and scary road

through rebellions, expansion, and political maneuvers. Not to mention discussing the numerous

occasions that could have prevented the civil war entirely or why other issues did not/could not have

spark the civil war.

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