Documente Academic
Documente Profesional
Documente Cultură
Date: 10/15/2015
Grade Level: 11
Title: Reconstruction
#:_1_ of _1_
Content
Lesson
List of Assessments: (Write the number of the learning target associated with
each assessment)
-Quick write on Voices from the Days of Slavery
-Discussion about lasting effects of Reconstruction
-circle of viewpoints (slave vs. southerners)
List of Significant Vocabulary: (List the significant vocabulary words and
definitions for this lesson)
-Reconstruction, impeachment, Black Codes, 13 th, 14th, 15th Amendment (suffrage),
Civil Rights Movement
Colorado State University College of Health and Human Sciences
Page 1
Page 2
Page 3
Anticipatory
Set/Focus/Hook/Engagement/Motivation/Intr
oduction
The hook grabs students attention and
engages them from the start. These are actions
and statements by the teacher to relate the
experiences of the students to the objectives of
the lesson and to put students into a receptive
frame of mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures/Instructional Input/Learning
Chunks/Scaffolding for Learning (this is the
largest part of your lesson plan)
(Include a play-by-play account of what will
happen in the class from the minute students
arrive to the minute they leave your classroom.
Indicate the length of each segment of the lesson.
List actual minutes.)
Include the following components in scripted
format:
-Teacher input-what you will share (lecture
outline, notes of interest, facts, vocabulary,
description of activities, etc.)
-Modeling (demonstrations, stories, examples,
etc.)
-questioning strategies (what questions will you
ask to CSU)
-guided/unguided:
My pre-assessment will be
my hook. I will ask the
students to analyze a series
of three political cartoons
from the time period. Then I
will call on three to four
students and ask what they
interpret the cartoons to
depict, including the
meaning, the difference
between them, etc. This will
allow me to see some of the
information students know
about life during
Reconstruction.
After the students have
observed and analyzed the
cartoons for themselves, I
will give them the
background and context of
them. I will then connect the
name of my lesson to their
previous class analyzing the
poem O Captain, My
Captain. This will serve as a
warm-up and sum-up of the
previous class.
First 30 minutes:
-Students will arrive (many
are late), I will give them
extra time to take their seats
by posting the cartoons on
the board ahead of time.
-I will give the students about
5 minutes to observe the
cartoons. Then we will come
together as a class and
discuss what they are
thinking for about 5 minutes.
-I will then show the students
the quote by Lincoln and
read it aloud to them. I will
introduce the question of
What if? What if Abe Lincoln
had not been killed? Would
Page 4
Page 5
Closure/Conclusion/Summary/Adjustments/
Wrap-up/Clean-up
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students
bring things together in their own minds, to make
sense out of what has just been taught. Any
Questions? No. OK, lets move on is not closure.
Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson
or the end of a lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation/Modifications/Adaptations/Ac
commodations To modify: If the activity is too
advanced for a child, how will you modify it so
that they can be successful?
To extend: If the activity is too easy for a child,
how will you extend it to develop their emerging
skills?
Page 6
Page 7