EEI Lesson Plan Template

Name: Damian Liljegren Pima Course: 292A Instructor: Rossman

Subject: U.S. History Topic: Assassination of President Grade Level: 12 Duration: 1 hour
Abraham Lincoln
List of Materials, Handouts, Rubrics, and other Documents: [List everything you will need to teach this lesson here, then insert
actual examples in the Appendices below the plan] PPT presentation with content of lesson, laptop computer, and
students who are present and eager to learn 

Purpose: This lesson will help students evaluate and understand the events surrounding the assassination of President
Lincoln, as well why he was assassinated.

Components Description of Plan

Content Standard HS.1SS.C6.PO3 – Analyze the immediate and long-term effects of Reconstruction in
Choose ONE standard and type it out post Civil War America – Lincoln’s assassination. From Beyond Textbook (where
along with the number. we get our standards in the Vail School District)
Learning Objective Bloom’s Level: Analysis
 Choose ONE level of complexity from
Bloom’s Revised Taxonomy Objective: Students will be able to analyze the details surrounding the assassination of
 Write ONE objective that is ONE President Lincoln and its aftermath.
simple sentence with ONE carefully
chosen verb

Est Anticipatory Set Teacher will (TW): Students will (SW):

# of A quick "hook" to grab the
Mins
 1. Show a short video to the class
student's attention
 Activates prior knowledge of
5 the objective
min
 Requires active participation
s from ALL learners
 Students must literally interact
with the OBJECTIVE
that indicates there was a bigger
plot surrounding the
assassination of President
Lincoln.
2. Have the class view an image
depicting Lincoln’s
assassination.
3. State that we will be analyzing
the events surrounding the
assassination of President
Lincoln and why he was
assassinated.
1. Collectively view a short video
on President Lincoln’s
assassination to let them know
there was a bigger plot.
2. View an image depicting Booth
shooting Lincoln to activate prior
knowledge.
3. Interact with the objective by
verbally providing any prior
knowledge of President
Lincoln’s assassination.

Est Teaching-Input Teacher will: Students will:

# of
Mins
 Using effective and varied 1. Present content (vocabulary, 1. Listen to content and write
strategies, the teacher concepts, etc.) on carefully down notes on specified
provides information and
25- vocabulary students will need
planned PPT vocabulary and content.
30 in order to grasp the concept, 2. Ask students to take notes on 2. Think about and answer
min strategy, or skill. specified content pertinent questions asked of
s  Check for Understanding. 3. Ensure students understand them and ask questions if
vocabulary and content by they need clarification.
asking questions (individually 3. Participate in any group
and collectively) and making questions or discussions by
sure they’re writing down the thinking about and creating
proper notes. their own responses to

Est Teaching-Modeling
# of
Mins
 Teacher demonstrates and
shows examples of what
students are expected to do
10 (how to solve the problem,
min answer the question, do the
s activity etc.).
 Check for Understanding.
Est Guided Practice
# of
Mins
 An opportunity for each
student to demonstrate new
learning by working through
an activity or exercise with the
25 teacher’s guidance.
min
 This is the heart of the lesson
s and should have the most
minutes assigned to it.
Est Closure
# of  ALL students must engage in
Mins
brief closure activity to cement
learning and optimize transfer.
5  Do not introduce anything
min new during Closure.
s  Check for Understanding.
 Students must re-engage with
the OBJECTIVE
n/a Independent Practice
 AFTER proper closure, it is
important to provide time for
additional practice. It may be
group or individual work in
class or it might be
homework.
 Do not introduce anything
new during Independent
Practice.
Checks for Understanding
 List at least THREE quick, informal
strategies that you used to check
understanding throughout the lesson.
 Checks should be varied (i.e., self-
check, verbal check, written check).
Assessment Options
 Describe how you will pre- and post-
EEI Lesson Plan Template
specific questions.
Teacher will: Students will:
1. Present facts, viewpoints, and 1. Think about, write down,
pose certain questions about summarize, and/or discuss
relevant information answers to specific questions
pertaining to details asked by teacher.
surrounding Lincoln’s
assassination.
2. Check for understanding
through the students’
responses and asking follow-
up questions.
Teacher will: Students will:
1. Thoroughly go over “Lincoln’s 1. Write down a brief, but
Assassination Recap” detailed recap/summary of
assignment with students. President Lincoln’s
2. Walk around the room to offer assassination.
guidance on certain portions 2. Ask teacher any questions
of assignment and ensure needed to clarify anything
understanding. pertaining to the information
3. Offer up any suggestions on they just learned about the
potential options how assassination.
students can address this
assignment.
1. SW think about and write down their answers to a critical-thinking question
on Lincoln’s assassination.
2. SW verbally share their responses with a neighbor.
3. TW call on a couple students to share their responses with the class.
**Note: Since we don’t really assign homework at PHS, closure is generally
done just before guided/independent practice. Guided practice and
independent practice is merged at PHS.
Students will:
We generally don’t assign homework at PHS. If the lesson goes over the estimated
time, students will be given some extra minutes the following day to finish up the
“Lincoln’s Assassination Recap” assignment.
1. Asking questions to the students (individually and collectively) and checking their
responses.
2. Verifying to see that students are properly writing down the specified notes.
3. Asking random students to briefly summarize vocabulary and/or key concepts.
Pre- and Post-Assessment of Objective:
Key vocabulary and concepts from this lesson will be on both the test review

test students’ understanding of the
objective. These do not need to
happen on the same day as the
lesson.
 Alternative options for diverse
learners should also be provided
Differentiation Options
Describe how you will reach diverse
learners by varying the:
 Content
 Process
 Product
21st Century Learning
Describe how you will incorporate
technology and/or the 4 Cs:
 Critical Thinking
 Creativity
 Collaboration
 Communication
Appendices/Additional Information: [insert materials/links/screenshots below]
I uploaded my PPT as well as a PDF version of it in the dropbox.
***Note: This year during 3rd period at PHS we do “Mindful Minutes.” This is a form of meditation/way for students to wind
down. There are mixed responses to it so far. I will discuss it with you more during our post-observation interview.
EEI Lesson Plan Template
and mid-term test. Students will have the chance to correct any incorrect
responses they received on the test for 50% of the point value. Many of these
vocabulary words and concepts will show up in future lessons for reiteration.
Alternative Assessment Options: Accommodations for diverse learners would be more
time to complete the activities and/or tests, reduced or increased expectations on
amount of writing on “Lincoln’s Assassination Recap” assignment, or creating small
groups to promote discussions to assist with the assignment.
Content – Scaffold: I have multiple questions throughout my lesson for a reason. All
students may not be able to answer them with master proficiency, but all students will
be exposed to them and they will all be able to participate at a level that will enable
them to properly learn the content standard.
Content – Challenge: Some students will be able to answer the higher-level learning
questions in a manner that will challenge their critical thinking skills.
Process – Scaffold: Extra time to complete the assignment will be provided for the
students who need it. Students who prefer typing may do so instead of handwriting
their responses.
Process – Challenge: Students who finish the assignment early will have their work
checked by teacher and be asked to either elaborate further on some details (verbally
to teacher or to help emphasize their point to the class).
Product – Scaffold: Create a discussion with students to have them offer up opinions
on hypothetical results of Booth’s ultimate plan.
Product – Challenge: Ask gifted students to provide some unique or hypothetical
examples potential scenarios had Booth’s entire plan succeeded.
Technology: Students will use Chrome Books to look up provided link to research
and answer questions. Students will have the option to type their responses instead of
handwriting them.
Critical Thinking: Students will have multiple opportunities and be expected to
exercise critical thinking by pondering numerous questions and providing their
responses to them.
Creativity: Students will have the opportunity and be expected to be creative with
their verbal and written responses.
Collaboration: Students will be expected to discuss and collaborate with others to
share their thoughts on the assassination of President Lincoln.
Communication: Students will communicate with each other and the teacher often
throughout the lesson. They will be asked multiple questions and be asked to ponder
and react (verbally and in writing) to key surrounding the assassination of Lincoln.