Cos standards al. Alex. 2004. Ss. 10. 4



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ED 507 Lesson Plan 2

Bill Brooks

University of Montevallo

COS Standards

AL.ALEX.2004.SS.10.4 STANDARDS: Discuss non military events and life in the Civil War.

Details

Concurrent Skills/Competency Focus:

Following Directions

Reading Skills

Comprehension

Writing Skills

Note Taking

Communication Skills

Instructional Objectives:

TSW be able to evaluate the emotional impact of the Civil War on the home front.



Instructional Procedures:

Directed Reading Lesson

Grade Level: 10th Grade



Phase I: Pre-Reading

Set:

TTW that the objective of the lesson is for the students to be able to evaluate the emotional impact of the Civil War on the home front.

TTW explain that the students will be provided a K-W-L graphic organizer and a Civil War painting. The students will analyze the painting and make conclusions as to the impact the war had on the home front. They will answer the first two questions on the K-W-L.

TTW explain that the class will then discuss how they believe the home front was impacted by the war.

TTW explain that the students will be provided with four civil war era letters to read. They will answer the last K-W-L question after reading the letters.

TTW explain that the class will then discuss what the students learned from the letters.

TTW explain that the students will then write a paragraph, to be handed in, summarizing what they learned.

TTW ask the students if they understand the lesson or have any questions.

TTW then provide the students with a K-W-L graphic organizer. (See submission folder.)

TTW provide the students with a copy of a Civil War picture depicting a soldier leaving his wife for the front. (See file submission folder.)

TTW ask the students to study the picture.

TSW write down what they know about life on the home front after reviewing the picture using the “what we know “ column on the K-W-L chart provided.

TSW write down what they want to know about life on the home front after reviewing the picture using the “what we want to know “ column on the K-W-L chart provided.

TSW discuss the first two questions on the K-W-L chart as a class.



Phase II: Concurrent Reading

TTW provide the students with four letters that Civil War soldiers sent home. (See submission folder.)

TSW read the letters.

TSW refer back to their K-W-L chart as they read the letters to review the “what we want to know” section.

TSW refer to their K-W-L chart once they have completed the readings and complete the “what I learned” section.

Phase III: Post Reading:

[Close]TSW participate in a class discussion, led by the teacher, discussing what the students learned from the letters.

TSW write a paragraph summarizing what they learned about life on the home front.

Materials/Resources

Civil War Painting (see submission folder) Gallon Historical Art. Retrieved from http://www.gallon.com/proddetail.asp?prod=gl-pr-039&cat=14

K-L-W chart

Civil War Letter one (see submission folder) University of Virginia. Retrieved from http://valley.lib.virginia.edu/papers/A2909

Civil War Letter two (see submission folder) University of Virginia. Retrieved from http://valley.lib.virginia.edu/papers/A2909

Civil War Letter three (see submission folder) National Park Service. Retrieved from http://www.nps.gov/anti/forteachers/curriculummaterials.htm

Civil War Letter four (see submission folder) National Park Service. Retrieved from http://www.nps.gov/anti/forteachers/curriculummaterials.htm

Attachments:

None


Assessment

TTW assess students’ abilities to evaluate the emotional impact of the Civil War on the home front by assessing their paragraph on what they learned from reading the four letters.


      1. ADAPTATIONS/ACCOMMODATIONS/MODIFICATIONS








Academic:

TTW assign picture and letters to students with special needs in reading earlier in order for them to provide them more time to process the information.

TTW work directly with those students with special needs in reading and writing in helping them understand the picture and the letters.

TTW ensure the parents have a copy of the assignment so they can work with the student in helping him/her understand the same.

TTW ensure all students participate in class room discussion by asking open ended questions of those students who tend to stay in the background.









Behavioral:

TTW go over class room rules with regards to talking out of turn and respecting the rights of others prior to each day’s work.

TTW follow up with students with behavioral issues to ensure work is being completed as required.



Technology Integration

None needed


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