HIED 4323/4324 Common Core Lesson Plan Format (Guidry - Revised 2013)
Date____________________
Time/Period______________
Teacher Name_Rebekah Boyd______________
Subject__AH1___________
Text page #s ___________
Lesson step
Description of Activities and Setting
1. Focus/hook and review
Bell ringer:
Review quickly previous lesson and
skills. Give meanings if needed.
I will review yesterdays lesson by:
Talk in relative terms. Use as
Asking a few review questions
opportunity to engage/excite
students (hook).
I will engage them in todays lesson by:
Showing a video of the Gettysburg
Address
2. LEQs: The question for todays lesson related to my central focus is
What was the major turning point in the Civil War?
Grade level _11_
Question script
Questions for this
segment:
What was the
Emancipation
Proclamation?
What battle came
before the EP was
issued?
3. Lesson focal understanding: The argument I will make today related to my central focus is
The Battle of Gettysburg was a major turning point in the Civil War.
4. Content strategy present new
information to students through
lecture; multimedia presentation;
discussion; reading segment;
jigsaw; etc.
Essential standard content
objective:
AH1.H.7 Understand the impact of
war on American politics,
economics, society and culture
Must align with NCTES HS.S1.1
Evaluate resources needed to solve a
given problem and/or HS.SE.1
Analyze issues and practices of
responsible behavior when using
resources.
The content I will deliver is:
The Battle of Gettysburg
-Strategies of both sides
-Outcome
-Casualties
-Gettysburg Address
I will deliver this content using:
Lecture and Google Presentation
The Gettysburg Address as a primary
document
Questions for this
segment:
Who are some people
you have heard of
from this battle?
What is the
geography of
Gettysburg?
How does this
geography affect the
battle?
I will help students organize content using:
A graphic organizer chart organizing each
day of the battle and the outcome
Vocabulary demands:
Discourse demands:
Functions:
Syntax:
Calvary
Infantry
5. Source analysis strategy
Gradual release protocol ME
Questions for this
engage students in an analysis
First, I will:
segment:
and/or evaluation of a source
Pass out a copy of the Gettysburg Address
-How many is four
(primary or secondary, print or
Show a video clip of the Gettysburg
score and seven? Why
media) that addresses some
Address
did Lincoln open his
historical event or social studies
speech this way?
Gradual
release
protocol
US
phenomena related to the content
-What famous
Next, we will:
taught above
founding document is
Read the Gettysburg Address together and
Lincoln referring to?
answer
questions
about
highlighted
pieces
Common core or essential
How does the Civil
Discuss
major
parts
of
the
address
and
dig
standard objective:
War fit into this
deep
into
what
Lincoln
was
really
saying
CCSS.ELALITERACY.RH.11
concept?
Gradual
release
protocol
THEM
12.2 Determinethecentralideasor
-What great purpose
Last,
they
will:
informationofaprimaryor
did the Civil War
Complete
the
APPARTS
source
analysis
secondarysource;providean
Serve in Lincolns
strategy worksheet
accuratesummarythatmakesclear
view?
therelationshipsamongthekey
-What about the
HIED 4323/4324 Common Core Lesson Plan Format (Guidry - Revised 2013)
Date____________________
Time/Period______________
detailsandideas.
CCSS.ELALITERACY.RH.11
12.4
Determinethemeaningofwords
andphrasesastheyareusedina
text,includinganalyzinghowan
authorusesandrefinesthemeaning
ofakeytermoverthecourseofa
text
Is technology used in completion of
this task in alignment with NCTES
HS.TT.1 Use technology and other
resources for assigned tasks?
Vocabulary demands:
Discourse demands:
Functions:
Conceived
Consecrate
Detract
Vain
6. Writing strategy engage
Gradual release protocol ME
students in either a narrative,
First, I will:
explanatory, or argumentative
writing assignment or related skill
Ask if there are any questions regarding
activity(ies)
the Battle of Gettysburg
Common core or essential
standard writing objective:
Confederates who
also died at
Gettysburg? Do you
believe Lincoln
included them in this
reference?
-What unfinished
work was Lincoln
referring to?
-What did Lincoln
mean by last full
measure of
devotion?
-What high purpose
did Lincoln feel the
Civil War had?
Syntax:
Questions for this
segment:
Explain what a narrative essay is
Gradual release protocol US
Next, we will:
Make a list of possible events to include in
the narrative essay
Gradual release protocol THEM
Last, they will:
Write a narrative essay as if you were a
soldier in the Battle of Gettysburg. Which
side were you on? What did you see? How
did you feel? Did you get injured?
Your narrative must be based loosely on
historical facts from the lesson.
Vocabulary demands:
Discourse demands:
Functions:
Syntax:
7. Assessment(s) for lesson (Must ultimately answer What did they learn?):
Informal (activities used for feedback): APPARTS
Formal (activities used for grading/evaluating) : narrative essay
8. Closure
Have a summary of vital aspects of
the lesson, prepare for next lessonget the students anticipating what is
LEQ: What was the major turning point in the Civil War?
HIED 4323/4324 Common Core Lesson Plan Format (Guidry - Revised 2013)
Date____________________
next and check for understanding.
Time/Period______________
