Name: Subject: Grade Level: Date: Timeframe: Lesson Title: Pre-teaching data: Describe any pre-tests, formal or

informal assessment measures you are using to determine what your students have mastered and what they need to learn.

Teresa R. Franks Social Studies 8th grade April 19, 2012 7:15 8:05 Military Adviser Chapter pre-test was administered one week ago. The pre-test covered the issues that divided the nation, the strengths of each side at the start of the war, as well as their resources and strategies. The average score was 48 on the generic test, and 44 on the modified test. SPI 8.2.6 interpret a variety of economic graphs and charts with topics. SPI 8.4.5 identify how conditions, actions, and motivations contributed to conflict and cooperation between states, regions, and nations. 8.5.4 recognize causes and consequences of conflict. After Fort Sumter, both Union and Confederate governments began assessing their strengths and weaknesses, and planning for war. Both sides assumed the war would be over within three months; their assumptions would have devastating consequences for both sides. More than 50% of the students missed the questions on the pre-test dealing with the resources and especially the strategies each side had. Analysis, inference, and summary skills are utilized in this lesson. Additionally, the students must read and interpret graphs.

Standards Addressed: (Write out which State and/or

local standards drive this lesson.)

Rationale for Lesson

(Explain the relationship of this lesson to the Standards, Unit Goals, to your previous lessons, and to any data you have collected from teacher-made and/or school assessments.

High-Stakes Skills Addressed/SIP Support:

(What high-stakes skills will this lesson support? These high-stakes skills are identified via your schools standardized testing program. In most public schools, the School Improvement Plan (SIP) should identify and address these skills.)

Content to be covered:
(Briefly list the topics which will be covered during this lesson.)

Research, describe, and compare the resources and strategies of the North and South at the beginning of the Civil War. resources charts textbook (military strategies) pencils and paper PowerPoint file and video clips on resources and strategies I will be using a PowerPoint file to summarize information and discussion for the students, including a video clip. 24 students 12 boys, 12 girls Race: 20 White, 2 Asian, 2 African-American SES: Middle class to upper middle class

Materials and equipment needed and sources used:

(Include everything you will need during this lesson.)

Technology Integration:
(Explain how you will be using technology in to this lesson. Include how you and/or your students will be using technology during this lesson.)

Description of learners:
(Describe what you already know about your students: Race, Gender, SES Level, Interests, Abilities, Learning disabilities, Learning Styles, Behavior, etc.)

Abilities: This class is quite diverse in terms of ability; we have 5 documented IEPs and 5 APEX (gifted) students Learning Styles: Self-reported, 14 students are visual learners, 6 are auditory and 4 are kinesthetic Interests: Self-reported from survey Most students: are worried about performing well in school (#1 rated concern) wonder about the natural world around them, including global warming, the universe, and the ocean like to be acknowledged by verbal praise or by treats (candy, stickers, etc)

Adaptations for individual differences

(Based on the information you provided about your students, what specific adaptations will you make during this lesson to meet these identified differences?)

Leveled materials, more support and monitoring for some students; for G/T students requires higher order skills

Activities and procedures: Engagement/Motivation (How will you

excite the students to learn while building on prior knowledge.)

Exploration (Something you and your

students do together. This may involve the review of prior information.) Explanation (New information.)

Prior knowledge weve discussed the methods of reproduction, reviewed plant anatomy and the plant cycle, talked about the three types of mammals, and just touched on some benefits of asexual/sexual reproduction Creating interest the tension has been mounting as we move to war. Im also using a video here. Review buildup to war, and the events that led to first battle. The advantages and disadvantages for each side will be discovered and explained through research, data sharing, and class discussion. Research each sides strategies and evaluate whether one side has more advantages than the other, and what this will mean for the war. See formative and summative below.

Extension (Application of the new

information to a new situation.)

Evaluation (How will your students know that

they have mastered the objectives?)

Assessment methods: Formative: (For each objective, indicate how

you will know if your students are moving towards mastery during the lesson?)

Summative: (For each objective, how will

you know if your students have mastered your objectives at the end of the lesson?)

I will monitor, question, and observe that students are on task, working diligently, and making the connections. I have several checks: thumbs up/down, exit ticket, questioning Report and Presentation to Class

Researched-Based / Best Practices addressed:

(Cite which Best Practices and/or other researched-based strategies will be incorporated into this lesson.)

Presentation Method, Simulation

Subject Integration:
(What other subject areas in your schools curriculum will this lesson support and how will you integrate it/them into this lesson?)

Power Standards: Grade 8 Reading Language Acquisition & Use Grade 8 Reading Comprehension Evidence of Learning: Draw meaning from informational text. Analyze the supporting details

provided within informational text. Plan for Higher Order Thinking / Critical Thinking Skills
(Indicate specifically how you will develop higher order thinking skills during this lesson.)

Knowledge through presentation and materials Comprehension through reading and explaining the resources and strategies Analysis through comparison of Northern/ Southern strategies Evaluation making a judgment: what the military should do TCAP week is next week, and class schedules have been irregular re-engagement and recall may be affected

Comments:
(Are they any extraneous circumstances about today that might affect this lesson?)

THE MILITARY ADVISER You are a military adviser to your side (Union or Confederate) at the beginning of the Civil War. You are a military adviser for the Your President is Your military commander is . . .

Prepare a brief report for the President that analyzes the strengths and weaknesses of the other side at the start of the war. Address both available resources and military strategies. Use the provided chart and your book. Deliverables: written report (bulleted list) and 1- paragraph summary. Analysis and inference are critical. Evaluation: accuracy, coverage, analysis The graphic organizer will help you prepare the report.

Resource

Does the other side have more or less of this resource than your side?

What is the implication?

1. 2. 3. 4.

Military Strategy their side

Strengths of their strategy

Weaknesses of their strategy

COMPARING THE NORTH & THE SOUTH

THE MILITARY ADVISER You are a military adviser to your side (Union or Confederate) at the beginning of the Civil War. You are a military adviser for the Your President is Your military commander is . . .

Prepare a brief report for the President that analyzes the strengths and weaknesses of the other side at the start of the war. Address both available resources and military strategies. Use the provided chart and your book. Deliverables: written report (bulleted list) and 1- paragraph summary. Analysis and inference are critical. Make a recommendation to your President what should he do to take advantage of your strengths or to take advantage of the other sides weaknesses. Evaluation: accuracy, coverage, analysis The graphic organizer will help you prepare the report.

Resource

Does the other side have more or less of this resource than your side?

What is the implication?

1. 2. 3. 4.

Military Strategy their side

Strengths of their strategy

Weaknesses of their strategy

THE MILITARY ADVISER You are a military adviser to your side (Union or Confederate) at the beginning of the Civil War. You are a military adviser for the Confederates Your President is Jefferson Davis Your military commander is Robert E. Lee . . .

Prepare a brief report for the President that analyzes the strengths and weaknesses of the Union at the start of the war. Address both available resources and military strategies. Use the provided chart and your book. Deliverables: written report (bulleted list) and 1- paragraph summary. Evaluation: accuracy, coverage, analysis The graphic organizer will help you prepare the report.

Resource

Does the other side have more or less of this resource than your side? more

What does that mean for you (see example)?

1. weapons

We cannot have as many armed soldiers fight. We cannot re-arm soldiers if they break their guns or lose them.

2. 3.

Military Strategy their side

Strengths of their strategy

Weaknesses of their strategy