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Learning Contract Sample Lesson Plan and Worksheets document sample
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LESSON PLANS
APPENDIX K
SAMPLE DAILY LESSON PLAN
Plan No._1___
Name:___Nathan__Evans_______________________________Date:_June 20, 2008________
Subject:______Social Studies___________________________Grade Level:___11th ______
Unit of Study:___U.S. History/North American Colonies______Lesson Topic:__Williamsburg__
INSTRUCTIONAL OBJECTIVES:
Standard USHC-1: The student will demonstrate an understanding of the settlement of North America.
Standard USHC-2: The student will demonstrate an understanding of the establishment of the United
States as a new nation.
SET INDUCTION/INTRODUCTION: (How will you introduce today’s lesson? Focus, prepare, stimulate
learners?)
Time:____90 minutes__
Summarize the distinct characteristics of each colonial region in the settlement and development of
America, including religious, social, political, and economic differences. (USHC-1.1)
Summarize the early development of representative governmental and political rights in the American
Colonies, including the influence of the British political system, the rule of law and the conflict between
the colonial legislatures and the royal governors. (USHC-2.1)
Explain the impact of the Declaration of Independence and the American Revolution on the American
colonies and on the world at large. (USHC-2.2)
Summarize the creation of a new national government, including the new state constitutions, the
country’s economic crisis, the Founding Fathers and their debates at the Constitution Convention,
the impact of the Federalist Papers, and the subsequent ratification of the Constitution. (USHC2.4)
INSTRUCTION: (Procedure)
Time:___90 minutes_______
USHC-1.1: Create a multimedia presentation that examines two or more sponsors of European
overseas exploration. Summarize their backgrounds, compare their motives, and include
the aspects of national and religious rivalries.
USHC-1.1: Create a graphic organizer that displays the distinct characteristics of each colonial region in
America.
CHECKING FOR UNDERSTANDING: (Supervised and independent practice)
The students worksheets are intended both as in-class work and as homework. Although they are
intended for distribution to the students, some may be used effectively as transparencies for overhead
projection. The lesson suggest ways of using the worksheets and answers to question. The lessons are
flexible, allowing adjustment according to specific educational goals, students’ needs, and availability of
material and equipment.
A. Key terms, People, and Concept
Native Americans New England Colonies Middle Colonies Southern Colonies
Jamestown Indentured Servants Slavery Anglican Church
Religious Dissent Puritans Pilgrims Plymouth
Colonies African Americans Quakers Representative Government
House of Burgesses Mayflower Compact Salem Witch Trials Williamsburg
CLOSURE/SUMMARY REVIEW: (How will you wrap-up today’s lesson? Reinforce, integrate learning, and
transition to next lesson?)
Time:___90 minutes_______
Acquisition: Lecture Notes
Chapter Test: Teacher made tests
Quizzes: Section Review Questions
Graphic Organizers: Compare/Contrast or Cause/Effect
Geography: Analyzing Maps
Diagrams: Timeline Tables or Ven/Web Diagrams
Closure: Rubric/ Ticket-out-the-door
EVALUATION: (How will you measure pupil progress? Check to see if today’s objectives were met?)
These lessons are intended for use in my high school US History course which are based on the State’s
Standard they are designed to accompany my textbook. All students will be given the States End of
Course Test.
EQUIPMENT/MATERIALS/MEDIA: (How used and appropriateness.)
Equipment: Smart Board, Computer, Printer, and Copier.
Materials: Textbook, Notebook, Pens, Color Markers, and Graphic Organizers.
Media: Computer Classes, DVD Player, Posters, Primary Resources, and Overhead Projectors.
SAFETY CONSIDERATIONS:
I will address Internet safety and ergonomics to the class with a PowerPoint presentation.
The presentation will have visuals to help them understand proper use of computers and how
to be seated properly at the computer. I will have a detailed flow chart placed in the room of
when each child will be at the computers and for what period of time. Before ever using the
computers, students must have their parents sigh Richland School District One’s safe and
healthy technology use.
ASSIGNMENT:
Homework assignments are included in two ways, depending on their nature as either back ground or
follow-up material. Handouts, classroom activities, quizzes, and teacher made test, provide numerous
tools for student evaluation. The introduction to each section lists the state standards which are covered
and provide for the End of Course Testing.
REFLECTION: (Student teacher’s analysis of lesson summary to improve the instructional process)
The State Standards facilitates evaluation of the lessons and the textbook as a whole. It provides an
analysis of the unit’s incorporation of major themes and concepts. The Standards also details the
lessons’ development of specific critical thinking skills. Finally the State Standard indicates diversity in
classroom approach.
APPENDIX K
SAMPLE DAILY LESSON PLAN
Plan No._2___
Name:___Nathan__Evans_______________________________Date:_June 20, 2008________
Subject:______Social Studies___________________________Grade Level:___11 th ______
Unit of Study:___U.S. History/American Independence______Lesson Topic:__Jamestown__
INSTRUCTIONAL OBJECTIVES:
Standard USHC-1: The student will demonstrate an understanding of the settlement of North America.
Standard USHC-2: The student will demonstrate an understanding of the establishment of the United
States as a new nation
SET INDUCTION/INTRODUCTION: (How will you introduce today’s lesson? Focus, prepare, stimulate
learners?)
Time:____90 minutes__
Summarize the distinct characteristics of each colonial region in the settlement and development of
America, including religious, social, political, and economic differences. (USHC-1.1)
Summarize the early development of representative governmental and political rights in the American
Colonies, including the influence of the British political system, the rule of law and the conflict between
The colonial legislatures and the royal governors. (USHC-2.1)
Explain the impact of the Declaration of Independence and the American Revolution on the American
colonies and on the world at large. (USHC-2.2)
Explain the development and effectiveness of the Articles of Confederation. (USHC-2.3)
Summarize the creation of a new national government, including the new state constitutions, the
Country’s economic crisis, the Founding Fathers and their debates at the Constitution Convention,
The impact of the Federalist Papers, and the subsequent ratification of the Constitution. (USHC-2.4)
INSTRUCTION: (Procedure)
Time:___90 minutes_______
USHC-2.1: Create a chart that illustrates the political rights of citizens of the American colonies. Include
how gender, property ownership, religion, and legal status affect political rights. Hypothesize
what it would be like to live the United States if one of these restrictions were still in place
today.
USHC-2.2: Write an essay on how the decision to declare American Independence from Great Britain
was reached. Who was involved, what events led up to the decision, how did they decide
what to include in the Declaration of Independence, and how did the colonists inform Great
Britain of this declaration.
CHECKING FOR UNDERSTANDING: (Supervised and independent practice)
The students worksheets are intended both as in-class work and as homework. Although they are
intended for distribution to the students, some may be used effectively as transparencies for overhead
projection. The lesson suggest ways of using the worksheets and answers to question. The lessons are
flexible, allowing adjustment according to specific educational goals, students’ needs, and availability of
material and equipment.
A. Key terms, People, and Concept
Native Americans New England Colonies Middle Colonies Southern Colonies
Jamestown Indentured Servants Slavery Anglican Church
Religious Dissent Puritans Pilgrims Plymouth
Colonies African Americans Quakers Representative Government
House of Burgesses Mayflower Compact Salem Witch Trials Williamsburg
CLOSURE/SUMMARY REVIEW: (How will you wrap-up today’s lesson? Reinforce, integrate learning, and
transition to next lesson?)
Time:___90 minutes_______
Acquisition: Lecture Notes
Chapter Test: Teacher made tests
Quizzes: Section Review Questions
Graphic Organizers: Compare/Contrast or Cause/Effect
Geography: Analyzing Maps
Diagrams: Timeline Tables
Closure: Rubric/Ticket-out-the-door
EVALUATION: (How will you measure pupil progress? Check to see if today’s objectives were met?)
These lessons are intended for use in my school US History course which are based on the State’s
Standard they are designed to accompany my textbook. All students will be the States End of Course
Test.
EQUIPMENT/MATERIALS/MEDIA: (How used and appropriateness.)
Equipment: Smart Board, Computer, Printer, and Copier.
Material: Textbook, Notebook, Pens, Color Markers, and Graphic Organizers.
Media: Computer Classes, DVD Player, Posters, Primary Resources, and Overhead Projectors.
SAFETY CONSIDERATIONS:
I will address Internet safety and ergonomics to the class with a PowerPoint presentation.
The presentation will have visuals to help them understand proper use of computers and how
to be seated properly at the computer. I will have a detailed flow chart placed in the room of
when each child will be at the computers and for what period of time. Before ever using the
computers, students must have their parents sigh Richland School District One’s safe and
healthy technology use.
ASSIGNMENT:
Home assignments are included in two ways, depending on their nature as either back ground or follow-
up material. Handouts, classroom activities, quizzes, and teacher made tests, provide numerous tools
for student evaluation. The introduction to each section lists the state standards which are covered and
provide for the End of Course Testing.
REFLECTION: (Student teacher’s analysis of lesson summary to improve the instructional process)
The State Standards facilitates evaluation of the lessons and the textbook as a whole. It provides an
analysis, of the unit’s incorporation of major themes and concepts. The Standards also details the
lessons’ development of specific critical thinking skills. Finally the State Standards indicates diversity in
classroom approach.
APPENDIX K
SAMPLE DAILY LESSON PLAN
Plan No._3___
Name:___Nathan__Evans_______________________________Date:_June 20, 2008________
Subject:______Social Studies___________________________Grade Level:___11 th ______
Unit of Study:___U.S. History/Birth of a Nation______________Lesson Topic:___Yorktown
INSTRUCTIONAL OBJECTIVES:
Standard USHC-1: The student will demonstrate an understanding of the settlement of North America.
Standard USHC-2: The student will demonstrate an understanding of the establishment of the United
States as a new nation
SET INDUCTION/INTRODUCTION: (How will you introduce today’s lesson? Focus, prepare, stimulate
learners?)
Time:____90 minutes__
Summarize the distinct characteristics of each colonial region in the settlement and development of
America, including religious, social, political, and economic differences. (USHC-1.1)
Summarize the early development of representative governmental and political rights in the American
Colonies, including the influence of the British political system, the rule of law and the conflict between
The colonial legislatures and the royal governors. (USHC-2.1)
Explain the development and effectiveness of the Articles of Confederation. (USHC-2.3)
Explain the impact of the Declaration of Independence and the American Revolution on the American
colonies and on the world at large. (USHC-2.2)
Summarize the creation of a new national government, including the new state constitutions, the
Country’s economic crisis, the Founding Fathers and their debates at the Constitution Convention,
The impact of the Federalist Papers, and the subsequent ratification of the Constitution. (USHC-2.4)
INSTRUCTION: (Procedure)
Time:___90 minutes_______
USHC-2.1
USHC-2.2
USHC-2.3
CHECKING FOR UNDERSTANDING: (Supervised and independent practice)
The students worksheet are intended both as in-class work and as homework. Although they are
intended for distribution to the students, some may be used effectively as transparencies for overhead
projection. The lesson suggest ways of using the worksheets and answers to questions. The lessons
are flexible, allowing adjustment according to specific educational goals, students’ needs, and availability
of material and equipment.
A. Key Terms, People, and Concepts.
Democracy Republic Monarchy Connecticut Plan Limited Gov’t
Common Law John Locke Social Contract Theory Confederation Stamp Act
Yorktown Declaratory Act Townshend Act Boston Massacre Boston Tea Party
First Continental Congress Lexington/Concord Second Continental Congress Thomas Paine
Nathanael Greene George Washington Mount Vernon Trenton/Saratoga Valley Forge
Quartering Act Constitution Article of Confederation Shay’s Rebellion Federalist
Federalist Papers Anti-federalist Political Parties Nullification Intolerable Act
Whiskey Rebellion French and Indian War unalienable rights Virginia Plan/New Jersey Plan
Three/Fifth Compromise Commerce Compromise Bill of Rights Lord Cornwallis James Madison
Alexander Hamilton John Jay John Marshall Patrick Henry Richard Henry Lee
John Paul Jones
CLOSURE/SUMMARY REVIEW: (How will you wrap-up today’s lesson? Reinforce, integrate learning, and
transition to next lesson?)
Time:___90 minutes_______
Acquisition: Lecture Notes
Chapter Test: Teacher made tests
Quizzes: Section Review Questions
Graphic Organizers: Compare/Contrast or Cause/Effect
Geography: Analyzing Maps
Diagram: Timeline Tables
Closure: Rubric/Ticket-out-the-door
EVALUATION: (How will you measure pupil progress? Check to see if today’s objectives were met?)
These lessons are intended for use in my high school US History course which are based on the States’
Standard they are designed to accompany my textbook .
EQUIPMENT/MATERIALS/MEDIA: (How used and appropriateness.)
Equipment: Smart Board, Computer, Printer, and Copier.
Materials: Textbook, Notebook, Pens, Color Markers, and Graphic Organizers.
Media: Computer Classes, DVD Player, Posters, Primary Resources, and Overhead Projector.
SAFETY CONSIDERATIONS:
I will address Internet safety and ergonomics to the class with a PowerPoint presentation.
The presentation will have visuals to help them understand proper use of computers and how
to be seated properly at the computer. I will have a detailed flow chart placed in the room of
when each child will be at the computers and for what period of time. Before ever using the
computers, students must have their parents sigh Richland School District One’s safe and
healthy technology use.
ASSIGNMENT:
I will address Internet safety and ergonomics to the class with a PowerPoint presentation.
The presentation will have visuals to help them understand proper use of computers and how
to be seated properly at the computer. I will have a detailed flow chart placed in the room of
when each child will be at the computers and for what period of time. Before ever using the
computers, students must have their parents sigh Richland School District One’s safe and
healthy technology use.
REFLECTION: (Student teacher’s analysis of lesson summary to improve the instructional process)
The State Standards facilitates evaluation of the lessons and the textbook as a whole. It provides an
analysis of the unit’s incorporation of major themes and concepts. The Standards also details the
lessons development of specific critical thinking skill. Finally the State Standards indicates diversity in
the classroom approach.
APPENDIX K
SAMPLE DAILY LESSON PLAN
Plan No._4___
Name:___Nathan__Evans_______________________________Date:_June 20, 2008________
Subject:______Social Studies___________________________Grade Level:___11 th ______
Unit of Study:___U.S. History/American Revolution__________Lesson Topic:_Yorktown__
INSTRUCTIONAL OBJECTIVES:
Standard USHC-1: The student will demonstrate an understanding of the settlement of North America.
Standard USHC-2: The student will demonstrate an understanding of the establishment of the United
States as a new nation
SET INDUCTION/INTRODUCTION: (How will you introduce today’s lesson? Focus, prepare, stimulate
learners?)
Time:____90 minutes__
Analyze underlying political philosophies, the fundamental principles, and the purposes of the United
States Constitution and the Bill of Rights, including the ideals behind the separation of powers and the
system of checks and Balances and the influence of the Magna Carta, the English Bill of Rights and
the colonial charters. (USHC-2.5)
Compare differing economic and political views in the conflict between Thomas Jefferson and Alexander
Hamilton that led to the emergence of the American two party political system. (USHC-2.6)
Summarize the origins and the evolution of the United States Supreme Court and power it has today,
Including John Marshall’s precedent-setting decisions such as that in Marbury v. Madison. (USHC-2.7)
INSTRUCTION: (Procedure)
Time:___90 minutes__________
USHC-2.4
USHC-2.5
CHECKING FOR UNDERSTANDING: (Supervised and independent practice)
The students worksheet are intended both as in-class work and as homework. Although they are
intended for distribution to the students, some may be used effectively as transparencies for overhead
projection. The lesson suggest ways of using the worksheets and answers to questions. The lessons
are flexible, allowing adjustment according to specific educational goals, students’ needs, and availability
of material and equipment.
A. Key Terms, People, and Concepts.
Democracy Republic Monarchy Connecticut Plan Limited Gov’t
Common Law John Locke Social Contract Theory Confederation Stamp Act
Yorktown Declaratory Act Townshend Act Boston Massacre Boston Tea Party
First Continental Congress Lexington/Concord Second Continental Congress Thomas Paine
Nathanael Greene George Washington Mount Vernon Trenton/Saratoga Valley Forge
Quartering Act Constitution Article of Confederation Shay’s Rebellion Federalist
Federalist Papers Anti-federalist Political Parties Nullification Intolerable Act
Whiskey Rebellion French and Indian War unalienable rights Virginia Plan/New Jersey Plan
Three/Fifth Compromise Commerce Compromise Bill of Rights Lord Cornwallis James Madison
Alexander Hamilton John Jay John Marshall Patrick Henry Richard Henry Lee
John Paul Jones
CLOSURE/SUMMARY REVIEW: (How will you wrap-up today’s lesson? Reinforce, integrate learning, and
transition to next lesson?)
Time:____90 minutes______
Acquisition: Lecture Notes
Chapter Test: Teacher made tests
Quizzes: Section Review Questions
Graphic Organizers: Compare/Contrast or Cause/Effect
Geography: Analyzing Maps
Diagram: Timeline Tables
Closure: Rubric/Ticket-out-the-door
EVALUATION: (How will you measure pupil progress? Check to see if today’s objectives were met?)
These lessons are intended for use in my high school US History course which are based on the States’
Standard they are designed to accompany my textbook .
EQUIPMENT/MATERIALS/MEDIA: (How used and appropriateness.)
Equipment: Smart Board, Computer, Printer, and Copier.
Materials: Textbook, Notebook, Pens, Color Markers, and Graphic Organizers.
Media: Computer Classes, DVD Player, Posters, Primary Resources, and Overhead Projector.
SAFETY CONSIDERATIONS:
I will address Internet safety and ergonomics to the class with a PowerPoint presentation.
The presentation will have visuals to help them understand proper use of computers and how
to be seated properly at the computer. I will have a detailed flow chart placed in the room of
when each child will be at the computers and for what period of time. Before ever using the
computers, students must have their parents sigh Richland School District One’s safe and
healthy technology use.
ASSIGNMENT:
Homework assignment are included in two ways, depending on their nature as either back ground or
follow-up material. Handouts, classroom activities, quizzes, and teacher made test, provide numerous
tools for student evaluation. The introduction to each section lists the State Standard which are covered
and provide for the End of Course Testing.
REFLECTION: (Student teacher’s analysis of lesson summary to improve the instructional process)
The State Standards facilitates evaluation of the lessons and the textbook as a whole. It provides an
analysis of the unit’s incorporation of major themes and concepts. The Standards also details the
lessons development of specific critical thinking skill. Finally the State Standards indicates diversity in
the classroom approach.
APPENDIX K
SAMPLE DAILY LESSON PLAN
Plan No._5___
Name:___Nathan__Evans_______________________________Date:_June 20, 2008________
Subject:______Social Studies___________________________Grade Level:___11 th ______
Unit of Study:___U.S. History/Creating a Nation______Lesson Topic:Constitutional Convention
INSTRUCTIONAL OBJECTIVES:
Standard USHC-1: The student will demonstrate an understanding of the settlement of North America.
Standard USHC-2: The student will demonstrate an understanding of the establishment of the United
States as a new nation
SET INDUCTION/INTRODUCTION: (How will you introduce today’s lesson? Focus, prepare, stimulate
learners?)
Time:____90 minutes__
Analyze underlying political philosophies, the fundamental principles, and the purposes of the United
States Constitution and the Bill of Rights, including the ideals behind the separation of powers and the
system of checks and Balances and the influence of the Magna Carta, the English Bill of Rights and
the colonial charters. (USHC-2.5)
Compare differing economic and political views in the conflict between Thomas Jefferson and Alexander
Hamilton that led to the emergence of the American two party political system. (USHC-2.6)
Summarize the origins and the evolution of the United States Supreme Court and power it has today,
Including John Marshall’s precedent-setting decisions such as that in Marbury v. Madison. (USHC-2.7)
INSTRUCTION: (Procedure)
Time:___90 minutes__________
USHC-2.4
USHC-2.5
CHECKING FOR UNDERSTANDING: (Supervised and independent practice)
The students worksheet are intended both as in-class work and as homework. Although they are
intended for distribution to the students, some may be used effectively as transparencies for overhead
projection. The lesson suggest ways of using the worksheets and answers to questions. The lessons
are flexible, allowing adjustment according to specific educational goals, students’ needs, and availability
of material and equipment.
A. Key Terms, People, and Concepts.
Democracy Republic Monarchy Connecticut Plan Limited Gov’t
Common Law John Locke Social Contract Theory Confederation Stamp Act
Yorktown Declaratory Act Townshend Act Boston Massacre Boston Tea Party
First Continental Congress Lexington/Concord Second Continental Congress Thomas Paine
Nathanael Greene George Washington Mount Vernon Trenton/Saratoga Valley Forge
Quartering Act Constitution Article of Confederation Shay’s Rebellion Federalist
Federalist Papers Anti-federalist Political Parties Nullification Intolerable Act
Whiskey Rebellion French and Indian War unalienable rights Virginia Plan/New Jersey Plan
Three/Fifth Compromise Commerce Compromise Bill of Rights Lord Cornwallis James Madison
Alexander Hamilton John Jay John Marshall Patrick Henry Richard Henry Lee
John Paul Jones
CLOSURE/SUMMARY REVIEW: (How will you wrap-up today’s lesson? Reinforce, integrate learning, and
transition to next lesson?)
Time:____90 minutes______
Acquisition: Lecture Notes
Chapter Test: Teacher made tests
Quizzes: Section Review Questions
Graphic Organizers: Compare/Contrast or Cause/Effect
Geography: Analyzing Maps
Diagram: Timeline Tables
Closure: Rubric/Ticket-out-the-door
EVALUATION: (How will you measure pupil progress? Check to see if today’s objectives were met?)
These lessons are intended for use in my high school US History course which are based on the States’
Standard they are designed to accompany my textbook .
EQUIPMENT/MATERIALS/MEDIA: (How used and appropriateness.)
Equipment: Smart Board, Computer, Printer, and Copier.
Materials: Textbook, Notebook, Pens, Color Markers, and Graphic Organizers.
Media: Computer Classes, DVD Player, Posters, Primary Resources, and Overhead Projector.
SAFETY CONSIDERATIONS:
I will address Internet safety and ergonomics to the class with a PowerPoint presentation.
The presentation will have visuals to help them understand proper use of computers and how
to be seated properly at the computer. I will have a detailed flow chart placed in the room of
when each child will be at the computers and for what period of time. Before ever using the
computers, students must have their parents sigh Richland School District One’s safe and
healthy technology use.
ASSIGNMENT:
Homework assignment are included in two ways, depending on their nature as either back ground or
follow-up material. Handouts, classroom activities, quizzes, and teacher made test, provide numerous
tools for student evaluation. The introduction to each section lists the State Standard which are covered
and provide for the End of Course Testing.
REFLECTION: (Student teacher’s analysis of lesson summary to improve the instructional process)
The State Standards facilitates evaluation of the lessons and the textbook as a whole. It provides an
analysis of the unit’s incorporation of major themes and concepts. The Standards also details the
lessons development of specific critical thinking skill. Finally the State Standards indicates diversity in
the classroom approach.
APPENDIX K
SAMPLE DAILY LESSON PLAN
Plan No._6___
Name:___Nathan__Evans_______________________________Date:_June 20, 2008________
Subject:______Social Studies___________________________Grade Level:___11 th ______
Unit of Study:___U.S. History/Creating a Nation___________Lesson Topic:_Constitution
INSTRUCTIONAL OBJECTIVES:
Standard USHC-1: The student will demonstrate an understanding of the settlement of North America.
Standard USHC-2: The student will demonstrate an understanding of the establishment of the United
States as a new nation
SET INDUCTION/INTRODUCTION: (How will you introduce today’s lesson? Focus, prepare, stimulate
learners?)
Time:___90 minutes_______
Analyze underlying political philosophies, the fundamental principles, and the purposes of the United
States Constitution and the Bill of Rights, including the ideals behind the separation of powers and the
system of checks and Balances and the influence of the Magna Carta, the English Bill of Rights and
the colonial charters. (USHC-2.5)
Compare differing economic and political views in the conflict between Thomas Jefferson and Alexander
Hamilton that led to the emergence of the American two party political system. (USHC-2.6)
Summarize the origins and the evolution of the United States Supreme Court and power it has today,
Including John Marshall’s precedent-setting decisions such as that in Marbury v. Madison. (USHC-2.7)
INSTRUCTION: (Procedure)
Time:___90 minutes_______
USHC-2.6
USHC-2.7
CHECKING FOR UNDERSTANDING: (Supervised and independent practice)
The students worksheets are intended both as in-class work and as homework. Although they are
intended for distribution to the students, some may be used effectively as transparencies for overhead
projection. The lesson suggest ways of using the worksheets and answers to question. The lessons are
flexible, allowing adjustment according to specific educational goals, students’ needs, and availability of
material and equipment.
A. Key Terms, People, and Concepts
Congress Separation of Power Magna Carta Checks/Balance Federalism
Preamble Article I Legislative Branch Senate Article II
Executive Branch Electoral College Impeachment Judicial Branch House of
Searches/Seizures Excessive Bail Double Jeopardy Due Process Representatives
CLOSURE/SUMMARY REVIEW: (How will you wrap-up today’s lesson? Reinforce, integrate learning, and
transition to next lesson?)
Time:__________
Acquisition: Lecture Notes
Chapter Test: Teacher made tests
Quizzes: Section Review Questions
Graphic Organizers: Compare/Contrast or Cause/Effect
Geography: Analyzing Maps
Diagram: Timeline Tables
Closure: Rubric/Ticket-out-the-door
EVALUATION: (How will you measure pupil progress? Check to see if today’s objectives were met?)
These lessons are intended for use in my high school US History course which are based on the States’
Standard they are designed to accompany my textbook .
EQUIPMENT/MATERIALS/MEDIA: (How used and appropriateness.)
Equipment: Smart Board, Computer, Printer, and Copier.
Materials: Textbook, Notebook, Pens, Color Markers, and Graphic Organizers.
Media: Computer Class, DVD Player, Posters, Primary Resources, and Overhead Projectors.
SAFETY CONSIDERATIONS:
I will address internet safety and ergonomics to the class with PowerPoint presentation. The
presentation will have visuals to help them understand proper use of the computers and how to be
seated properly at the computer. I will have a detailed flow chart placed in the room of when each child
will be at the computers and for what period of time. Before ever using the computers, students must
have their parents sign Richland School District One’s safe and Healthy Technology use.
ASSIGNMENT:
Homework assignment are included in two ways, depending on their nature as either back ground or
follow-up material. Handouts, classroom activities, quizzes, and teacher made test, provide numerous
tools for student evaluation. The introduction to each section lists the State Standard which are covered
and provide for the End of Course Testing.
REFLECTION: (Student teacher’s analysis of lesson summary to improve the instructional process)
The State Standards facilitates evaluation of the lessons and the textbook as a whole. It provides an
analysis of the unit’s incorporation of major themes and concepts. The Standards also details the
lessons development of specific critical thinking skill. Finally the State Standards indicates diversity in
the classroom approach.
APPENDIX K
SAMPLE DAILY LESSON PLAN
Plan No._7___
Name:___Nathan__Evans_______________________________Date:_June 20, 2008________
Subject:______Social Studies___________________________Grade Level:___11 th ______
Unit of Study:___U.S. History/Western Expansion_______Lesson Topic: John Marshall
INSTRUCTIONAL OBJECTIVES:
Standard USHC-3: The student will demonstrate an understanding of the westward movement and the
resulting regional conflicts that took place in American in the 19 th century.
Standard USHC-4: The student will demonstrate an understanding of the causes and the course of the
Civil War and Reconstruction in America.
SET INDUCTION/INTRODUCTION: (How will you introduce today’s lesson? Focus, prepare, stimulate
learners?)
Time:___90 minutes_______
USHC-3.1: Explain the impact and challenges of westward movement, including the major land
acquisitions, people’s motivations for moving west, railroad construction, the displacement of
Native Americans, and the its impact on the developing American character.
USHC-3.2: Explain how the Monroe Doctrine and the concept of manifest destiny affected United States’
relationship with foreign powers, including the role of the Texas Revolution and the Mexican
War.
USHC-3.3: Compare economic development in different regions of the country during the early 19 th
century, including agriculture in the South, industry and finance in the North, and the
development of new resources in the West.
INSTRUCTION: (Procedure)
Time:___90 minutes_______
USHC-3.1
USHC-3.2
USHC-3.3
CHECKING FOR UNDERSTANDING: (Supervised and independent practice)
The students worksheets are intended both as in-class work and as homework. Although they are
intended for distribution to the students, some may be used effectively as transparencies for overhead
projection. The lesson suggest ways of using the worksheets and answers to question. The lessons are
flexible, allowing adjustment according to specific educational goals, students’ needs, and availability of
material and equipment.
A. Key Terms, People, and Concepts
Eli Whitney Sectionalism Tariffs States’ Rights Missouri Compromise
Fugitive Slave Law Bleeding Kansas Drafts Fort Sumter Cotton Kingdom
Jefferson Davis Frederick Douglass Harriet B. Stowe Abraham Lincoln
Horace Mann Henry Clay Andrew Jackson Dred Scott William Lloyd Garrison
Susan B. Anthony John C. Calhoun John Brown Harriet Tubman Elizabeth C. Stanton
Stephen A. Douglas Sojourner Truth Uncle Tom’s Cabin Underground Railroad
Antebellum Compromise of 1850 Confederate States Wilmot Proviso
CLOSURE/SUMMARY REVIEW: (How will you wrap-up today’s lesson? Reinforce, integrate learning, and
transition to next lesson?)
Time:__________
Acquisition: Lecture Notes
Chapter Test: Teacher made tests
Quizzes: Section Review Questions
Graphic Organizers: Compare/Contrast or Cause/Effect
Geography: Analyzing Maps
Diagram: Timeline Tables
Closure: Rubric/Ticket-out-the-door
EVALUATION: (How will you measure pupil progress? Check to see if today’s objectives were met?)
These lessons are intended for use in my high school US History course which are based on the States’
Standard they are designed to accompany my textbook.
EQUIPMENT/MATERIALS/MEDIA: (How used and appropriateness.)
Equipment: Smart Board, Computer, Printer, and Copier.
Materials: Textbook, Notebook, Pens, Color Markers, and Graphic Organizers.
Media: Computer Class, DVD Player, Posters, Primary Resources, and Overhead Projectors.
SAFETY CONSIDERATIONS:
I will address internet safety and ergonomics to the class with PowerPoint presentation. The
presentation will have visuals to help them understand proper use of the computers and how to be
seated properly at the computer. I will have a detailed flow chart placed in the room of when each child
will be at the computers and for what period of time. Before ever using the computers, students must
have their parents sign Richland School District One’s safe and Healthy Technology use.
ASSIGNMENT:
Homework assignment are included in two ways, depending on their nature as either back ground or
follow-up material. Handouts, classroom activities, quizzes, and teacher made test, provide numerous
tools for student evaluation. The introduction to each section lists the State Standard which are covered
and provide for the End of Course Testing.
REFLECTION: (Student teacher’s analysis of lesson summary to improve the instructional process)
The State Standards facilitates evaluation of the lessons and the textbook as a whole. It provides an
analysis of the unit’s incorporation of major themes and concepts. The Standards also details the
lessons development of specific critical thinking skill. Finally the State Standards indicates diversity in
the classroom approach.
APPENDIX K
SAMPLE DAILY LESSON PLAN
Plan No._8___
Name:___Nathan__Evans_______________________________Date:_June 20, 2008________
Subject:______Social Studies___________________________Grade Level:___11 th ______
Unit of Study:___U.S. History/Western Expansion _______Lesson Topic:_Manifest Destiny
INSTRUCTIONAL OBJECTIVES:
Standard USHC-3: The student will demonstrate an understanding of the westward movement and the
resulting regional conflicts that took place in American in the 19th century.
Standard USHC-4: The student will demonstrate an understanding of the causes and the course of the
Civil War and Reconstruction in America.
SET INDUCTION/INTRODUCTION: (How will you introduce today’s lesson? Focus, prepare, stimulate
learners?)
Time:___90 minutes_______
USHC-3.1: Explain the impact and challenges of westward movement, including the major land
acquisitions, people’s motivations for moving west, railroad construction, the displacement of
Native Americans, and the its impact on the developing American character.
USHC-3.2: Explain how the Monroe Doctrine and the concept of manifest destiny affected United States’
relationship with foreign powers, including the role of the Texas Revolution and the Mexican
War.
USHC-3.3: Compare economic development in different regions of the country during the early 19 th
century, including agriculture in the South, industry and finance in the North, and the
development of new resources in the West.
INSTRUCTION: (Procedure)
Time:___90 minutes_______
USHC-3.1
USHC-3.2
USHC-3.3
CHECKING FOR UNDERSTANDING: (Supervised and independent practice)
The students worksheets are intended both as in-class work and as homework. Although they are
intended for distribution to the students, some may be used effectively as transparencies for overhead
projection. The lesson suggest ways of using the worksheets and answers to question. The lessons are
flexible, allowing adjustment according to specific educational goals, students’ needs, and availability of
material and equipment.
A. Key Terms, People, and Concepts
Eli Whitney Sectionalism Tariffs States’ Rights Missouri Compromise
Fugitive Slave Law Bleeding Kansas Drafts Fort Sumter Cotton Kingdom
Jefferson Davis Frederick Douglass Harriet B. Stowe Abraham Lincoln
Horace Mann Henry Clay Andrew Jackson Dred Scott William Lloyd Garrison
Susan B. Anthony John C. Calhoun John Brown Harriet Tubman Elizabeth C. Stanton
Stephen A. Douglas Sojourner Truth Uncle Tom’s Cabin Underground Railroad
Antebellum Compromise of 1850 Confederate States Wilmot Proviso
CLOSURE/SUMMARY REVIEW: (How will you wrap-up today’s lesson? Reinforce, integrate learning, and
transition to next lesson?)
Time:__________
Acquisition: Lecture Notes
Chapter Test: Teacher made tests
Quizzes: Section Review Questions
Graphic Organizers: Compare/Contrast or Cause/Effect
Geography: Analyzing Maps
Diagram: Timeline Tables
Closure: Rubric/Ticket-out-the-door
EVALUATION: (How will you measure pupil progress? Check to see if today’s objectives were met?)
These lessons are intended for use in my high school US History course which are based on the States’
Standard they are designed to accompany my textbook .
EQUIPMENT/MATERIALS/MEDIA: (How used and appropriateness.)
Equipment: Smart Board, Computer, Printer, and Copier.
Materials: Textbook, Notebook, Pens, Color Markers, and Graphic Organizers.
Media: Computer Class, DVD Player, Posters, Primary Resources, and Overhead Projectors.
SAFETY CONSIDERATIONS:
I will address internet safety and ergonomics to the class with PowerPoint presentation. The
presentation will have visuals to help them understand proper use of the computers and how to be
seated properly at the computer. I will have a detailed flow chart placed in the room of when each child
will be at the computers and for what period of time. Before ever using the computers, students must
have their parents sign Richland School District One’s safe and Healthy Technology use.
ASSIGNMENT:
Homework assignment are included in two ways, depending on their nature as either back ground or
follow-up material. Handouts, classroom activities, quizzes, and teacher made test, provide numerous
tools for student evaluation. The introduction to each section lists the State Standard which are covered
and provide for the End of Course Testing.
REFLECTION: (Student teacher’s analysis of lesson summary to improve the instructional process)
The State Standards facilitates evaluation of the lessons and the textbook as a whole. It provides an
analysis of the unit’s incorporation of major themes and concepts. The Standards also details the
lessons development of specific critical thinking skill. Finally the State Standards indicates diversity in
the classroom approach.
APPENDIX K
SAMPLE DAILY LESSON PLAN
Plan No._9___
Name:___Nathan__Evans_______________________________Date:_June 20, 2008________
Subject:______Social Studies___________________________Grade Level:___11 th ______
Unit of Study: U.S. History/The Road to Seccession _______Lesson Topic:_Jefferson Davis
INSTRUCTIONAL OBJECTIVES:
Standard USHC-3: The student will demonstrate an understanding of the westward movement and the
resulting regional conflicts that took place in American in the 19 th century.
Standard USHC-4: The student will demonstrate an understanding of the causes and the course of the
Civil War and Reconstruction in America.
SET INDUCTION/INTRODUCTION: (How will you introduce today’s lesson? Focus, prepare, stimulate
learners?)
Time:___90 minutes_______
USHC-4.1: Compare the social and cultural characteristics of the North, the South and the West during
the antebellum period, including the lives of African Americans and social reform movements
such as abolition and women’s rights.
USHC-4.2: Explain how the political events and issues that divided the nation led to civil war, including
the compromises reached to maintain the balance of free and slave states, the successes
and failures of the abolitionist movement, the conflicting views on states’ rights and federal
authority, the emergence of the Republican Party and its win in 1860, and the formation of
the Confederate States of America.
USHC-4.3: Outline the course and outcome of the Civil War, including the role of African American
military units; the impact of the Emancipation Proclamation; and the geographic, political,
and economic factors involved in the defeat of the Confederacy.
USHC-4.4: Summarize the effects of Reconstruction on the southern states and the roles of the 13 th,
14th, and 15th Amendment in that era.
USHC-4.5: Summarize the progress made by African American during Reconstruction and the
subsequent reversals brought by Reconstruction’s end, including the creation of the
Freedmen’s Bureau, gains in educational and political opportunity, and the rise of anti-African
American factions and legislation.
INSTRUCTION: (Procedure)
Time:___90 minutes_______
USHC-4.1
USHC-4.2
USHC-4.3
CHECKING FOR UNDERSTANDING: (Supervised and independent practice)
The students worksheets are intended both as in-class work and as homework. Although they are
intended for distribution to the students, some may be used effectively as transparencies for overhead
projection. The lesson suggest ways of using the worksheets and answers to question. The lessons are
flexible, allowing adjustment according to specific educational goals, students’ needs, and availability of
material and equipment.
A. Key Terms, People, and Concepts
William T. Sherman ` Ulysses S. Grant Stonewall Jackson George McClellan
Robert E. Lee Merrimack/Monitor Scalawags Fredericksburg
Chancellorsville First/Second Bull Run Gettsburg Address Black Codes
13th,14th, and 15th Amendment Reconstruction Sharecropping
Emancipation Proclamation Carpetbaggers Appomatox Court Anaconda Plan
CLOSURE/SUMMARY REVIEW: (How will you wrap-up today’s lesson? Reinforce, integrate learning, and
transition to next lesson?)
Time:__________
Acquisition: Lecture Notes
Chapter Test: Teacher made tests
Quizzes: Section Review Questions
Graphic Organizers: Compare/Contrast or Cause/Effect
Geography: Analyzing Maps
Diagram: Timeline Tables
Closure: Rubric/Ticket-out-the-door
EVALUATION: (How will you measure pupil progress? Check to see if today’s objectives were met?)
These lessons are intended for use in my high school US History course which are based on the States’
Standard they are designed to accompany my textbook .
EQUIPMENT/MATERIALS/MEDIA: (How used and appropriateness.)
Equipment: Smart Board, Computer, Printer, and Copier.
Materials: Textbook, Notebook, Pens, Color Markers, and Graphic Organizers.
Media: Computer Class, DVD Player, Posters, Primary Resources, and Overhead Projectors.
SAFETY CONSIDERATIONS:
I will address internet safety and ergonomics to the class with PowerPoint presentation. The
presentation will have visuals to help them understand proper use of the computers and how to be
seated properly at the computer. I will have a detailed flow chart placed in the room of when each child
will be at the computers and for what period of time. Before ever using the computers, students must
have their parents sign Richland School District One’s safe and Healthy Technology use.
ASSIGNMENT:
Homework assignment are included in two ways, depending on their nature as either back ground or
follow-up material. Handouts, classroom activities, quizzes, and teacher made test, provide numerous
tools for student evaluation. The introduction to each section lists the State Standard which are covered
and provide for the End of Course Testing.
REFLECTION: (Student teacher’s analysis of lesson summary to improve the instructional process)
The State Standards facilitates evaluation of the lessons and the textbook as a whole. It provides an
analysis of the unit’s incorporation of major themes and concepts. The Standards also details the
lessons development of specific critical thinking skill. Finally the State Standards indicates diversity in
the classroom approach.
APPENDIX K
SAMPLE DAILY LESSON PLAN
PlanNo._10___
Name:___Nathan__Evans_______________________________Date:_June 20, 2008________
Subject:______Social Studies___________________________Grade Level:___11 th ______
Unit of Study: U.S. History/The Civil War___________ _______Lesson Topic:_Fredericksburg
INSTRUCTIONAL OBJECTIVES:
Standard USHC-3: The student will demonstrate an understanding of the westward movement and the
resulting regional conflicts that took place in American in the 19 th century.
Standard USHC-4: The student will demonstrate an understanding of the causes and the course of the
Civil War and Reconstruction in America.
SET INDUCTION/INTRODUCTION: (How will you introduce today’s lesson? Focus, prepare, stimulate
learners?)
Time:___90 minutes_______
USHC-4.1: Compare the social and cultural characteristics of the North, the South and the West during
the antebellum period, including the lives of African Americans and social reform movements
such as abolition and women’s rights.
USHC-4.2: Explain how the political events and issues that divided the nation led to civil war, including
the compromises reached to maintain the balance of free and slave states, the successes
and failures of the abolitionist movement, the conflicting views on states’ rights and federal
authority, the emergence of the Republican Party and its win in 1860, and the formation of
the Confederate States of America.
USHC-4.3: Outline the course and outcome of the Civil War, including the role of African American
military units; the impact of the Emancipation Proclamation; and the geographic, political,
and economic factors involved in the defeat of the Confederacy.
USHC-4.4: Summarize the effects of Reconstruction on the southern states and the roles of the 13 th,
14th, and 15th Amendment in that era.
USHC-4.5: Summarize the progress made by African American during Reconstruction and the
subsequent reversals brought by Reconstruction’s end, including the creation of the
Freedmen’s Bureau, gains in educational and political opportunity, and the rise of anti-African
American factions and legislation.
INSTRUCTION: (Procedure)
Time:___90 minutes_______
USHC-4.4: Civil War Amendments
USHC-4.5: Use a Ven/Web diagram to compare the lives of African Americans before and after the
American Civil War.
CHECKING FOR UNDERSTANDING: (Supervised and independent practice)
The students worksheets are intended both as in-class work and as homework. Although they are
intended for distribution to the students, some may be used effectively as transparencies for overhead
projection. The lesson suggest ways of using the worksheets and answers to question. The lessons are
flexible, allowing adjustment according to specific educational goals, students’ needs, and availability of
material and equipment.
A. Key Terms, People, and Concepts
William T. Sherman ` Ulysses S. Grant Stonewall Jackson George McClellan
Robert E. Lee Merrimack/Monitor Scalawags Fredericksburg
Chancellorsville First/Second Bull Run Gettsburg Address Black Codes
13th,14th, and 15th Amendment Reconstruction Sharecropping
Emancipation Proclamation Carpetbaggers Appomatox Court Anaconda Plan
CLOSURE/SUMMARY REVIEW: (How will you wrap-up today’s lesson? Reinforce, integrate learning, and
transition to next lesson?)
Time:__________
Acquisition: Lecture Notes
Chapter Test: Teacher made tests
Quizzes: Section Review Questions
Graphic Organizers: Compare/Contrast or Cause/Effect
Geography: Analyzing Maps
Diagram: Timeline Tables
Closure: Rubric/Ticket-out-the-door
EVALUATION: (How will you measure pupil progress? Check to see if today’s objectives were met?)
These lessons are intended for use in my high school US History course which are based on the States’
Standard they are designed to accompany my textbook.
EQUIPMENT/MATERIALS/MEDIA: (How used and appropriateness.)
Equipment: Smart Board, Computer, Printer, and Copier.
Materials: Textbook, Notebook, Pens, Color Markers, and Graphic Organizers.
Media: Computer Class, DVD Player, Posters, Primary Resources, and Overhead Projectors.
SAFETY CONSIDERATIONS:
I will address internet safety and ergonomics to the class with PowerPoint presentation. The
presentation will have visuals to help them understand proper use of the computers and how to be
seated properly at the computer. I will have a detailed flow chart placed in the room of when each child
will be at the computers and for what period of time. Before ever using the computers, students must
have their parents sign Richland School District One’s safe and Healthy Technology use.
ASSIGNMENT:
Homework assignment are included in two ways, depending on their nature as either back ground or
follow-up material. Handouts, classroom activities, quizzes, and teacher made test, provide numerous
tools for student evaluation. The introduction to each section lists the State Standard which are covered
and provide for the End of Course Testing.
REFLECTION: (Student teacher’s analysis of lesson summary to improve the instructional process)
The State Standards facilitates evaluation of the lessons and the textbook as a whole. It provides an
analysis of the unit’s incorporation of major themes and concepts. The Standards also details the
lessons development of specific critical thinking skill. Finally the State Standards indicates diversity in
the classroom approach.
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