Viterbo University Lesson Plan Essential Elements

Aleatra Nading 3/26/13

Learner Profile/Contextual Factors: 8th grade classroom in rural community of West Salem, middleincome district, which consist of 1,751 students -Overall Accountability Score and Rating: 68.2 Meets Expectations -Race/Ethnicity: American Indian or Alaska Native 1.2% Asian or Pacific Islander 1.7% Black not Hispanic 1.9% Hispanic 3.1% White not Hispanic 92.1% -Student Groups: Students with Disabilities 8.4% Economically Disadvantaged 28.5% Limited English Proficient 0.5% -3rd Block: 23 students -10 Males -13 Females -6th Block:19 students -8 Males -11 Females Goal(s): The students will gain a better knowledge of the Civil War by graphing data. Common Core Standards: -8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. -B.8.3 Describe the relationships between and among significant events, such as the causes and consequences of wars in United States and world history. -B.8.10 Analyze examples of conflict, cooperation, and interdependence among groups, societies, or nations. Objectives: 1.) Given Civil War data, the student will plot points to make a graph with 90% accuracy. 2.) Given various Civil War data, the student will analyze the data by creating a complete graph. Time Frame: 45 minutes Materials: Comics, notebook, pencil, Elmo People: N/A Instructional Procedure: Introduction:

1. Go through 4 comics. 2. As we learned in class yesterday, some graphs are linear and some are nonlinear. 3. Draw a picture of each on the board and ask the students which one is linear. -Linear: the graph is a straight line -Nonlinear: the graph is not a straight line 4. So today we are going to continue practicing graphing and analyzing data, but without using equations. Developmental: 1. Who can tell me some of the bloodiest battles of the Civil War? -Use my graph to write each battle with the casualties, so we can make a graph as a class. 2. These 10 battles are considered the bloodiest. We are going to graph them in order from least casualties to most. - What do we notice from our graph? - What is the difference between Gettysburg and Vicksburg? (31,767) - What is the difference from Gettysburg and Chickamauga? (16,376) 3. Now we are going to look at the casualties between the Federal and Confederate in these battles. -Show the chart on the Elmo and ask for students to graph the data. -Remind them to use the previous graph we just made to help put the battles in order from least to greatest casualties. -Talk about the importance of having a key, title, and labels for their graph. -Walk around to answer questions and check-in with the students. 4. After the students finished their graphs, they will work with a neighbor to analyze the data. -What battle had the biggest difference in casualties between Federal and Confederate? -What battle was the closest in casualties? 5. After discussion I will ask the students to tell me if these graphs are linear or nonlinear. -Since we didnt use an equation, most likely these will not be perfect lines. However we can still use graphs to analyze data. If we were to place a line on the graph, it would be linear. Closure: 1. After completing the notes, I will assign the homework that is due the following class period. They will use Word to make a graph of the Bloodiest Battles with both Federal and Confederate casualties. Again, remind them that I will be looking for a title, labels, and key. 2. I will also write this website on the board for them to copy. http://www.civilwar.org/education/history/faq/ They need to make a graph comparing how many soldiers died in the Civil War compared to other American wars. 3. Before the bell rings, ask review questions. -What do we call a graph with a straight line? -What do we call a graph that does not have a straight line?

Contextual Factors (examples listed, not

Accommodations: Materials, resources, and physical attributes needed to enhance student performance. Addresses the

Modifications: Adjustments to what the student is asked to do based on their learning style

Why necessary?

limited to)

physical, cognitive, emotional and social needs of every learner.

HPL SES: 3 Students

N/A

and contextual factors. Allows for multiple pathways of meaningful learning. It is comprehensive and flexible. N/A I will provide the note sheets, and all the students will have the needed materials. They dont need internet for their Ipads to make the graphs. If I assign homework that needs to be done on the internet, I need to be aware that not all students have internet access at home.

ELL Spec. Educ. Other: Cultural, religious, etc.

N/A N/A N/A

N/A N/A N/A

Assessment: One continual assessment I will have during the lesson is asking students questions and guidance through graphing problems. These questions will help identify what the students learned and how well they understood the concepts throughout the lesson. I will also collect the assigned homework of making graphs on Word and use the checklist below to grade it.

Graphing Checklist: - Title - X and Y axis labeled - Key - Correct data

Bloodies Battles of the Civil War

Federal: 23,053 Federal: 17,666 Federal: 16,054 Federal: 16,845 Federal: 16,170 Federal: 15,849 Federal: 12,410 Federal: 13,047 Federal: 9,532 Federal: 12,653

Gettysburg Confederate: 27,947 The Wilderness Confederate: 12,134 Second Manassas Confederate: 6,126 Chancellorsville Confederate: 7,155 Chickamauga Confederate: 18,454 Spotsylvania Confederate: 14,151 Antietam Confederate: 10,307 Shiloh Confederate: 10,699 Stones River Confederate: 13,983 Vicksburg Confederate: 6,580