University of New Haven: Graduate Education Department

2013 2014 Lesson Plan Format

To be completed by the Student Teacher ; a copy of the plan should be provided to Cooperating Teacher and University Supervisor prior to lesson implementation.

Student Teacher Griswold

Date of lesson N/A

Grade Level

11th Subject American History

Length of lesson N/A

Lesson Topic: President Presentation - Reserach

Overall Goal: Students will be able to synthesize and present information on at least one of the American Presidents.
Learner Background: Students have acquired some previous knowledge on the famous American Presidents. Utilizing their
knowledge of policies and political parties, students will gather information on a less famous American president with their group.
Curricular Standards: Identify the primary standard(s) this lesson is designed to help students attain:

National - CCSS.ELA-LITERACY.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from
specific details to an understanding of the text as a whole

State - D2.Civ.14.9-12. Analyze historical, contemporary, and emerging means of changing societies, promoting the
common good, and protecting rights.

Student Learning Objective(s):

Students will be able to synthesize information from at least 2 primary sources and 3 secondary sources.
Assessment:
Part I: How will you check for student understanding during the lesson? (Formative)
In order to check for understanding students will work collaboratively to analyze and synthesize documents. In groups, students will use
Scrible.com to share documents. Students will show comprehension of their material through the information emphasized in their
Scribble documents. Students will work together to decide which information is important and share information with the teacher at the
end of the lesson.
Part II: How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a copy of any assessment
materials you will use, along with assessment criteria/rubric.
Students will create a presentation in order to show understanding of topic. Students will be asked to discuss political beliefs, any major
social/economic/political changes that happened while their president was in office. They will discuss how these changes came about and
their effects on American society.

Materials/Resources: List the materials you will use in each learning activity including any technological resources.
Computers, paper, pencils, SmartBoard.

The Lesson:
Initiation:Part I - To initiate the lesson students will be given fun facts about presidents they did not know much about. This will excite
students about the project and be an example of what they are expected to do.
Initiation Part II Students will then work in groups to research a less popular President. Students will be given a rubric and
direction and then be asked to utilize electronic devices to work together to create their presentation.

August 2013 University of New Haven

2013 - 2014

University of New Haven: Graduate Education Department

2013 2014 Lesson Plan Format

Lesson Development: Once students have begun research they will be asked to synthesize their information into a presentation. Students
will conduct research and work on their presentations in class or at home. While conducting research students will be asked how their
information affected society and their views of the president. Students will have to work collaboratively to find different policies and
their results.
Closure: The lesson will end with a presentation from each group.

Individuals Needing Differentiated Instruction:

Which students do you anticipate may struggle with the activities and/or learning objectives of this lesson?
Student initials
Evidence that the student needs
How will you differentiate instruction in this lesson to support student learning?
differentiated instruction
IEP
Student will be given links to websites to support the research process.
JG

Which students will need opportunities for enrichment and/or higher level of challenge?
Student initials
Evidence that the student needs
How will you differentiate instruction in this lesson to support student learning?
differentiated instruction

August 2013 University of New Haven

2013 - 2014