EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN

Elements of the Lesson

I. Standard
Common Core State Standards
Or Essential Elements

II. Objectives/Targets and I can

statements
What am I going to teach?
What will the students be able to do at
the end of the lesson?
What formative assessments are used
to inform instruction?
What challenges might students
encounter?

III. Lesson Management: Focus and

Organization
What positive strategies, techniques
and tools will you see?
What ideas for on task, active and
focused student behavior?

Evidence that Documents the

Elements
EE.RI.9-10.2 Determine logical
connections between individuals,
ideas, or events in the texts.
8-U5.2.1 Explain the reasons
(political, economic, and social) why
Southern states seceded
When my lesson is complete, the
students should be able to say:
I can tell the difference
between the Confederate Army
and Union Army identifying
who believes in what
I can identify four causes of the
Civil War
I can label the map of the
United States with both armies
and the border states
Students will engage in a lesson
about the Civil War, focusing on why
it happened and who was involved.
The students are placed in a seating
chart after a few weeks of allowing
them to sit wherever they wanted.
The seating chart smoothed over the
majority of the concerns I had about
these students and their behaviors.
The students are paired next to
someone that they work well with and
can stay on task while near.
We have implemented a screen
down policy since day one in the
classroom. Since we are a one-to-one
technology school, many students get
off task and distracted by their
Chromebooks. In our class, when we
start instruction, the technology is
supposed to be put away until we say
it is appropriate to get out. During my
lesson, I will only be allowing the

chromebooks during one time to read

our passage.
Also, we have assigned the students
numbers that correspond to my 20
sided die. For class participation, the
dice is in charge of whose turn it is to
answer a question in the class
discussion. This strategy leads to
active listening and preparation. The
students are allowed to pass if
needed but they are encouraged to
try their hardest before passing the
question on to a friend.

IV. Introduction: Creating Excitement

and Focus for the Lesson Target
What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?

I am engaging the students by

allowing them to have meaningful
discussions, inquiry in a reading, and
create a foldable to help the students
remember the information. By
including multiple methods of
teaching in my lesson, the students
are more likely to stay on task.
We have been talking about many
pieces of history leading up to the
Civil War so the students are
somewhat aware of the topic already.
To generate interest, I will be using
the Zoom In strategy to observe a
portion of a picture of Abraham
Lincoln in order for the students to
develop a hypothesis. The students
will slowly be shown more of the
image until it is completely visible. I
will ask the students questions such
as What do you see or notice?,
What new things do you notice when
I show you more of the picture?,
How does that change your
interpretations?, Does the picture
answer any of your wonders or
change your previous ideas? Once
the picture is completely visible, I will
follow up with What questions do
you still have? Why is he important in

our history? This activity will get

them thinking about the topic and
gain interest at the same time.
I will show the students both the
Confederate flag and Union flag. I will
start by picking their brains and
seeing what they remember about
the flags, what they stand for, and
the time period they were used
around. The students will also copy
down what the flag looks like on the
front flaps of their foldable. This is a
topic that the students have been
instructed on in the past so they
should have some prior knowledge on
this topic. This will also allow some
time for good review before we dive
in to the topic and lesson.

V. Input: Setting up the Lesson for

Student Success
Task analysis:
What information does the learner
need? If needed, how will it be
provided?
Webbs Depth of Knowledge
Recall/Reproduction
Skills/Concept
Strategic Thinking
Extended Thinking

Lastly, I am going to show the

students a blank map of the united
states from that time period on the
screen. They will also have their own
copy on the back of their foldable.
Together, we are going to color
coordinate the map to show the
separation between North, South, and
boarder states. I will ask the students
to try and guess what states are what
while leading them in the right
direction.
TASK ANALYSIS:
My anticipatory set with pictures will
be used as a review and provide
information on the topic for the
students. My students seem to
perform much better when
photographs are used to pull
information from. I will have photos
on the smart board for them to look
at in a large group setting.
The students will be provided with a
paper talking about the causes of the
Civil War. This information will be

Accommodations: Differentiating to
meet students needs
Remediation/Intervention
Extension/enrichment
Methods, Materials and Integrated
Technology
Instructional techniques
Engagement strategies
Materials and Integrated
Technology list

provided to guide our class discussion

about the causes.
The students will also be provided an
article discussing the North and
South. The students will be split up
into 4 groups (2 groups for the North,
2 groups for the South). The students
will read the article but focus on their
area.
WEBBS DEPTH OF KNOWLEDGE
RECALL/REPRODUCTION
Students will recall their past
knowledge from last year about the
Civil War to help them reproduce the
information needed to work on the
overview of the lesson.
SKILLS/CONCEPT
Students will learn more details about
the Civil War and use their knowledge
to fill out the foldable.
STRATEGIC THINKING
Students will use their prior
knowledge to strategically think
about what states believe in what.
EXTENDED THINKING
Students will be asked a question to
think about Why would people who
live in the same country feel the need
to fight?
ACCOMODATIONS: DIFFERENTIATING
TO MEET STUDENTS NEEDS
Since I have students who write
larger than typical, I made sure to
make larger foldables than I originally
thought of so the students have a
large area to write on. Along with
that, I folded the paper for them since
I have a few students who struggle
with their fine motor skills. By doing it
for the whole class, I get them all on

the same level before the lesson even

starts.
EXTENSION
My students could take their
designated groups and have an
organized, simulated debate about
the topic. They would play the role of
the area that they were designated
to.
METHODS, MATERIALS, AND
INTEGRATED TECHNOLOGY
INSTRUCTIONAL TECHNIQUES
I will be working with my students by
using delving strategies, pictures,
popcorn reading, whiteboards, and
dice involvement strategies.
MATERIALS
Poster Board (pre-folded for
foldables)
Markers/Colored pencils (at
least a yellow, blue, and red for
each person)
Map (attached on back of
foldable)
Causes Reading
North/South Reading
Small whiteboards
Notecards
Dry erase markers
Dice
Chromebooks
VI. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and
Redirecting)

Once I go over the anticipatory

set/review with my students, I will
begin my instruction. I will have each
student grab their Causes Reading.
As a whole group, we will begin with
the students reading. I will take
volunteers first and then proceed to
roll the dice to see who goes (they
have coordinating numbers) if need
be. With each paragraph, I will ask
the students what they believe the

VII. Checking for Understanding

Samples of questions to be asked
Ways in which students will respond and
be engaged
Formative assessment strategies to be
implemented

VII. Guided Practice: We Do

What do the teacher and student do
together?
How will a gradual release of
responsibility be accomplished?
Gy

IX. Collaborative (You Do Together)

and/or Independent Practice (You Do)
What practices will be
demonstrated/modeled?

cause of the war was based off what

we are reading.
The students will be engaged by both
reading along and by providing the
information about the causes. These
causes will be copied down in their
foldable as I write them along on the
board. I will do thumbs up, thumbs
down to check that they are all on
the same page and following along
smoothly.
As a group, we will complete the
middle part of the foldable together.
We will talk about the causes and why
they think they are problems. We will
go through the:
State vs Federal Rights
Economic and social
differences
between the north and south
The topic of abolishing slaves
Election of Abraham Lincoln
Once reading those paragraphs with
them, we will begin discussing the
beliefs of both sides (North and
South) and how these views were
affected by their thoughts.
I will be separating my class into
North and South. I have premade
small groups in order to save time
and have a structured lesson. I have
2 groups for North and 2 groups for
South. I have jobs for each group to
fill in order to make sure each student
feels important and valuable, while
avoiding the situation of having only
one student do the work:
The person with the closest
birthday to today will be our
scribe
The person with the furthest
birthday will be the reporter
The last one will be the highfiver
Each group will receive the same
article that breaks down both views.

The North groups are only supposed

to focus on their views and vice versa
for the South. The students will read
the article in a small group setting
deciding as a group whether they
read it aloud together, silently, or
popcorn style.
Before they begin reading, I will
present them with an example of the
information we are looking for. My
example is for the State vs Federal
Rights. I will write on the board that
the North was okay with a strong
federal government while the South
wanted the states to have rights.
They felt like the states were losing
respect and therefore decided to
move toward succession. During this
conversation I will ask the students if
they understand what federal rights
vs state rights are and how they
affect us.
The students will be instructed to
write their sides views on the
whiteboard. The students will NOT be
writing on their foldables right away
with this content since they are
focusing on just the information at
this time. They are to turn their
articles over when they are complete
so I know they are prepared to share
out.
The reporters of the North will share
with us their views slowly as we write
down what the answers are on the
board. At this time the students will
also copy down the Norths views on
the designated area.
At this time, the reporters of the
South will share their views with us.
We will copy those views down on the
designated south side at this time. As
we copy the answers shared out by
the south, I will ask follow up
questions. I will have them think
about why this area may think the

X. Closure
How will the I can statement(s) be
reviewed?
How will students be involved?
What connections to future learning
will occur?

XI. Assessment
What evidence supports that the
objective(s) were met?
What do my students know, understand
and are able to do?
What formative assessments will be
used to inform instruction?
Reflection
How do you know that the
objective(s)/target(s) was met? What is
your
evidence?
Based on the data gathered, what will
you do next?
How well did the students
perform/respond? How did students
show they
were engaged?
What evidence do you have?
What aspect of the lesson was
particularly challenging for students?
What

way they do. I will then tell them to

close their foldable to do a check for
understanding.
I will use my closure also as a check
for understanding in order to make
sure the students are prepared for the
next class period where we go into
even more detail about the topic. I
will have slides on the board about
the views of both North and South. I
will have them hold up their notecard
that has an N on it if they believe the
North believes in what is on the board
and an S if they believe the South
believes in what is on the board. This
is a way for me to check where the
students are at in order to properly
prepare for what is next to come.
Once this is complete, I will have the
students turn the foldable into the in
box. I will make sure to let the
students know that we only skimmed
the surface today and we will have
much more to look into for this topic.
I will use the foldable as evidence to
support that my objectives were met.
The students still have much more to
learn about on this topic since this is
just an introduction to the Civil War so
I will focus strictly on what is included
in the foldable.
ANSWER ON A SEPARATE
DOCUMENT

will you do to help the student(s) who

struggled?
What will you do to extend the learning
for those students who met
target?
Were there any surprises? What would
you do if you taught this lesson
again?

(Edited by Elementary Team, 2014)

Revised July 2016