Teacher Education Lesson Plan Template

Teacher: Nicholas Kowalski Date: 9/20/2018 - 9/21/2018

Title of Lesson: Presidential v. Cooperating Teacher: Stephanie Aitchison

Congressional Reconstruction

Core Components
Subject, Content Area, or Topic
7th Grade US History 1865 to Present
Student Population
The classroom consists of 98 students divided into four classes of 25, 26, 25, and 22. There are 66
boys and 32 girls. All students are identified as gifted though each has unique learning needs. Six
students have a 504 Plan in place.
Learning Objectives
● Students will be able to describe both presidential and congressional reconstruction
● Students will be able to compare and contrast these two sets of ideas.
● Students will be to able create thinking maps based on these ideas.
Virginia Essential Knowledge and Skills

SOL USII 1a,d,e,f: The student will demonstrate skills for historical thinking, geographical
analysis, economic decision making, and responsible citizenship by analyzing and interpreting
artifacts and primary and secondary sources to understand events in United States history; using
evidence to draw conclusions and make generalizations; comparing and contrasting historical,
cultural, and political perspectives in United States history; determining relationships with multiple
causes or effects in United States history.

SOL USII 3a,b: The student will apply social science skills to understand the effects of
Reconstruction on American life by analyzing the impact of the 13th, 14th, and 15th Amendments
to the Constitution of the United States and how they changed the meaning of citizenship and
describing the impact of Reconstruction policies on the South and North.

Materials/Resources

Reading: Reconstruction- Presidential vs. Congressional

List of Thinking Maps
Expo markers
White board
Fill in the blank thinking map

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
2-3 *Anticipatory Set
min. The teacher will note how the leaders from the previous lesson had conflicting ideas about
reconstruction this is further reflected by a conflict between the plans and expectations that
congress and the President have regarding what reconstruction should look like.
<1 *State the Objectives (grade-level terms)
min. ● Students will be able to describe both presidential and congressional reconstruction
● Students will be able to compare and contrast these two sets of ideas.
● Students will be to able create thinking maps based on these ideas.
15-20 *Instructional Input or Procedure
min. 1. The teacher will introduce the concept of warring ideas between the Presidency and
Congress regarding reconstruction
2. The teacher will ask students to read the “Reconstruction: Presidential vs.
Congressional” reading in pairs.
3. The teacher will ask students to share their thoughts and think about causes/effects,
differences/similarities, and the qualities of each plan with each other.
4. The teacher will then briefly go the different types of thinking maps listed on the
thinking maps sheet.
5. The teacher will then ask students to work in their groups and select 4 different
thinking maps from the list provided covering the concept that they just read about.
6. The teacher will then have the students make these on white boards.
5-6 *Modeling
min. The teacher will demonstrate to students how to set up a thinking map.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
<1 *Check for Understanding
min. The teacher will ask for a verbal confirmation that students understand the assignment.

7-10 *Guided Practice

min. Students will share their ideas and findings with the class.

60-70 *Independent Practice

min. Students will read and analyze the “Reconstruction: Presidential vs. Congressional”
reading in pairs. They will work in groups to create 4 thinking maps from the list provided
concerning the document.
5 Assessment
min. Students will be given a partially completed thinking map. They will have 5 minutes at the
end of class to fill in this map and this will judge how well they understand the concept of
thinking maps.
1 min. *Closure
The teacher will explain that reconstruction was not something with an easy or obvious
solution.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Several students have been placed to the front of the classroom. One due to needs that have be met
according to their 504. The lesson will be enriched by allowing students to select their own methods
of crafting their Thinking Maps.
Classroom Management Issues (optional)
Since the students will be out in the hallway they might get more easily distracted.
Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015