Wayne School of Engineering
Lesson Plan
Instructor: T.J. Lancaster
Subject: Civics and Economics
Day(s): 1; August 6
Grade Level (s): 10
Time Frame: 80 minutes
Unit: Introduction
Standards/Objectives Addressed (NCSCOS)/Materials
Essential Question(s) (In student-friendly terms)/Outcomes
—During what time period did the Articles of Confederation exist?
—What are the main defining characteristics of the Articles of Confederation?
—What are the Articles of Confederation’s strengths and weaknesses?
—How would you rate the overall effectiveness of the Articles of Confederation?
—How did the Articles of Confederation impact the various groups of society
differently at the time of its existence?
—What major characteristics of the Articles of Confederation resulted in its demise
and inspired the framers to create the Constitution?
Pre-Assess/Anticipated Struggles (Look at student data to plan. What formative and summative
assessment data was used?)
Instructional Strategies
MAP Data
Questioning
x
x
Writing to Learn
x
Classroom Talk
Collaborative Group
Work
x
Literacy Groups
Scaffolding
Text
Formative
Assessment
X
Learner Diversity
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Type(s) of grouping used: _x__ small group __x_ student pairs _x__ whole group __x_
Individual
How will you differentiate to meet the needs of all learners in your class?
How did you decide members of each group?
I will use my previous interactions with the students to decide their groups. I will try
and make the groups as heterogeneous as I can
Engage (Anticipatory Set/”The Hook”)
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Capture the students’ attention, stimulate their thinking and help them access prior knowledge.
Consider novelty, meaning and emotion.
Instructional Practices Used in this Lesson
Facilitating
x
Discussion
x
Hands-on experiences
Presentation
x
Providing Directions/
Instructions
Providing
opportunities for
practice
Direct Instruction
Testing
x
Learning Centers
x
Teacher-directed Questions and
Answers
x
Modeling
Other:
Suggested brained-based learning activities promoting the above Instructional Practices
x
Think-Pair-Share
Instructional Games
Music/Rhyme/Rhythm/Rap
Thinking Maps
x
Student Facilitators
Movement
Technology Integration
Use of visuals
Metaphor/Simile/Analogy
Storytelling
Field Trips(Virtual)
Reciprocal Teaching
Humor
Project/Problem- Based Learning
Mnemonics
Drawing or illustrating
Other:
Simulations/Role Play
Other:
x
Peer/Self Assessment
Writing/Reflecting/Journals
x
x
Explain, Explore, Elaborate
Content Chunks: How will you divide and teach the content?
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Transitions should be used every 5-15 minutes to keep the students’ brains engaged.
Involve students in an analysis of their explorations.
Use reflective activities to clarify and modify student understanding.
Give students time to think, plan, investigate and organize collected information.
Give students the opportunity to expand and solidify their understanding of the concept and/or
apply it to a real-world situation.
Primary Document Analysis (PDA) of Articles of Confederation
—30 minutes to complete PDA.
—Answer each question fully and use all space given, where appropriate.
Graphic Organizer
—Groups will work to complete graphic organizer.
—On the Graphic Organizer, groups will summarize each section of the Articles of
Confederation and think about possible conflicts that could be in each section.
FOCUS QUESTIONS
—Why could this potentially be a problem?
—Would this potential issue compound into other problems?
—What groups of society would this issue potentially impact?
—Does the problem identified have a simple solution or need a complete overhaul?
Explain.
--At the end of class, each group will share one possible problem that could have
arisen out of the Articles of Confederation.
Evaluate/Assessment of Learning
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Evaluate throughout the lesson. Are students able to answer the Essential Question(s)?
Present students with a scoring guide (such as a rubric) to self-assess.
What assessment(s) will be used to be sure the students are successful?
R.A.F.T. Writing
—Role
—Audience
—Format
--Topic
Roles
—State’s rights supporter
—Big government supporter
— Southern farmer
—Northern upper class intellectual
—Woman
--Minority
Format
--Letter
Audience
— An immigrant moving to the newly
independent America.
Topic
—Based on your identity summarize how the
Articles of Confederation would have affected
you and your family and explain whether you
would have supported keeping the Articles of
Confederation, simple revision to the articles,
or getting rid of the articles completely?
Describe, Analyze, Reflect (Then and Now):
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How effective was the lesson? How did the strategies help the students deepen their
understanding? Cite evidence of student work, performance, behaviors, and/or remarks to
support your view.
What caused the lesson to go well? What challenges did you encounter?
What did you do to contribute to the lesson’s effectiveness?
How will you link this lesson to future learning?
What learning did you take from this lesson to apply to future lessons? What would you do
differently next time?