Boettcher Teacher Residency Lesson Planning Template

Name: Amber Brown Grade Level: 12 Title of Lesson: Articles of Confederation and Review

Content Area(s) Social Studies

Teacher Quality Standards:
Standard(s) Standard 4.2.A Know Content
Establish Environment
Prepared Graduates Analyze origins, structure, and functions of governments and Facilitate Learning
their impacts on societies and citizens Reflect on Practice
Appendix I

Grade Level Expectations High School Demonstrate Leadership

(TPR)
Concepts and Skills Students Master Purposes of and limitations on the foundations, structures and Student Growth
functions of government.
Evidence Outcomes 21st Century Skills and Readiness Competencies
(Critical Thinking/Reasoning, Information Literacy, Collaboration,
I can identify the Articles of Confederation. Self-Direction, Invention)
I can describe the flaws that led to the failure of the Articles
STANDARDS-BASED LESSON PLAN

of Confederation.

I am prepared and confident to take the first test. Essential/Guiding Questions

I can understand the guiding documents of the early United States and
why they were effective or ineffective at achieving their goals.

Establish Environment Warm Up: Individual

(Grouping, Transitions, Expected Behaviors) Lecture: Whole Group

Test Review: Individual
Test Discussion: Whole Group

Standards Driven Instructional

Objective(s)/ Content Objective(s): Describe the origins, purposes, and limitations of government and
Learning Target(s) include the contribution of key philosophers and documents.
Language Objective(s):
 (Skill and Relevance, along with
measurable artifact)
Assessment
Assessment Tools, Checklists,
Anecdotal Notes, Conferring Logs
Performance Task, Other Evidence)
Facilitate Learning:
Instructional Plans and Procedures
Activating Background Knowledge
-
(Schemata)
Vocabulary Development
Resources & Materials
Instruction (Steps 1, 2, 3)
- Gradual Release Model (I do, We
do, You do)
- Checking for Understanding
Differentiation
- RTI (Academic and Behavioral)
- WIDA (CLD)
- IEP, ILP, ALP
SIOP Component
Review discussion. As we review and bring up topics that we have already talked about
students should be able to answer the questions or know where to find the answers. This
will show if students have learned as we have proceeded through class.
Warm Up: Take a moment to review these photos. Write a response to the pictures that
include the significance of the event to our US History and your personal response. (3-4
sentences minimum) (Photos of September 11, 2001)
Lecture: We will spend a brief amount of time talking about what the Articles of
Confederation were and the flaws that existed. As we proceed through the flaws we will
discuss why each of them is an issue. This lecture will lead into the one we do after the first
test when we begin looking at the US Constitution.
Silent Chalk Talk: Students will first have seven minutes to review their notes and write on
the papers around the classrooms what questions they have. Topic categories will include,
Foundations of Government, Forms of Government, and Declaration of Independence and
Articles of Confederation. After they have had an opportunity to list any questions they
have or topics they need clarification on they will have another 7 minutes to answer the
questions on the papers. This whole process will be done silently and individually to allow
time for students to process the information they already do or do not know.
Class Discussion and Review: As a class we will review the questions and answers, where
applicable, on the three topic sheets. We can discuss in detail what we know about all of
the different areas we have gone over and what other questions we still have. This review
session should prepare students to be able to pass the test with a minimum B grade.
 Data Analysis Evidence of student learning will be their participation in discussion both of the
How do you know whether students Articles of Confederation and of the Review session. If they can begin thinking
learned what you hoped they critically and making connects between topics then there will be signs of learning
ssff

would? and growth. As I am asking questions and walking around the room I should see
What evidence do you have of students either easily coming up with the answer or thinking through each question.
student learning?

Reflect on Practice

How did the lesson go?

How was your feedback to
students?
What might you do differently next
time?
How has this experience helped
shape your understandings about
teaching and learning?
Are there any areas in which you
need to grow professionally
(knowledge, critical thinking,
management, delivery)?