WVSU LESSON PLAN Teacher Candidate Mark Cutlip ______________ Date__10/23/13___________ School _South Charleston High School_____________ Grade/Subject

__10th Grade Social Studies____ Lesson Topic _How did early Presidencies handle domestic and foreign problems and challenges?________

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES - Students will identify the different views and opinions surrounding the two political party systems in the United States. - Students will compare and contrast the political parties and their leaders on a global scale. - Students will be able to explain how early presidents have handle domestic and foreign issues. WV CSOs SS.10.H.CL2.5: Trace the emergence of American two party political systems (Federalists Anti-Federalists, election 1800, etc.). SS.10.H.CL2.6: Compare and contrast the position of the political parties and leaders on a variety of issues (e.g., economic development, territorial expansion, political participation, individual rights, states rights , slavery and social reforms). SS.9-10.L.5: analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

NATIONAL STANDARDS 1.2. Time, Continuity, and Change: Knowledge and understanding of the past enable us to analyze the causes and consequences of events and developments, and to place these in the context of the institutions, values and beliefs. 1.6. Power, Authority, and Governance: Study of dynamic relationships between individual rights and responsibilities, the needs of social groups, and concepts of a just society, learners become more effective problem-solvers and decisionmakers. 1.9 Global Connections: Global connections have intensified and accelerated the changes faced at the local, national and international levels. 1.10 Civic Ideals and Practices. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of civic ideals and practices.

MANAGEMENT FRAMEWORK Overall Time - 50 minute lesson Time Frame 05 min. Pre-test Question 20 min. Read Out load 10 min. Post-test Question 15 min. Student Discussion/Student Graphic Organizer Worksheet

STRATEGIES - Independent practice- Students will read out load the text on Pages 202 and 203. - Students will be led by teacher in discussion over the text material. - Students will have to complete Graphic Organizer Worksheet.

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS Students will be expected to cooperate through guided instruction by teacher. Needs-Based Planning
Learning Differences: Give extra time for completion of answers. Attention Differences: Have students sit upfront or stand in the back to address this situation. Motivational Differences Ability Differences Sensory Differences Behavioral Differences: Have student(s) sit close to teachers desk. Physical Differences

Cultural Differences Communication Differences: Guided instruction by teacher. Multiple intelligence addressed (check all that apply): __X__ Verbal/linguistic __X__ Spatial ____Logical/mathematical ____Bodily-kinesthetic ____Musical

Ability Differences Enrichment

____ Naturalist ___X_ Interpersonal _____ Intrapersonal ____ Existential ____ Others (explain):

PROCEDURES Introduction/ Lesson Set - Essential Question: How did early Presidencies handle domestic and foreign problems and challenges? Body & Transitions - Students will read out load. Closure - Students will create and present their own views. - Discuss with students pages 202 and 203. ASSESSMENT Diagnostic: Students prior knowledge will be assessed when teacher asks what they know about the early U.S. presidents and their domestic and foreign policies. Formative: Teacher will observe student participation through guided instruction. Students will create a diagram view on the facts on the graphic organizer worksheet. Summative: Students will participate in group discussion and complete their d. Teacher will collect the graphic organizers. MATERIALS -Smart board -Worksheet/notebook paper -Pencils/pens -Textbook -Graphic Organizer EXTENTED ACTIVITIES If Student Finishes Early, he or she is expected to sit quietly and read the next chapter in the textbook. If Lesson Finishes Early, teacher can led further guided discussion on personal opinions about the early Presidencies. If Technology Fails/Not Accessible, teacher will orally present the material to the class and students will participate in group discussion.

POST-TEACHING Reflections The think aloud was fun lesson plan to put together. I enjoy group discussions and hearing the ideas and thoughts of the students after they read their passages in the textbook. My lesson plan focused on the Second President, John Adams, and his domestic and foreign policies. I had a pre-test question given at the beginning of the lesson, the main section was designed for students to be called on and answer the prompts and/or questions given by me, and a post-question given at the end of the lesson. Finally as a way to assess their knowledge, I handed out a graphic organizer worksheet that had questions pertaining to the text material the students read out loud in class. These questions were broke down into foreign and domestic issues during John Adams Administration. The foreign questions asked about the X, Y, and Z Affair and the domestic questions asked about the Alien and Sedition Acts and the Virginia and Kentucky Resolutions.

Mr. Hamer had prepared his class for discussion and review on the topics of foreign and domestic policies of the Presidents (Washington and Jefferson) on the day before I taught my lesson plan. The pre-test question read, Whose foreign policy do you believe was more effective: Washington or Jefferson? I thought this question would be good for the students to compare and contrast the different presidents and their Administrations to John Adams. During the think aloud, I wrote out the prompts I planned to use during the lesson. These prompts were suggested from the instructions out of the FED. The main part of my lesson plan called on students to read aloud passages from the textbook on pages 202 and 203. Mr. Hamer gave me a stack of cards with each of the students names on them. I used this as a way to call on the students because I am still learning names. I randomly called out the names and had the student read a couple lines from the textbook on Adams. I would wait for the student to stop and then ask him or her, What do you predict will happen next? or This reminds me of the, or Can you picture or see what they must have saw? I gave the student a minute or two to answer and be engaged with the question. On two different occasions, two to three students raised their hand at the same time and participated in the think aloud discussion. One example I gave the students from the prompts I used was when I discussed the physical description of John Adams (he was a short man and was known for being moody). I asked the class to picture such an important historical figure being so short, because we think of our founding fathers as being big, tall, and tough fighting heroes. Adams was very smart and a lawyer. Another example from part of the lesson I utilized was under making connections. Part of the passage mentioned how Adams had to raise taxes to support the American Navy against the French. I asked the class if they thought our modern presidents today have had to raise taxes too. The majority of the class responded by saying Yes. After the students read and discussed pages 202 and 203 in the literacy content textbook. I posted the post-test question on the Smart board. I ask the students to rank John Adams with the other two presidents (Washington and Jefferson) and then asked, What were the reasons for your rankings? I learned that using a think aloud is a very important strategy to use to get majority of students attention. This strategy also helped me assess the students who may be struggling to read. Some students read softly and I was not able to hear parts of the passage they read. There may be parts of the literacy in the passages a reader may not fully comprehend. By allowing others to read aloud may help a struggling reader understand certain sounds to help him or her pronounce words; they can learn by putting the missing pieces together.

Data Based Decision Making (If Needed)