SMU

Lesson Plan Framework

Name:

Lauren Johnson

Subject/Grade:

Unit/Lesson
Topic/Essential
Question(s):

Date Turned
In:

7th Grade Texas History

January 28,
2016

Date
Taught:

January 29,
2016

Teachers Initials & Date:

Reconstruction - How was Texas

Time Limit:
politically, economically, geographically
and socially effected by the era of
Reconstruction?

45 minutes.

OBJECTIVES
a) Content Objectives
SW analyze the political, economic, and social effects of Reconstruction in Texas.
Language objective should be included. It tells the students what language
objectives are being taught. They need to make sure that when the lesson plan is written
they understand that the language objective is correlated to what they are teaching.
b) Language Objectives (check corresponding box and include the objective(s)
below the correct objective type).
Key Vocabulary (technical terms, concept words, other words)
SWBAT define technical terms regarding the effects of Reconstruction in
Texas.
STATE STANDARDS
7.5(B) The student understands how events and issues shaped the history of
Texas during the Civil War and Reconstruction. The student is expected to: (B)
analyze the political, economic, and social effects of the Civil War and
Reconstruction in Texas.

SMU
Lesson Plan Framework
Assessment
Based on THIS lesson only. How you will assess your students based on what you want
to them to know/be able to do for this particular lesson. Include ongoing/informal
assessment you will use throughout the lesson as well as formal/summative if used in the
lesson.
Summative: SW complete a Demonstration of Learning at the end of the lesson. Given
two images, SW analyze the effects of Reconstruction in Texas.
ELL Authentic Assessment How you will monitor and record the progress of the
ELLs. Listening, teacher walks, listening for pronunciation. Identify what you will be
looking for and how you will look for it. Progress must be recorded in some way for
documentation.
I will conduct teacher walks and monitoring to make sure my ELLs are staying on track.
Students are paired in bilingual pairs and rely on their partners for translation.
Materials
List all the materials you will need for the lesson and include when possible. This will
include websites you need to have, overhead, etc.
Overhead, internet connection, pencil, handouts, notebooks

Procedures
This is your step-by-step plan for the entire lesson. It should be written in enough detail so you
could post it on the internet for other teachers to use.
Provide a time estimate as well as either a script or bulleted items of things you will say/do.
A. Introduction/Motivation (Set Induction/Anticipatory set)
(5 minutes) SW complete a Bellringer answering two questions regarding Reconstruction
in Texas.
B. Lesson Activities Sequence and Procedures:
(15 minutes) SW watch an introductory video on the topic of Reconstruction. SW answer
corresponding questions to the video.
(20 minutes) SW read an entry on Reconstruction highlighting appropriate vocabulary and
will identify 10 corresponding images.
C. Closure
(5 minutes) SW complete a Demonstration of Learning, showing their understanding of
the effects of Reconstruction in Texas.

Differentiation/Accommodations/Modifications
What you will do for students with special needs, with varied instructional levels, and/or different
learning styles.

SMU
Lesson Plan Framework
Students with special needs will receive a vocabulary handout with the start of some of the higher
level entries filled in.
Students with varied lower levels will use the video as a gateway for the understanding the time
period. The video will also be beneficial for students who struggle with reading.
English Language Learners How you will differentiate within the four levels of language. It
can be as simple as making sure there are visuals, grouping, rewording of information, accepting
less than precise answers to questions (global to precise),
Beginner
Intermediate
Advanced
Advanced High
Beginner/Intermediate - My ELL students will receive a vocabulary handout with a four out of the
10 entries filled in. SW be paired in bilingual pairs and accommodated with translation from their
partner. I will accept less than precise answers to questions.
Advanced/Advanced High - Students will supplemented with help from their bilingual partner.
Appendix to Lesson Plan
I.
II.
III.

Teacher instructional Strategies/Materials and Rationale for these strategies. Include

the strategies/methods you are using in the lesson. Provide a rationale for why the
strategies/methods chosen are the best for this lesson.
Organization of students. Describe how you are grouping your students in the lesson
(which could be more than one way) whole group, pairs, triads, small group,
cooperative group? Provide a rationale for choosing that grouping.
Management Strategies: Describe your strategies for the following (as applicable)
Securing attention
Distributing/collecting materials, supplies, or completed work
Transitions
Movement
Monitoring
Anticipating possible need for redirection
Special management considerations for students with special needs