Missouri Pre-Service Teacher Assessment (MoPTA)

Lesson Plan Format

EDUC 260 Education of the Exceptional Learner

1. Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson

1. Apply the following principles of republic to historical and contemporary issues: 1. checks and balances 2.
separation of powers 3. federalism 4. representation 5. popular sovereignty 6. due process of law 7.
judicial review
2. Describe the historical foundations of the United States governmental system as reflected in the following
documents 1. Magna Carta 2. Enlightenment writings of Hobbes, Locke, Rousseau, Montesquieu, and the
Social Contract Theory 3. Mayflower Compact 4. Declaration of Independence 5. Articles of Confederation
2. Learning Objectives (Goals) and Outcomes
The lessons objectives (goals) and learning outcomes appropriate for meeting curricular and student needs
Goals and outcomes of this unit will be enhanced critical thinking, as well as a better understanding of how our
nation was founded.
3. Assessment (type[s] of assessment used throughout the lesson)
Assessment(s) before, during, and after the lesson
Before the lesson: I will have bell ringers for students to get focused on the topics at hand.
During the lesson: I will ask students questions about the material being covered, and will keep a tally of how many
participated in discussion.
After the lesson: I will sometimes have tests, essays, or projects. If for some reason these way of assessment do not work
with a student (I.e. special needs) something else can be arranged.
4. Lesson Structure and Procedures Sequence of events of the lesson elements.
(The before, during, and after the lesson, e.g., Engagement/Opening, Procedures, Guided Practice, Conclusion)

Day 1
1. Greet students (1-2 minutes)
2. Introduce the concepts of this course {early American history founding fathers roles)} (5-6
minutes)
3. Show video this video to give some knowledge about the revolutionary war, so the students have
some level of knowledge about the war https://www.youtube.com/watch?v=3EiSymRrKI4 (12-13
minutes)
4. Start on actual instruction of the Revolutionary War- talk about Washington, Hamilton, and
Lafayettes role in the war. (12-15 minute)
5. Set up the narrative for the next class period by telling the students about the debts we owed to
the French, as well as our initial struggles following the war. (10 minutes)
Day 2
1. Greet student (1-2 minutes)
2. Start with a bell ringer pertaining to an article about one of the founding fathers. (7-8 minutes)
3. Get started with the narrative we mentioned in the last class period, teach students about the
national debt at the time of our nations founding (8-10 minutes)
4. Mention the struggles in France, and the debate among a few of the founding fathers for the
correct course of action. (8-10 minutes)
5. Show this video to show how our revolution affected other countries, as well explain the issues
going on in France following our revolution https://www.youtube.com/watch?v=lTTvKwCylFY
(11-12 minutes)
6. Set up narrative for next class, which will feature our ratification of the Constitution. This class

period will go in depth into our system of checks and balances, The predecessor to the
constitution: Articles of Confederation, and the Federalist V. Anti-Federalist debate (12-15
minutes)
Day 3
1. Greet Students (1-2 minutes)
2. Start with a bell ringer pertaining to a self-researched article by each student, which will require
each student to explain how checks and balances affected a situation (11-12 minutes)
3. Briefly re-explain the narrative for how things will eventually play out, for a later activity in the
class (5-6 minutes)
4. Show this video in regards to articles of confederation, the Federalist V. Anti-Federalist debate,
and ratification of the constitution itself: https://www.youtube.com/watch?
v=bO7FQsCcbD8&list=PLe0UYBbH9htCAtqTn7jXmc8gljyL-iIhz (13 minutes)
5. End Unit by assigning a 2-page essay in regard to one thing they learned in this unit, or give a
10-12 minute speech regarding the same topic. Let the students research, as well as discuss
how students can potentially do this project if they are hindered by some sort of issue (i.e.
learning disability in the form of Dyslexia, or language barrier for ethnic students) (rest of class)
Remember that during the explanations and discussion I am answering questions, and am helping everyone in the
class comprehend the information being taught (example: am using visual aids for visual learners, or am using
more verbal instruction for my twice exceptional student with Dyslexia)

5. Instructional Strategies
Teacher approach to helping students achieve the learning objectives (goals) and meet their needs

Show videos for more visual learners, but also lecture for audible learners.
Make myself available after school for students who need extra help and have questions

6. Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives (goals)

Group work- discussion on different topics, each group has to tell their formed opinion.
Bell-ringers
Educational videos, with discussion to follow.

7. Resources and Materials

List of materials used in the planning of and during the instruction of the lesson

Our textbook
Microsoft applications
The internet (YouTube, history channels website, etc)
Chromebooks
Google Applications

8. Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning
Our technology usage will center around the student. If a student decides he want to give a presentation over something
pertaining to the class, he can show us a power point presentation using our smart board. In this class though, we will
primarily use the smart board for videos and visual aids for the different types of learners. However, sometimes we will use
individual chrome books for when I give the students class time to work on research for essays, or for when I assign a bell

ringer at the beginning of class.

9. Differentiation/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences, etc.

Twice exceptional learners: in this case, it is a dyslexic student. They will have to be assessed differently, without
losing the same grading criteria. I plan on giving verbal tests for testing purposes, and I plan on assigning essays or
speeches for all students to do. If the twice exceptional student cannot do the speech, I will be more than willing to
proofread his/her paper and fix small mistakes dealing with grammar and spelling. As long as the ideas are there,
that is what I am assessing rather than how they put all the material together.
For the ethnic diverse learners: Similar assignments will be assigned to these students. In this case, it is a Spanish
Speaking student. The only difference is that this students assignments will be in their native language, and will
have to be translated. This can either be done by the districts interpreter, a Spanish teacher, or google translate if I
am in a pinch.
For exceptional learners: The coursework will be the same, because it would be unfair to heighten their course work.
And since most of the activities in the classroom are lecture and discussion based, the need for things such as busy
work will not be needed. The main difference between exceptional students and the others, is that one some group
assignments I would expect them to take the lead for their groups, and for them to sometimes help other students on
the rare occasion I am not in sight.

10. Classroom Management

Strategies consistent with the learning needs of the lesson that also meet student behavior needs to help keep students on
task and actively engaged

Veto System
How you get a veto:
1) Talking out of turn.
2) Contributing to discussion in an Inappropriate manner; Examples ( Profanity, bullying)
3) Prohibit other students from sharing their opinions in class.
When students rack up more than 3 vetoes in a class period, they will be assigned a veto paper to write. These papers can
be on whatever topic is chosen. The papers will be 1 & 1/2 pages, double spaced, using standard MLA guidelines. Upon
receiving a veto paper, the student has within 3 class periods to turn theirs in. If they do not turn their paper in by the
specified class period, another paper will be assigned. If a student decides to not turn either paper in by the next class
period, further disciplinary action will be taken via the principal. Also, if a veto paper is initially not turned in before the three
class period mark, an email will be sent home to the parent or guardian.
11. Extensions
Activities for early finishers that extend students understanding of and thinking about the learning objectives (goals) by
applying their new knowledge in a different way
Help explain concepts to other students who are struggling in the class, as well assigning research for the early finishing
students to give a brief (1-2 minutes) explanation to the class the following day about a topic pertaining to the course.

12. Follow-up to this Units Lessons

Quick activity for review or building on todays learning that will deepen student understanding and interconnect concepts
(may be incorporated tomorrow or throughout the unit)

The field Trip to the Stars and Stripes museum in Bloomfield, MO will be one follow up to this units lessons.
Make references to concepts covered in this unit during bell ringers at the beginning of class
Ask students an opinion based question, and ask them to explain their answers using historical facts
covered in this unit

Additional Information
Any area or lesson component that may not have been covered by this format that you think is vital to include in this lesson
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Edited on June 21, 2014 at 3:29 AM.