Edward M. Kennedy Academy for Health Careers

Weekly Lesson Plan

Name:Mrs. WhithamGrade: 10

Subject:US History IIWeekly Plan from: January 17th – January 20th, 2016

Topic To Be Covered: Midterms

Understandings: How did the Progressive Reform Movement shape modern America politically, socially, and economically

*Only 3 classes due to no school on January 18th for Martin Luther King, Jr. Day

Class 1: Midterm Review / Class 2: Midterm Review / Class 3: VTS and the 2017 Inauguration
Objective/s
Students will be able to:
  • Content: midterm exam, Reconstruction-1865 through the Progressive Era 1920
  • Language: (speaking) asks and answers factual, inferential, and abstract ideas using details and figurative language (writing) selects and uses graphic organizers to organize expository, descriptive, and persuasive writing (reading) reads and understands previously learned vocabulary words and can use knowledge of base words, cognates, and affixes to read/understand new words including those found in grade level text (listening) understands all academic exchanges that express all grade level content using basic and complex sentences and varying degrees of culturally appropriate formality
/ Objective/s
Students will be able to:
  • Content: midterm exam, Reconstruction-1865 through the Progressive Era 1920
  • Language: (speaking) asks and answers factual, inferential, and abstract ideas using details and figurative language (writing) selects and uses graphic organizers to organize expository, descriptive, and persuasive writing (reading) reads and understands previously learned vocabulary words and can use knowledge of base words, cognates, and affixes to read/understand new words including those found in grade level text (listening) understands all academic exchanges that express all grade level content using basic and complex sentences and varying degrees of culturally appropriate formality
/ Objective/s
Students will be able to:
  • Content: evaluate the impact of Progressive reforms in American society by completing the Progressivism Mini-DBQ and compiling a 5-paragraph DBQ response with historical context, strong claim, evidence, reasoning, and conclusion.
  • Language: (Writing) Selects the appropriate tone, style, diction, and mood to write an essay based on a clear thesis statement with introductory, supporting, and concluding paragraphs with a clear topic development and includes logical organization, effective use of details that support and elaborate on thesis statement, and precise transitions (Speaking) Asks and answers factual, inferential, and abstract questions that are based on academic content topics and defends answers (listening) Demonstrates comprehension of multi-step, complex directions in structured learning and practice activities (Reading) Reads and understands previously learned vocabulary words and can use knowledge of base words, cognates, and affixes to read/understand new words including those found in grade level text

Informal/Formal assessment:
-PAWS chart will be used to monitor for professionalism, accountability, work ethic, and self-determination.
-Midterms will be worth 15% of their Term 2 grade. / Informal/Formal assessment:
-PAWS chart will be used to monitor for professionalism, accountability, work ethic, and self-determination.
-Midterms will be worth 15% of their Term 2 grade. / Informal/Formal assessment:
-PAWS chart will be used to monitor for professionalism, accountability, work ethic, and self-determination.
-Midterms will be worth 15% of their Term 2 grade.
Vocabulary:
-Students should review the vocabulary section of their binders for vocabulary from Chapter 3 – 8.
-Students should also review the midterm review guide with necessary Tier 2-3 vocabulary to study / Vocabulary:
-Students should review the vocabulary section of their binders for vocabulary from Chapter 3 – 8.
-Students should also review the midterm review guide with necessary Tier 2-3 vocabulary to study / Vocabulary
-Inauguration

Activities

Do Now: PAWS self-determination mini lesson for midterms.
Activities including UDL Representation, Action/Expression Engagement coded description:
(R= Representation, A= Action, E=Expression)
1. Review topic, objective, agenda and do now.
(E UDL - 10 minutes)
2. Students will review the study guide and two key documents as a class and discuss the overall importance in American history for the midterm.
  • The History of Race, Line of Humanity & its impact
AND
(R/E UDL - 15 minutes)
3. Mini-lesson about study strategies to implement when preparing for midterms led by Ms. Kiesel.
(R UDL - 15 minutes)
4.Students will then the next 20 minutes to work individually or in groups to review for the midterm by:
  • Review Study Strategies handout
  • Identify one new study strategy to implement when studying for midterms
  • Complete review guide
  • Review previous tests
  • Update binders
(A UDL - 50 minutes)
Class Specific Accommodations/Modifications:
-Heterogeneous grouping
-Additional /

Activities

Do Now: School-widePath to PAWSitivity lesson prepared by NHS
Activities including UDL Representation, Action/Expression Engagement coded description:
(R= Representation, A= Action, E=Expression)
1. Review topic, objective, agenda and do now.
(R/E UDL - 15 minutes)
2.Students will be playing the memory/matching game with key terms, influential leaders, and legislation with the proper definition. Once students match all of the definitions, they will then discuss the significance of each.
(A/E UDL - 30 minutes)
3. Students will form groups for Jeopardy, choose group names, and the directions will be reviewed
(A UDL - 5 minutes)
5. PlayJeopardy!
(A UDL - 35 minutes)
Closure/Wrap Up:
Reminder of key concepts to review from the Study Guide. Questions or concerns?
(E UDL - 5 minutes)
Class Specific Accommodations/Modifications:
-Heterogeneous grouping
-Graphic organizer for notes /

Activities

Activities including UDL Representation, Action/Expression Engagement coded description:
(R= Representation, A= Action, E=Expression)
1. Review topic, objective and agenda.
(R UDL - 2 minutes)
2. Students will participate in a VTS discussion of two images from the Isabella Stewart Gardner Museum.
(E UDL - 20 minutes)
3. Lesson plan and discussion about Donald Trump inauguration adapted from:
*various video clips from news outlets will be selected to stimulate conversation as well as the document in the lesson plan above.
(R/E UDL – 20 minutes)
Closure/Wrap Up:
Where do we go from here? How do we remain civically engaged? How will you be empathetic towards people whose views are different than your own?
(E UDL – 5 minutes)
Class Specific Accommodations/Modifications:
-Heterogeneous grouping
HW#1.
(1) Study for midterms
Weekly Homework: By Friday at midnight, post one response and one comment on the Current Events Discussion Board on mrswhithamshistorypage.webs.com / HW#2.
(1) Study for midterms / HW#3.
(1) Study for midterms

Weekly Accommodations/Modifications:

  • Preferential seating and additional time on task.
  • Students will receive “skeleton notes” to help assist them with the note taking process.
  • Students will receive written, multi-step directions for classroom/homework assignments.
  • Students will receive a graphic organizer with probing questions to help them with the textbook reading and homework.
  • Students will be given a summary of each section within the chapter with probing questions for processing.

Weekly Reflections: