STEPP Lesson Plan Form

Teacher: Marcelo Gonzalez

Date:4/14/15
School:
Lesher
Area: History

Grade Level: 8th

Title: Who Said What?

Content Standard(s) addressed by this lesson:

directly from the standard)

Content
Lesson #:_2_ of _2_

(Write Content Standards

DOK 1-4
Use and interpret documents and other relevant primary and secondary sources
pertaining to United States history from multiple perspectives
DOK 1-3
Analyze causes and effects of major conflicts from the origins of the American
Revolution through Reconstruction
Evaluate the impact of different factors on topics to include but not limited to
gender, age, ethnicity and class on groups and individuals in this time period and
the impact of these groups and individuals on the events of the time period
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
Which primary documents have had the greatest impact on the people of the United
States?
How have the basic values and principles of American democracy changed over
time and in what ways have they been preserved?
Concepts and skills students master: (Understandings, Unit objectives)
Students will be able to read sources and understand the historical purpose of the
sources.
Students will understand that the Civil War is a complex moment in history.

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:
(Create your own lesson objectives from the standard, follow the ABCD format)

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STEPP Lesson Plan Form

I can read and analyze sources to come to a reasonable conclusion.
I can recognize different perspectives during/before the Civil War.
I can name more reasons as to why the Civil War started other then slavery.

Assessment of Evidence Outcomes: (How will you assess the selected lesson
objectives (general explanation, you will go into more detail at the end of the lesson
plan)
A worksheet will be filled out and turned in. Within the worksheet students would
have guessed to which side each quote belonged to and provided a reason as to
why they would think that. Then there would be a section to describe who actually
said the quote. This will give the students an opportunity to analyze the quotes
themselves, explore different perspectives and give more reasons then just slavery
as to why the civil war started.

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Planned Lesson Activities

Activity Name

Who Said What Now

Approx. Time

~20 min

Anticipatory
Set

Relate to the students lesson right before lunch.

Teaching/
Presentation:
(Direct
Instruction)
(Select the most
appropriate
teaching model;
see attached
teaching model
description form
for multiple
options.)

Includes: Input, Modeling and Checking for Understanding

Presentation Model
1. Input: Explain the idea that there is much more to the Civil war then Slaver.
2. Modeling: Go through one of the quotations as a class.
3. Checking for Understanding: While working with their partners I will go around the
classroom as well as when the time is up for the partners then I will go over the
quotations and answers.
4. Questioning Strategies: Why do you think that some Northerners opposed abolitionists?
How does slavery tie in to the power struggle of the state government and the federal
government?

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Teaching
Strategy:
(Guided Practice)

Teaching
Strategy:
(Independent
Practice)

Closure

Materials

Differentiation

This will occur while students work with a partner to complete the worksheet.

This information can be referred back to when thinking about causes of the Civil War. Also the
mentality of some historical figures associated with the Civil War.

For closure I will have students answer a question on other causes of civil war besides
slavery and I will also reinforce the idea that the Civil War was complex.

Computer
Worksheet

To modify: I will simplify the language of the quotes and work through another quote with them.
To extend: I will encourage the child to connect the past with the present. Are there any issues
that create division in our nation, and do some of them still deal with states' rights even today.

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Assessment

How will you record the childs challenges and successes with this activity?: I will record the
child's assessments through a worksheet that they have completed in class.

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STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
My objectives were achieved in the sense that students understand different
motivations to the Civil war then just slavery. This was shown in their exit
tickets which had different reasons besides slavery as to why the Civil war
started.

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
I would have included different examples of a northern perspective in the
lesson. I found more sources on Northern perspectives after I gave my lesson
and I would apply those in the future. I would also be more confident in using
classroom management skills.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
For the next lesson I could focus on why Lincoln's stance on slavery was
more reserved while he was president as opposed to when he was not.

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STEPP Lesson Plan Form

Direct Instruction
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.
Demonstrate or list
the task analysis of
the skill or procedure
(i.e., define precisely
what the learners
need to do)
Describe or
demonstrate your
modeling of the skill
or procedure.
Describe or
demonstrate guided
practice including the
second (or third)
example and then
address your method
to check for
understanding (i.e.,
how you assess
student learning
before moving to the
next stage). Include
examples of
feedback you provide
for correct and
incorrect student
responses.
Describe or
demonstrate your

Presentation
Model
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.

Concept Teaching

Describe or
demonstrate an
advance organizer.

Describe or
demonstrate all of
the critical attributes
of the concept,
identify the class or
category to which the
concept belongs.

Describe, picture or
demonstrate learning
materials and
activities specific to
the options of this
model (e.g.,
explaining links and
examples; ruleexample-rule;
signposts and
transitions). Two or
more of the teaching
and learning
activities are rich and
engaging.
Describe, list or
demonstrate one or
more questions, or a
discussion structure
you provide to
extend your
students thinking on
the content.
Describe or
demonstrate how
your students

Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.

Describe or
demonstrate a clear
progression of
examples and nonexamples; deduction
is illustrated through
the early definition of
the concept;
induction is
illustrated through
definition of the
concept late in the
activities.
Describe or
demonstrate the
assessment
processes you use to
test for acquisition of
the concept at key
points during the
presentation of
examples and nonexamples.

Colorado State University College of Applied Human Sciences

Cooperative
Learning
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.
Describe or
demonstrate the
assessment methods
you use to determine
the academic
progress of EACH
student in the class
(i.e., make each
student individually
accountable) and
how you assess the
social and/or
interpersonal skills
identified for
acquisition or
practice during the
lesson.
Describe or
demonstrate the
grouping
arrangement and
the ways in which
you promote positive
interdependence
between group
members.
Describe or
demonstrate the
instructional
materials and
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STEPP Lesson Plan Form

method of
independent
practice.
Two or more of the
teaching and learning
activities during
guided and
independent practice
are rich and
engaging.
Describe or
demonstrate how
your students
demonstrate their
learning after
instruction (e.g., a
quiz, ticket-to-leave,
etc.).

demonstrate their
learning. Address
assessment methods
during instruction
(i.e., checking for
understanding), and
after instruction (e.g.,
a quiz, ticket-toleave, etc.).

Describe, list or
demonstrate one or
more questions, or a
discussion structure
you provide to
extend your
students thinking on
the concept.
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or
demonstrate how
your students
demonstrate their
learning after
instruction (e.g.,
students summarize
their definition of the
concept orally or in
writing, etc.).

resources; address
resource
interdependence as
necessary.

m
an

Describe or
demonstrate your
directions for group
formation,
rearranging furniture
(If necessary) and
how
materials/resources
are distributed.

Describe or
demonstrate the
expectations for
demonstration of
interpersonal and
small group skills
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or
demonstrate your
method to check for
understanding (i.e.,
a description of how
you will assess
student learning
academically and
socially) as you
circulate among the
groups as well as the
feedback you
provide.

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*Teaching model description document adapted from University of Colorado, Denver
School of Education and Human Development, College of Liberal Arts and Sciences

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