(Some UCCS students working on an assignment for social studies in the computer lab.)
Below is a small example of some of the lesson plans that I used last year in the format that was expected of us. When I say jigsaw I refer to a technique where for an allotted amount of time the class is divided into four or five equal groups. The day's new information is then divided into four or five separate sections. Each group is given one section with which they are required to become the "experts" by taking notes and studying their section intently. Once an allotted amount of time has passed the groups are mixed again so that all the "experts" on any particular section are in groups with members of the class that were studying a different section. The books and notes are put away and they teach each other the information that they learned. At the end of the lesson the students are given a short quiz based on the material they were supposed to have taught one another.
These are from a week where we were in the middle of a unit on the outset of the Civil War.
| Date | 5/26/09
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| Objectives | Studies of the further dividing nation
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| Benchmarks Addressed | So. 7: 25 & 26
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| Key Questions | Was compromise between North and South possible? Why did they always fail?
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| Kinds of Time | 5 mins. Do Now 5 mins Discuss Do Now 15 mins. Lecture on the compromises they tried. 20 mins. Group teaching and learning on specifics of slavery |
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Assessment |
Homework, in class answers, future quizzes
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| Framing the Lesson | ~Do Now silently ~Lecture ~Group Assessment
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Anticipating the Confusions and Misconceptions | Will they be able to complete the assignment in their own words, inserting their own opinions?
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| Homework | Map of the thirteen colonies |
| Time | What the Teacher Does | What the Students Will Be Doing
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| 10 mins. | Walk around making sure that students are staying on task. | Answering critical thinking questions based on the ideas of change |
| 15 mins. | Lecture on Industrial Revolution | Taking Notes, Answering Questions. |
| 25 mins. | Wandering from group to group advising students | Modified Jigsaw |
| Date | 5/28/09
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| Objectives | Learn Why South seceded and Lincoln’s role
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| Benchmarks Addressed | 7 So. 27, 28
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| Key Questions | Why did the Civil War eventually happen? What role did Lincoln’s election to the presidency have?
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| Kinds of Time | 10 minutes silent do now critical thinking handout. 15 minutes Expert finish presentation on their topic 20 minutes Teaching groups their topic 5 minutes cleanup
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| Assessment | Question and answer, homework, future quizzes
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| Framing the Lesson | ~Do Now silently ~Complete presentations ~Present Presentations ~Dismissal
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| Anticipating the Confusions and Misconceptions | Can The students understand the importance of the daily lives of southerners prior to the war
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| Homework | Open response questions |
(One of the the students working on a visual aid for her group's presentation.)
| Time | What the Teacher Does | What the Students Will Be Doing
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| 10 mins. | Walk around make certain students are on task | Answering higher level thinking questions based on what we’ll be reading and learning on the day. |
| 35 mins. | Walk around discuss projects with the students | Presentations |
| Date | 5/29/09
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| Objectives | Learn what the war was like for certain kinds of Americans. What did each side have as strengths and weaknesses
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| Benchmarks Addressed | So. 27
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| Key Questions | What kind of strengths did the North and South have?
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| Kinds of Time | 10 mins. Do now 10 mins. Correct and review homework. 25 mins. Jigsaw the differences between the North and South
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| Assessment | Homework, in class answers, future quizzes
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| Framing the Lesson | ~Do Now silently ~Review and collect the homework page ~Expert Jigsaw groups ~Teaching homework groups
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| Anticipating the Confusions and Misconceptions | Does the southern slave debate relate to them? Can they understand why slaves were in the position they were in?
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| Homework | Vocab words |
| Time | What the Teacher Does | What the Students Will Be Doing
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| 10 mins. | Walk around making sure that students are staying on task. | Answering critical thinking questions based on the growing divide. |
| 10 mins. | Homework review | Correct the last nights answers |
| 25 mins. | Lecture on the formation of thevarious parts of our government. | Group Jigsaw work |