Objectives

[Objectives, or instructional goals, indicate what students will know and be able to do as a result of this lesson (or sequence of lessons). These objectives include specific content material, skills, and dispositions you expect the students to learn and practice. These are the kernels you want students to come away with. If you get lost in the middle of a lesson, these goals should help you refocus. Within a curricular unit, objectives build upon each other, usually culminating in the formal unit assessment. Objectives can be listed in bulleted form.]

By the end of this lesson, student will:

  • review the “events of the past seven (7) days using the Let’s Circle the Wagons Activity (see Practice for explanation of this activity)
  • take a short, multiple choice quiz.

Standards

[Applicable DCPS content and skills standards as well as Common Core standards. Click "Add Content to this section" and select "Standards"]. You may then delete this text box by clicking Menu -> delete this text]

All of the DC Standards we have used over the course of the unit will be used. 

Resources

[Here, you should include a list of primary and secondary sources as well as other materials you will be using in the class. Attach all handouts and readings you will use for this lesson to the curricular unit.]
Student notes

Warm Up

  • Grab a seat and wait for directions for today’s review (See practice for instructions for this activity).

New Material

[In this section, descriptively list the substantive material you will be using, how you will introduce it to students pedagogically, and what you want students to come away with. Any new content and skills material as well as distinct methods of inquiry that have not been introduced in earlier lessons within the curricular unit should be included here. Inquiry methods are the primary means through which research is conducted; these tend to vary by discipline. They relate to the types of questions, activities and sources that are used with specific content. Methods of investigation often frame how evidence and data are collected, examined, and reported within a given field. For example, literary critics may perform critical textual analysis, historians may conduct document analysis and triangulate evidence; political scientists may analyze public opinion polls. Inquiry methods can also be cross-disciplinary.]

Lesson #8: Review and Quiz

Students will be completing the Let’s Circle the Wagons Activity (See Practice below).

Students will makesure that their notes and comments for the activity are in their notebooks so they can recieve credit for them.  

Annotate the Chapter 1 Preview (see handout) and be ready to discuss it in class tomorrow.

Practice

[This section explains the pedagogical activities that you will use with your students in reinforcing material you have already taught them and material you are currently teaching them. In order to learn new content, skills, and methods on inquiry, students will need multiple opportunities and ways to practice what they are learning independently and with guidance. Full descriptions of each learning activity and the materials to be used during that activity need to be included. Often times, the content, strategies, and skills are discussed in tandem and do not need to be separated from one another. When you do move from one content point to another or one skill to another, you need to include transitions.]

Students will line up according to the number of their assigned “events.” Each of the events (along with appropriate documentation) will be on the walls in the hall. Each student will have distilled the event down to two or three (2-3) sentences. At stop #1, the student will turn to the next person, give them the information about that event, and then  go to the back of the line. 

After repeating the description of the event, the second student will quickly jot down another “fact” about the event on a “Fact Sheet” (also taped to the wall) and then move on to the next station. 

After hearing and sharing the information with the person behind them, the students will continue on to the next station (Students will continue adding to the “Fact Sheets” until they run out of things to add).

Repeat until everyone has delivered the message and has gone through all of the various stations. 

The “Fact Sheets” will be gathered by the original presenter as they reach the end of the line. 

After completing this assignment, students will then read off the additional information from the “Fact Sheets” and ask for additions or corrections.

  • After completing the in class portion of the lesson, students will take a short, multiple choice quiz. 
The lesson might be moved to the library as needed.

Assessment

[This section illustrates how you will know that your students have learned what you taught them. This usually means that you will have students use the knowledge, skills, and dispositions they have learned in some way. The assessment should directly reflect the instructional objectives and be buttressed by the new material and practice engaged over the course of the lesson. It can be helpful to figure out how you are going to assess student learning after you develop the instructional objectives but before you develop the teaching methods you will use. Assessment includes formative “checks for understanding” throughout the lesson and summative, end of lesson evaluations.]

Students will be assigned events and asked to use their notes and complete some outside research to contribute to the review. Each “event” must be distilled into a two or three (2-3) sentence abstract.

After the activity, students will return to the classroom and take a twelve (12) question, untimed APUSH style quiz. 

Students will choose one of the sections from Anne Moody’s Coming of Age in Mississippi and write a two to three (2-3) page essay with an emphasis on the impact of place on Anne or those around her. The rough draft will be due in a week, and students will peer review the papers. The final draft will be due a week later. 

Closure and Reflection

[The closure of a lesson should directly tie the new material, student practice, instructional objectives, and assessment together. It should also connect this lesson to the previous lesson and link to the next lesson(s). In this is space you can also include your notes about how the lesson went. You should indicate what worked well, what was problematic, ideas for modifying the lesson for future use, and how this particular lesson ties in with others in the same curricular unit.]