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SIOP® Lesson Plan Template Name: Eric Proctor

Date: 12/6/2020

Course: ESL- 433N Grade Level: 7 Subject/Content Area: United States History Topic: Civil War- This lesson is appropriate for 7th grade ELP students at all levels. Standards (Identify by provided code and wording and include a link to each set.)  Content Standard: ELA Standards. 7.0b.2 Students will use descriptions to develop events or characters of the American Civil War. 1.0a.4 Explain the start of the civil war.

 English Language Proficiency Standard: ELDP standard OH-12b- Know the difference between the North and Southern Armies in the American Civil War with reasons for the war http://education.ohio.gov/getattachment/Topics/Other-Resources/LimitedEnglish-Proficiency/ELL-Guidelines/Ohio-English-Language-Proficiency-ELPStandards/150817_ODE_ELA_ProficiencyStandards_6-8.pdf.aspx (pg 56-60) Objectives (Specific, Observable, Measurable. Use professional terms here.)  Content Objective: Students will learn key terms of the American Civil War and such related terms as describing, sensory, unique, unusual, and details. Students will brainstorm and write down on worksheets the key vocabulary that apply to the civil war and key events. Students will fill out the worksheets that are handed out but also the class discussion.

 Language Objective: The student will be able to use language to add detail to hardships of the civil war and the reasons why in their writing assignment. Preparation: Prior to this lesson we will watch a few minutes of the movie “Glory” this is movie about the civil war but also shows the first black union regiment during the civil war. During the playing of the movie students will write down what they see is different from back then to today. Students will observe the clothing, the language, the attire of upper- and lower-class people. After the clip has ended I will go around the room and get one answer from all the students and write on the white board.

Building Background: Students have been exposed to the civil war in prior grade this year we will get into more detail. Do a KWL chart on the board. Next introduce describing words and teach “North and South” lesson.

Comprehensible Input: I will use clear language that they understand and speak slowly, we will use repetition and will have visual aids if necessary, for the students. I will make sure to be expressive and animated throughout the lesson. I will also show a movie clip from “Glory”. Frequent informal assessments- drawing numbers, each time I call a number the student will raise their hand and I will ask a question, but also observing the students in their group work. 1

Strategies: 1. Collaborative discussions – Working collaboratively in groups to describe the reasons why the North and South fought. In each small group, students will work together to describe the hardships of the civil war and reasons why we fought the war. Also, some key battles in the war as we will write them as a group and then on the whiteboard as a class. The advance students will help the lower-level ELL students.

2. Realia- the use of realistic props for learning. I will provide a series of worksheets with fill in the blank and we will write down what I write on the whiteboard. Each group will have one person fill in the worksheet and then pass it on to the next person in the group when everyone has filled in at least one line we will go over it as a class.

Interactions: Heterogeneous group interaction and collaborative discussion will be the main part of this assignment as students will describe the civil war in their own words on why they think it started.

Practice/Application: 

Practice 1: I will use the overhead and display photos of the civil war with pictures of soliders and key

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figures and battles. Students will describe what they see and what is different than today. I will also write their answers on the whiteboard. Practice 2: Divide students into groups. Each group will get statement reasons on if they are the Union Army or the Confederate Army. The clock will be set for 3 minutes. Students will brainstorm as many ideas as possible in that time. Rotate statements at 3 minute intervals.

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Practice 3: Each student will be assigned a number and when I call that number each student will share some of their ideas about the civil war with the class. We will then review some of the key vocabulary of the civil war.

Lesson Delivery: The lesson delivery is listed below Review/Assessment Evaluation: 

Vocabulary Review: Students will be filling out the vocabulary worksheet in helping them in their learning of the key words.

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Informal Assessment of Lesson Objectives: The students will be assessed during our group work that is assigned to them but also during the class discussion which will also lead to the number game when I call out a number and the student gives me an answer to a question. Also, I can get an overall assessment from the class when we have open discussions about the civil war.

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Homework: Students will be assigned to write a few paragraphs on how they would feel if they lived during the Civil War.

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Lesson Delivery  I will begin by writing battles, key dates and states of the civil war. o “What do you feel are the causes of the American Civil War  “Okay students, who was the President during the Civil War. Can you tell me the Southern states that split from the Northern states.  Students will raise their hands o “Slavery” o President Lincoln o North Carolina, Georgia, Tennessee, Virginia.  I am writing these on the board as the students say them.  “Can you name other than slavery on why the civil war began? o Students will raise their hands  Election of President Lincoln  “Taxes”  I am writing this on the board as the students state them  “Great job class. These are all wonderful examples of why the civil war began.  “Now, I want you to describe the hardships of the soldiers, o I will write on the whiteboard of what the class comes up with for the hardships. o I will pull sticks to call on students to give me one example they think their hardships were o Student responses- “cold”, “not seeing family”, “fighting family”, “long walks over miles and miles”, “poor care”, “money”, etc.  “Great! These are great examples of hardships for the soldiers during the civil war. I will now pass around the worksheets with fill in the blank and matching for the vocabulary on the civil war. We will now be spilt into our groups and all the groups have 15 minutes to write down the differences of the civil war. When time is up, we will discuss as a class.  I will then pass out the blank worksheet.

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 After I pass the worksheet around, I will remind my student to please put their names on the top right corner of the page.

 “Remember, students, look at the word bank at the bottom of the worksheet. I will set the time for 10 minutes and you will work together to write down your answers.” o Set timer and say “ready, set, go!”  When the students are working on the worksheets, I will go around the classroom and observe what they are writing and discussing. I will tell them I am available if any student needs my assistance but also let them know how much time they have left in the group work.  “Now that we all understand what lead to the civil war, we will write a few paragraphs about how you felt about the civil war” o I will pass out lined paper for the students to write their paragraphs.  Students who are not fluent will be given the opportunity to tell me their detailed paragraph about the civil war if unable to write it. 6

 Some of the advance students can help the students that are struggling with the vocabulary and language.

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