Kayla NapierCI 350Harold BlancoOctober 19, 2013

Lesson Two

I. Analyze the Learners: I will be teaching a class of twenty-five fifth grade students:

twelve girls and thirteen boys, four of whom are African Americans. These children

are between ten and eleven years old. Overall, I will be incorporating a variety of

activities and teaching strategies in order to appeal to all of my learners.

II. State Objectives: My fifth grade students will identify and describe major political

events that resulted in southern secession including the election of 1860 by utilizing

cooperative learning groups, online research, Skype, creation of posters/banners,

and a mock election by the end of the day with 95% accuracy.

III. Select Methods, Media, and Material: In an attempt to appeal to my kinesthetic,

audio, and visual learners within the class, I will utilize a variety of strategies and

materials.

Skype: I will incorporate Skype into the lesson by having a guest speaker from

Harpers Ferry National Park video chat with the class about John Brown’s

Raid.

Poster: I will use my poster of John Brown’s raid to show an event that led to

tension between the North and South.

Computer lab: The students will be utilizing the computer lab to conduct

research about one of the 1860 Presidential candidates.

Election Posters/banners: The students will be creating posters, banners, and

slogans to represent an 1860 Presidential candidate.

Photoshop Poster: As an example, I will incorporate my 1860 Election poster

that I created for Abraham Lincoln.

Poster Supplies: The materials for these posters would include: glue, markers,

pictures, scissors, and poster board.

Video Camera/iPad: I will be video recording the mock election to be added

onto the class Facebook page.

Podcast: To summarize the lesson, the students will listen to the podcast I

created about the winning Presidential candidate.

Facebook: The podcast will be located on the classroom Facebook page. The

students will then comment on the podcast.

IV. Utilize Media and Material: Prior to class, I will preview all materials and technology

that will be used in the lesson. Thus I will check to make sure that the video camera,

podcast, and iPads are working properly, and I will reserve the computer lab for

independent student research. Also I will place all the poster materials and craft

supplies on a table in the corner for easy access. The students will then use these

materials to create banners and posters for an 1860 Presidential candidate. Finally, I

will make sure to leave a large open area at the front of the classroom in order to

conduct our mock election.

V. Requiring Learner Participation: To introduce the lesson, I will discuss a few political

events that led to Civil War. To make this material more relevant to the students, I

will video-call the chief historian of Harpers Ferry National Park using Skype, who

will then describe John Brown’s Raid on Harpers Ferry. After his brief summary, the

students will have the opportunity to ask questions. To conclude and reflect on the

main points of this event, I then will present my John Brown poster to the class.

Next, I will incorporate the election of 1860, by dividing the class into the North and

the South, instructing the students to research their side’s Presidential candidate

and to create a platform explaining his views. After completing their research, each

group will create banners, posters, and a slogan for their candidate. As an example, I

will display the election poster that I created using Adobe Photoshop. After finishing

these projects, the class will conduct a mock election, while I videotape the

proceedings which will be posted on the class Facebook page. The students will then

listen to a podcast about the winning candidate that will also be posted on the class

Facebook page. Next, the students will type a brief comment describing why they

believe the outcome of this election ultimately led to southern secession.

VI. Evaluation and Revision: To evaluate my students and check for students

understanding, I will:

Circulate throughout the room asking questions,

Check for student participation,

Grade Facebook posts,

Collect election posters and banners to check that they all contain:

o Two to three facts about the candidate

o A campaign slogan