1. Secondary Lesson Plan Template DCPS.SLP.V.
School: Sandalwood Subject: U.S. History Teacher: Helms Lesson Plan
Date(s):
11/6/15-11/9/15
Progressive
Presidents
PRE-PLANNING
OBJECTIVE
What willyour students be able to learn?
Standard/Benchmar
k:
Examine the progressive policies ofUS Presidents Roosevelt, Taft, andWilson.
SS.912.A.4.11
Examine keyevents
and peoplesin
Florida history
as theyrelate to
UnitedStates
history.
SS.912.A.3.12
Compare how
different
nongovernmental
organizations and
progressives worked
to shape public
policy, restore
economic
opportunities, and
correct injustices in
American life.
ASSESSMENT “Begin with the End in Mind”
How will you knowwhether your students have made progresstowardthe objective? How andwhenwillyou
assess mastery?
Informal throughthe use of discussionand guided questions.
Formal throughthe use ofa Progressive president project andmultiple choice questions.
ESSENTIAL QUESTION
A higher order questionthat is directlyderived fromthe benchmark, introducedat the beginningof the lesson,
discussedthroughout the lesson, andansweredbystudents at the end ofthe lessonto show understandingof the
concepts taught.
1. How didthe progressive presidents shape AmericanSocietyin the early20th century?
2. How were the Progressives successful inmakinggovernment more responsive to the will ofthe people?
HIGHER ORDER QUESTIONS (3-5 questions)
What questions willbe answeredto provoke higher order thinking and include Moderate to HighFSA Complexity
Levels? What would the ideal student response be for eachquestion?
1. Whydid President Roosevelt support conservation?
2. What do you believe were the progressive’s most important successandbiggest failure?
3. How didthe media influence Progressive policies during this time period?
LESSONCYLCE
REINFORCEMEN
T
BELL RINGER (10 min) or FOCUS LESSON (30 min)
Followthe Focus Calendar to provide reinforcement of previouslytaught skills.
TIME
Approximate
10 min
BR
30 min
Students will read a Florida inFocus passage describing how the Progressive Movement
impacted Florida andanswer corresponding questions. We will discuss as a class.
INTRODUCTION 5-10 min

2. Secondary Lesson Plan Template DCPS.SLP.V.
Brief part of the lessonwhenstudents learn the objective/essential questionandhow
mastering the objective leads to achievingthe bigger goal of the course.
 Provide a hook to motivate students and link to prior knowledge inorder to introduce
a new concept.
 Explainthe relevance of lessonandthe importance of learningthe concept.
Introduce important vocabularyusing the wordwall as an interactive learning tool.
I will introduce the lessonas well as the objectives andessential questions.
MODELING “I DO”
Component ofthe lesson when teacher explicitlymodels to students exactlywhat theyare
expectedto doduringguided practice andeventuallyduring independent work.
 Conduct a think aloudwhile modelingthe steps to completinganactivityor solving a
problem.
 Model the use of a graphic organizer.
Use questioning techniques suchas re-directing, wait-time and prompting.
10-15
min
I will gothrougha PowerPoint presentation, detailing the points ofRoosevelt’s presidency
that he is famous for. Students will take notes, and I will pose prepared discussionquestions
throughout.
GUIDED PRACTICE “WE DO”
Guide students to independent practice byprovidinganopportunityto workinsmall groups
and practice what wastaught duringthe modeledportionof the lesson.
 Incorporate the use of a collaborative strategyin small groups. Encourage student
accountable talkduring groupdiscussion.
Perform checks for understanding.
15-25 min
I will pass out a “Roosevelt’s PresidencyVideos” worksheet. We willgo through a seriesof
videos (3-4 minutes each), eachone about a different aspect ofRoosevelt’s presidencyWe
will discuss the video as a class, andstudents will answer the questions ontheir worksheet
as we discuss.
INDEPENDENT PRACTICE “YOU DO”
 Assignstudents independent work that is directlyalignedwiththe “I Do” and “We Do”
portions of the lesson.
Circulate aroundthe roomto provide individual support
15-25 min
I will divide the class into groups of 3-4, eachgroupbeing assigneda specific aspect of
Roosevelt’s presidency. Students will create “mini posters” describingtheir assignedtopic.
These mini posters must include animage and a summaryor bulleted list effectively
explaining their topic. Groups will present to the class, while their classmatestake noteson
a preparedchart. Students canask the presenters questions for clarification.
DIFFERENTIATED INSTRUCTION
 Differentiate your instructionto reachthe diversityof learners inyour classroom.
 Pull smallgroups or individuals for more intensive support.
Conduct Center Rotations
Teacher Directed: Having written instructions and verbal instructions.
Independent: Teacher will circulate and provide one on one assistance for struggling
students.
Technology: Technology will be used to provide visual learners with information for the
lesson.
CLOSURE
 Wrap up the lesson andhelpstudents organize the informationlearnedintoa
meaningful context.
5
Min

3. Secondary Lesson Plan Template DCPS.SLP.V.
 Have students reflect onor answer the EssentialQuestion.
Help students connect today’s learning to their bigger goalinthe course.
We will answer the essential questions as class, as well as the higher-order thinking
questions.
HOME-LEARNING
How will students practice what theylearned?Howwill opportunities be providedfor students to maintainmastery
of previouslymasteredskills/concepts?
VocabularyIDs