Lesson Sketch Day #1

Name: Edward Barringer

Grade Level & Subject: 8th Grade Social Studies
Brief explanation of how this lesson connects to assessment(s) or instruction from the previous day: (For the first
lesson this can be based on a goal from a CT or from your own experience, an assessment or a curriculum map from
a district)

Lesson Objective(s)
Materials Teacher Needs
Materials Students Need
Anticipating Student Needs

Discover North Carolina Nicknames and

what they mean
PowerPoint / Handout
Pencil
Lighting/Desk Arrangement

Instructional Sequence / Procedures: What activities will take place

during this lesson? (Note: Use bullet points to outline your ideas.)

Number
of
Minutes

Hook / Warm-up: How will you set the purpose for the lesson? Ask
the students what state nicknames are they familiar with ask them
about college mascots if they are stumped. Find out who knows
about Rip Van Winkle?

5 min

Modeling: What will you show students how to do? Go over the
handout and questions pertaining to Why was N.C. known as the
rip van Winkle State

10 min

Guided Practice: What will you engage in together as a class or

30 min

small group? Students will read the handout and answer the
questions, either within their desk group or on their own. Teacher
will float from group to group and answer any questions the
students may have.
Independent Practice: What will students do on their own? Read
and answer questions

10 min

Summary / Closure: How will you wrap-up the lesson? Answer the
questions together by asking for volunteers to give the class the
correct answer.

5 min

EDU 4010.OL1 Barringer 10-Day Unit

Formative Assessment: How will you know what students learned /

if they met the lesson standard(s) and objective(s)? Teacher
collects the completed handouts or students will finish at home.
Teacher will review work and count towards a homework/seatwork
grade.

After class

EDU 4010.OL1 Barringer 10-Day Unit

Lesson Sketch Day #2

Name: Edward Barringer
Grade Level & Subject: 8th Grade Social Studies
Brief explanation of how this lesson connects to assessment(s) or instruction from the previous day: This lesson
connects from yesterday by placing the Jackson Presidency in relationship to what was happening in N.C.

Lesson Objective(s)
Materials Teacher Needs
Materials Students Need
Anticipating Student Needs

Discover Who was Andrew Jackson

Powerpoint, WebQuest Sheet
Pencil, Class Computers
Trouble signing on, trouble typing in the
correct websites

Instructional Sequence / Procedures: What activities will take place

during this lesson? (Note: Use bullet points to outline your ideas.)

Number
of
Minutes

Hook / Warm-up: How will you set the purpose for the lesson? Talk
about how controversial Jackson was, a military leader, a slave
owner, a duelist, a polygamist (?), a President

5 min

Modeling: What will you show students how to do? Teacher will
demonstrate how to enter in the correct information to arrive at the
correct websites.

10 min

Guided Practice: What will you engage in together as a class or

30 min

small group? Students will answer questions on the webquest

through their research of the websites listed. Teacher will float
from group to group to check on progress and answer any
questions the students may have.
Independent Practice: What will students do on their own?
Research Andrew Jackson and answer questions on webquest.

Same 30
min

Summary / Closure: How will you wrap-up the lesson? Play The
Battle of New Orleans a song about Andrew Jackson winning the
battle in 1814.

10 min

EDU 4010.OL1 Barringer 10-Day Unit

Formative Assessment: How will you know what students learned /

if they met the lesson standard(s) and objective(s)? Take up the
completed webquest sheets or have the students turn them in as
homework the next day. Review answers and grade the papers as
homework/seatwork.

After Class

EDU 4010.OL1 Barringer 10-Day Unit

Lesson Sketch Day #3

Name: Edward Barringer
Grade Level & Subject: 8th Grade Social Studies
Brief explanation of how this lesson connects to assessment(s) or instruction from the previous day:

Lesson Objective(s)
Materials Teacher Needs
Materials Students Need
Anticipating Student Needs
Instructional Sequence / Procedures: What activities will take place
during this lesson? (Note: Use bullet points to outline your ideas.)

Number
of
Minutes

Hook / Warm-up: How will you set the purpose for the lesson?

Modeling: What will you show students how to do?

Guided Practice: What will you engage in together as a class or
small group?
Independent Practice: What will students do on their own?

Summary / Closure: How will you wrap-up the lesson?

Formative Assessment: How will you know what students learned /

if they met the lesson standard(s) and objective(s)?

EDU 4010.OL1 Barringer 10-Day Unit