Lesson Plan Presentation from 11-22-17

In class Clint Finkemeier presented his lesson plans based on High school Social Studies. His first lesson was estimated for 1 hour and 30 minutes. Lesson 1 was based on the "Compromises Leading Up to The Civil War". I thought his standards were used well and his objective was good only there was either a shaky or no condition and no degree used; from what I could tell. The anticipatory set seemed more like direct instruction. I though that maybe he could either show a clip on the damage the Civil War did or a poem about compromises; or maybe even a picture...ahhhahhh. The picture could be gruesome though. I found a poem on this site: Poetry Soup

Time Of Disturbance

by Robinson Jeffers

 The best is, in war or faction or ordinary vindictive
 life, not to take sides.

Leave it for children, and the emotional rabble of the
 streets, to back their horse or support a brawler.

But if you are forced into it: remember that good and
 evil are as common as air, and like air shared
By the panting belligerents; the moral indignation that
 hoarsens orators is mostly a fool.

Hold your nose and compromise; keep a cold mind.
 Fight,
 if needs must; hate no one.
 Do as God does,
Or the tragic poets: they crush their man without hating
 him, their Lear or Hitler, and often save without
 love.

As for these quarrels, they are like the moon, recurrent
 and fantastic.
 They have their beauty but night's
 is better.

It is better to be silent than make a noise.
 It is better
 to strike dead than strike often.
 It is better not
 to strike.

These were some things I thought might be good hooks, or maybe explain the picture. I liked Clint's idea for the preassessment of using the KWL approach and I also liked his input portion. At first I wondered what kind of thinking map he wanted to use; but then at the end he gave us an example of the flow chart map he intended on using. I did like that he used group work for guided practice. Then they got to give presentations so everyone gets the information, but has less work to do. One thing I wondered about was on the independent practice; if writing only a paragraph was going to be enough for High school students. I would consider maybe a one page paper even or 2-3 paragraphs. I also noticed that Clint's closure is listed before his independent practice. I didn't know if he intended it that way or not. He did well on the remedial and enrichment learning sections. I thought he also showed good use of Bloom's Taxonomy. I really liked the idea of the interactive maps on his plan. 

The next lesson plan by Clint was also gauged to take 1 hour and 30 minutes long; for High school students and was based on "Key Issues Involving Slavery Leading Up to The Civil War". I really felt like he was missing the degree portion in his objective; but showed a good use of the standards. I liked that he remembered to include the book that they were referencing in his materials list. I think as a suggestion for Clint's anticipatory set; a true slave revolt story told by a former slave would be a good hook. I found this video, but it may take a few seconds to load: 

I did like the review that Clint did for his preassessment. I thought that was a good idea. However, I didn't understand if the students were supposed to be reading the whole book of "Uncle Tom's Cabin" or what portion; when he was talking about it in his input section. Once again I liked the idea of group work in the guided practice; but was still wondering about why his closure was before the independent practice. Also I thought his use of Bloom's Taxonomy on this lesson plan was good as well. Overall I thought it was a solid lesson plan and only needed a few tweaks. Thank you for sharing your presentation Clint.