Daily Lesson Plan Template: Form A

Course Name: U.S. History Predominant Grade Level: 11 Date of Instruction: Teacher: Patterson, Andrew Block(s): 1,3,4,5,6,7,8

What do you want students to know?

Details or Learning Target: I can: --be introduced to the fives themes of the 1920s --analyze how womens suffrage and prohibition were linked together

Block Segment #1
Approximate Time Instructional Segment Description of Instructional Strategies 10 minutes Warm-up Warm Up Show students a slideshow of controversial pictures from the 1920s and ask them to right down their thoughts. 15 minutes Notes Over Five Themes from 20s Introduce the five themes that we will cover over the next the two weeks. (Nativism, Harlem Renaissance, Prohibition, Trials, Inventions) Resources: Projector

Block Segment #2
Approximate Time Instructional Segment Description of Instructional Strategies Resources Needed Presentation

Block Segment #3
Approximate Time Instructional Segment Description of Instructional Strategies 30 Minutes Engagement/Explanation Documentary Over 1920s Show students the documentary that covers the five themes that from the 1920s unit. If students are not paying attention pass out the accompanying video guide. 25 Minutes Womens Issues Reading/Primary Documents Hand out the Womens Issues/Prohibition packet to the students. Instruct the students to write in complete sentences and to show their thinking on their documents. Resources Needed Video

Block Segment #4
Approximate Time Instructional Segment Description of Instructional Strategies

Resources Needed Packets

Effective Sequence of Instruction (Instructional Segments) in a Block Classroom

Instructional Segment Warm Up Engagement Exploration Explanation Practice Evaluation Closure

Description/Purpose Gives students an activity to focus their attention while administrative procedures (taking attendance, talking to individual students, etc) are completed Segment of instruction designed to arouse interest in students regarding content of the lesson Allows students opportunities to interact with the content in various ways to analyze information, make inferences, draw conclusions, etc. Gives students and teachers the opportunity to present information in a way that confirms ideas, redirects, debunks misconceptions, etc Opportunities for students to interact with the content in groups or alone to solidify ideas Multiple ways for the teacher to determine how well students understand the material presented Brings closure to the lesson; provides a bridge to the next lesson

In a block class period, at least three different transitions to different instructional segments with different instructional strategies are expected. Transitions signify a change in the type of instruction. See Glossary of Instructional Strategies for examples/ideas.