Lesson Procedure Detail Examples

Videotaped Skits

Day 1
1. Students will be placed in eight pre-arranged groups of four.
2. Provide students with a photograph or placard which represents their assigned group
3. Tell students that they will be creating a mini-drama depicting the experiences of a certain group in American society during
the Great Depression.
4. Each of the four students will have an assigned role. One students will be the Director, one student will be the script manager, one
student will be the Props Manager, and one student will be the stage manager.
5. Provide students information regarding their roles and responsibilities for each of their roles.
6. Allow students about five minutes to just look at their picture/placard and imagine they were the people in the picture. Ask
students to brainstorm what they see, hear, smell, feel, and touch.
7. Let students share their ideas with their group mates.
8. Provide students with handout resources regarding the problems faced by each group, as well as other resources that the
students can go for information--the web, library, books, etc.
9. Allow students one night to complete research and bring ideas to class regarding three key issues faced by the group.


DAY 2
10. Provide students with information regarding how to create their scripts and scene boards.
11. Each group will synthesize their ideas regarding their brainstorms as well as information they have researched.
12. Groups will decide or vote or otherwise come to an agreement regarding the three key issues they want to portray.
13. Groups will create a scene board and script for a 3-5 minute skit which portrays the three key issues decided upon by the
students.
14. Groups will make their props and rehearse their skits.


DAY 3
15. Students will be given time to rehearse their skits and set up their props.
16. Each group will perform their skits for the rest of the class.
17. Each skit will be videotaped by the teacher.
18. During the performances, students in the audience will fill out graphic organizers which identify the group they are observing
as well as the three key issues that they see from the skit.
19. Students and teacher will debrief with questions and discussion.

 

20th Century America -Research Project- PowerPoint

DAY 1
(1) All students must complete their research paper before they can create their
Powerpoint Presentation.
(2) Students who researched the same era should be placed in pairs.
(3) Students must brainstorm ideas from specific data collected for the research
paper for their presentation. Students may want to compile a list or make a graphic
organizer of their ideas.
(4) Students must narrow their list down to 10 choices.
(5) Group members must create a flow chart of Powerpoint Presentation slides.
Students should roughly sketch out each slide on a piece of paper before beginning.

DAY 2 (In Computer Lab)
**There are 18 computers in the lab. There are 36 students. Students are familiar
with Powerpoint.
***Students have already brainstormed ideas for their slide presentation. Show
students how to use the Internet to find pictures for (1) Show students how to use a search engine on the Internet to find pictures to
include in their slides.
(2) Provide a list of websites for students to use, such as Google images.
(3) Show students how to copy, paste, and save images to the desktop/harddrive.
(4) By the end of this session, all groups should have images they want to use in the
Powerpoint Presentation saved in their file.

DAY 3 (In Computer Lab)
(1) Ask students to raise their hands if they've used Powerpoint before (find out who
can be your helpers).
(2) Pass out handout on basic Powerpoint directions.
(3) Show students how to create a slide, insert a new slide, backgrounds, textboxes and
pictures.
(5) Show students how to insert pictures into a slide as well as manipulate size and
placement on page.
(6) Each student in the group must prepare a minimum of 5 slides. Each slide must
include the following:
-Colorful Background
-Picture(s)
-Animation/Sound
-Textbook w/brief explanation
(7) Students must save their Powerpoint Presentation to the Desktop or put it in
their school account folder.

DAY 4 (In Computer Lab)
(1) Show students how to incorporate animation and sounds on the slides.
(2) Students need to complete their Powerpoint Presentation.
(3) Students must save their Powerpoint Presentation to the Desktop or put it in
their school account folder.

DAY 5
(1) Upload the Powerpoint Presentations.
(2) Nine groups will present their Powerpoint Presentations to the rest of the class.
(3) Students in the audience must complete an observation form for each
Powerpoint presentation.

DAY 6
(1) Upload the Powerpoint Presentations.
(2) Nine groups will present their Powerpoint Presentations to the rest of the class.
(3) Students in the audience must complete an observation form for each
Powerpoint presentation.

 

Reconstruction Amendments
DAY 1
(1) Students will be placed in groups of three from a predetermined list.
(2) Students must read the actual text of the 13th , 14th, and 15th Amendments silently, and decide amongst themselves which amendment they would like to research (each group member must have a different amendment).
(3) As a group, students must brainstrom why they think these amendments were created, and determine its intention.
(4) Once they have created a list or graphic organizer, the students must read the section in their textbook about the creation of these amendments.

DAY 2
(1) Review SOAP, (Source, Occasion, Audience, Purpose), with students.
(2) Practice SOAP with students using a political cartoon about immigration: "Hands off, gentleman".
(3) Pass out the Primary Source Toolbox handout.
(4) Pass out handout on proper citation of sources.
(5) Show students how to cite the political cartoon.
(6) Have students practice citing with their textbook. Be sure to tell student that they must use proper citation in their project.
(7) For homework, students cite 5 different sources (newspapers, magazines, other textbooks, book, etc.)

DAY 3
(1) Prior to taking the students to the library, pull some books about what life was life for slaves in the South prior to the Civil War.
(2) Also, bring in information from the Internet, for example, letters from slaves to other family members.
(3) Students must use at least 5 different sources, 2 of those must be primary sources.
(4) Students must complete the Check-Up Sheet and at least one annotated bibliography to receive full credit for that day.

DAY 4
(1) Students need to analyze their primary sources.
(2) Review the Levels of Questioning handout.
-What was slave life like prior to the Civil War?
-What was it like after the war?
-What was each amendment suppose to accomplish?
-What were some changes and effects that the
amendments did create?
-Do you think your amendment accomplished what it
set out to do? Why or why not? Explain.

DAY 5
(1) Students must work in groups to create the format of their presentation on paper.
(2) Students must decide how they want the material presented on each page and have their ideas written down. (This will help organize their information before they actually create the Powerpoint Presentation).

DAY 6 (In Computer Lab)
**There are 18 computers in the lab. There are 36 students. Students are familiar with Powerpoint.
***Students have already brainstormed ideas for their slide presentation. Show students how to use the Internet to find pictures for their presentation.(1) Show students how to use a search engine on the Internet to find pictures to include in their slides.
(2) Provide a list of websites for students to use, such as Google images, Yahooligans, Webshots.com.
(3) Show students how to copy, paste, and save images to the desktop/harddrive.
(4) By the end of this session, all groups should have images they want to use in the Powerpoint Presentation saved in their file.

DAY 7 (In Computer Lab)
(1) Ask students to raise their hands if they've used Powerpoint before (find out who can be your helpers).
(2) Pass out handout on basic Powerpoint directions.
(3) Show students how to create a slide, insert a new slide, backgrounds, textboxes, and pictures.
(4) Show students how to insert pictures into a slide as well as manipulate size and placement on page.
(5) Each student in the group must prepare a minimum of 5 slides. Each slide must include the following:
-Colorful Background
-Picture(s)
-Animation/Sound
-Textbook w/brief explanation
(6) Students must save their Powerpoint Presentation to the Desktop or put it in their school account folder.

DAY 8 (In Computer Lab) (1) Show students how to insert sound and animation into their slide show.
(2) Students need to complete their Powerpoint Presentation.
(3) Students must save their Powerpoint Presentation to the Desktop or put it in their school account folder.

DAY 9 (In Classroom)
(1) Upload the Powerpoint Presentations.
(2) Six groups will present their Powerpoint Presentations to the rest of the class.
(3) Students in the audience must complete an observation form for each Powerpoint presentation.

DAY 10 (In Classroom)
(1) Upload the Powerpoint Presentations.
(2) Six groups will present their Powerpoint Presentations to the rest of the class.
(3) Students in the audience must complete an observation form for each Powerpoint presentation.
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