Lesson 5: Wrap Up
I. Objectives
a. Standard SOL- USI.9: The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war;
b. Learning Objective- Students will be able to model their knowledge the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war through creating a noteworthy American foldable and completing their Think-Tac-Toe project.
II. Materials for Learning Activities
a. Civil War Leaders foldable (found in supporting documents)
b. Different levels of Civil War books for research
c. Think-Tac-Toe choice board (found in supporting documents)
d. Student computers for research with appropriate student websites
e. SmartBoard
f. S.O.L essential information
III. Procedures for Learning Activities (approximately 1 hour)
a. Introduction: Ask students to think-pair-share 1 interesting fact they learned during their Unit on Noteworthy
Americans in the Civil War. (5 minutes)
b. Share with the students that today they will have the opportunity to combine all of their knowledge to create a
Civil War Leaders foldable that will be a great study guide for the upcoming S.O.Ls.
c. Pass out materials and let the students know that we will fold the foldable together and fill out the section
called S.O.L facts as a class (20 minutes)
i. Fold the foldable with the students
ii. Have a discussion with the students about what they think important SOL facts about each noteworthy
American might be
iii. Write them on the smartboard for the students to copy down: Roles of Civil War leaders (taken from the
SOL framework)
1. Abraham Lincoln
a) Was president of the United States
b) Opposed the spread of slavery
c) Issued the Emancipation Proclamation
d) Determined to preserve the Union, by force if necessary
e) Believed the United States was one nation, not a collection of independent states
f) Wrote the Gettysburg Address that said the Civil War was to preserve a government “of the people,
by the people, and for the people”
2. Jefferson Davis
a) Was president of the Confederate States of America
3. Ulysses S. Grant
a) Was general of the Union army that defeated Lee
4. Robert E. Lee
a) Was leader of the Army of Northern Virginia
b) Was offered command of the Union forces at the beginning of the war, but chose not to fight against
Virginia
c) Opposed secession, but did not believe the Union should be held together by force
d) Urged Southerners to accept defeat at the end of the war and reunite as Americans when some
wanted to fight on
5. Thomas “Stonewall” Jackson
a) Was a skilled Confederate general from Virginia
6. Frederick Douglass
a) Was an enslaved African American who escaped to the North and became an abolitionist
d. Re-introduce the Think-Tac-Toe board (document attach)
i. Instruct students that for the remainder of the class they will have the opportunity to finish any of the Think-
Tac-Toe board activities that they have left to do. They can use their notes from the biographies and videos,
their poems, as well as any of the resources in the classroom. (30 minutes)
ii. Let the students know that it is important that they stay focused during this Think-Tac-Toe time. If the
Think-Tac-Toe assignments are not finished today, they will need to be done over the weekend for homework
and are due no later than Monday.
e. While the students are working on their Think-Tac-Toe project I will go around and assist students in choosing
their project, answering any individual questions they might have, and observing their progress
f. Closing: Have the students come back together and ask if any of the students would like to share any of the
work they have done for their Think-Tac-Toe projects (5 minutes)
IV. Assessment-
a. During the lesson-
i. Informal and Formative: I will use the technique of questioning to informally check my student’s
understanding. I will target specific students for specific questions based on their readiness and using varying
levels of questioning from Bloom’s taxonomy. I will do this while discussing the think-pair-share from the
introduction as well as while I walk around during their foldable work
ii. Informal and Formative: While the students are working on their Think-Tac-Toe boards, I will observe their
progress and take anecdotal notes on their progress, and knowledge.
iii. Formal and Summative: Students will work on completing their Think-Tac-Toe choice board. Their
completed 4 choices will be turned in at the end of class (or after the weekend if more time is needed due to
extenuating circumstances like absences) as formal and summative grade for the unit
iv. Formal and Summative: The student’s Civil War Leaders foldable will also be collected and given a grade
based on their effort and their ability to use their classroom and student made research to complete and
assemble the foldable
V. Differentiation and Accommodations
a. Content differentiation by interests and readiness based on the types of resources students have access to. I
have provided picture books, textbooks, encyclopedias, other non-fiction books, articles, as well as Internet
resources and videos complete their Think-Tac-Toe activity. A lot of our students are very interested in media,
which is why it is important to include videos and media prints. Furthermore, print difficulty ranges from picture
books for our ESOL students to more complex biographies and encyclopedias for our students who receive GT
services.
b. Process differentiation by learning profile through table groups and partners when the students paired up to do
research and the think-pair-share introduction.
c. Content differentiation by readiness based on the different levels of questioning I address the students with.
Bloom’s taxonomy offers questions that range from knowledge to evaluation and each level asks for a higher
level of thinking that some students are ready for and other students are not.
d. Product differentiation by learning profile through the Think-Tac-Toe boards. The different rows represent
different multiple intelligences that focus on the strengths of my students. These intelligences include spatial for
all of our artistic students, interpersonal, and kinesthetic for those with strengths in dance and music. The Think-
Tac-Toe board is my high-prep differentiation task that will carry through the entire lesson sequence. A Think-
Tac-Toe board gives students an element of choice while also making sure their tasks align with my objectives.
e. Accommodations- I have made several accommodations for individual students that go beyond the
differentiating I did for the class.
i. For students with learning disabilities, I have created a checklist to help monitor their way through both the
poetry journal entry and think-tac-toe board. This includes showing them what books to look at for specific
information that will help him organize his assignment. I also guided him into a particular think-tac-toe
assignment.
ii. For GT students, I asked them to do the artistic choice in addition to one of the other two choices if they
finish their work ahead of time
iii. For ESOL students. Not only do I guide them to the easier leveled resources, I encourage them to use
the videos and the Internet resources that have been translated into Spanish. I have guided them to the
spatial choice for their think-tac-toe pick.
iv. Allow ADHD students to take frequent breaks and provide fidget sticks
a. Standard SOL- USI.9: The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war;
b. Learning Objective- Students will be able to model their knowledge the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war through creating a noteworthy American foldable and completing their Think-Tac-Toe project.
II. Materials for Learning Activities
a. Civil War Leaders foldable (found in supporting documents)
b. Different levels of Civil War books for research
c. Think-Tac-Toe choice board (found in supporting documents)
d. Student computers for research with appropriate student websites
e. SmartBoard
f. S.O.L essential information
III. Procedures for Learning Activities (approximately 1 hour)
a. Introduction: Ask students to think-pair-share 1 interesting fact they learned during their Unit on Noteworthy
Americans in the Civil War. (5 minutes)
b. Share with the students that today they will have the opportunity to combine all of their knowledge to create a
Civil War Leaders foldable that will be a great study guide for the upcoming S.O.Ls.
c. Pass out materials and let the students know that we will fold the foldable together and fill out the section
called S.O.L facts as a class (20 minutes)
i. Fold the foldable with the students
ii. Have a discussion with the students about what they think important SOL facts about each noteworthy
American might be
iii. Write them on the smartboard for the students to copy down: Roles of Civil War leaders (taken from the
SOL framework)
1. Abraham Lincoln
a) Was president of the United States
b) Opposed the spread of slavery
c) Issued the Emancipation Proclamation
d) Determined to preserve the Union, by force if necessary
e) Believed the United States was one nation, not a collection of independent states
f) Wrote the Gettysburg Address that said the Civil War was to preserve a government “of the people,
by the people, and for the people”
2. Jefferson Davis
a) Was president of the Confederate States of America
3. Ulysses S. Grant
a) Was general of the Union army that defeated Lee
4. Robert E. Lee
a) Was leader of the Army of Northern Virginia
b) Was offered command of the Union forces at the beginning of the war, but chose not to fight against
Virginia
c) Opposed secession, but did not believe the Union should be held together by force
d) Urged Southerners to accept defeat at the end of the war and reunite as Americans when some
wanted to fight on
5. Thomas “Stonewall” Jackson
a) Was a skilled Confederate general from Virginia
6. Frederick Douglass
a) Was an enslaved African American who escaped to the North and became an abolitionist
d. Re-introduce the Think-Tac-Toe board (document attach)
i. Instruct students that for the remainder of the class they will have the opportunity to finish any of the Think-
Tac-Toe board activities that they have left to do. They can use their notes from the biographies and videos,
their poems, as well as any of the resources in the classroom. (30 minutes)
ii. Let the students know that it is important that they stay focused during this Think-Tac-Toe time. If the
Think-Tac-Toe assignments are not finished today, they will need to be done over the weekend for homework
and are due no later than Monday.
e. While the students are working on their Think-Tac-Toe project I will go around and assist students in choosing
their project, answering any individual questions they might have, and observing their progress
f. Closing: Have the students come back together and ask if any of the students would like to share any of the
work they have done for their Think-Tac-Toe projects (5 minutes)
IV. Assessment-
a. During the lesson-
i. Informal and Formative: I will use the technique of questioning to informally check my student’s
understanding. I will target specific students for specific questions based on their readiness and using varying
levels of questioning from Bloom’s taxonomy. I will do this while discussing the think-pair-share from the
introduction as well as while I walk around during their foldable work
ii. Informal and Formative: While the students are working on their Think-Tac-Toe boards, I will observe their
progress and take anecdotal notes on their progress, and knowledge.
iii. Formal and Summative: Students will work on completing their Think-Tac-Toe choice board. Their
completed 4 choices will be turned in at the end of class (or after the weekend if more time is needed due to
extenuating circumstances like absences) as formal and summative grade for the unit
iv. Formal and Summative: The student’s Civil War Leaders foldable will also be collected and given a grade
based on their effort and their ability to use their classroom and student made research to complete and
assemble the foldable
V. Differentiation and Accommodations
a. Content differentiation by interests and readiness based on the types of resources students have access to. I
have provided picture books, textbooks, encyclopedias, other non-fiction books, articles, as well as Internet
resources and videos complete their Think-Tac-Toe activity. A lot of our students are very interested in media,
which is why it is important to include videos and media prints. Furthermore, print difficulty ranges from picture
books for our ESOL students to more complex biographies and encyclopedias for our students who receive GT
services.
b. Process differentiation by learning profile through table groups and partners when the students paired up to do
research and the think-pair-share introduction.
c. Content differentiation by readiness based on the different levels of questioning I address the students with.
Bloom’s taxonomy offers questions that range from knowledge to evaluation and each level asks for a higher
level of thinking that some students are ready for and other students are not.
d. Product differentiation by learning profile through the Think-Tac-Toe boards. The different rows represent
different multiple intelligences that focus on the strengths of my students. These intelligences include spatial for
all of our artistic students, interpersonal, and kinesthetic for those with strengths in dance and music. The Think-
Tac-Toe board is my high-prep differentiation task that will carry through the entire lesson sequence. A Think-
Tac-Toe board gives students an element of choice while also making sure their tasks align with my objectives.
e. Accommodations- I have made several accommodations for individual students that go beyond the
differentiating I did for the class.
i. For students with learning disabilities, I have created a checklist to help monitor their way through both the
poetry journal entry and think-tac-toe board. This includes showing them what books to look at for specific
information that will help him organize his assignment. I also guided him into a particular think-tac-toe
assignment.
ii. For GT students, I asked them to do the artistic choice in addition to one of the other two choices if they
finish their work ahead of time
iii. For ESOL students. Not only do I guide them to the easier leveled resources, I encourage them to use
the videos and the Internet resources that have been translated into Spanish. I have guided them to the
spatial choice for their think-tac-toe pick.
iv. Allow ADHD students to take frequent breaks and provide fidget sticks