1. Kayla Napier
CI 350
Harold Blanco
September 29, 2013
Lesson One
I.
Analyzethe Learners:I will be teaching a class of twenty-five fifth grade students
who are between the ages of ten and eleven years old.There are twelve girls and
thirteen boys, four of whom are African Americans.Overall, my students will learn in
a variety of ways. Thus,I will be incorporating several teaching strategies in order to
ensure that all of my students can easily comprehend the material.
II.
State Objectives:My fifth grade students will list and describe theeconomic and
cultural differences between the North and South prior to the Civil War by utilizing
cooperative learning groups, role-play,online research,maps, videos, blogs, and
journaling by the end of the day with 95% accuracy.
III.
Select Methods, Media, and Materials: In order to appeal to a variety of learning
styles,I will be utilizing the following media, methods, and materials throughout this
lesson:
Computer Lab: The students will be using computers to research information
regarding the cultural and economic differences of the North and South.
Role-play: As one of my activities, I will allow students to share the
information they have gathered regarding the different ways of life in the
North and South through the utilization of role-play.
Maps: I will display maps of the North and South prior to the Civil War

2. Digital Story Telling Video and Instructional Video:I will incorporate my digital
storytelling video as well as an instructional video to depict the differences
between the North and South.
Blogs: Students will create a blog about life prior to the Civil War.
IV.
Utilize Media and Material: Prior to class, I will preview all materials and electronic
devices that will be incorporated into the lesson. Also, I will prepare a checklist of
the criteria that my students will be required to incorporate into their journal
entries/blogs.I will then divide the classroom into two large areas labeled the North
and the South. Thus, I will have the tables grouped together in each “section” of the
room, which will allow for group collaboration. When arranging the seating, I will
leave plenty of space at the front of the classroom for role-play/reenactment.
V.
Require Learner Participation: To introduce the lesson, we will have a class
discussion regarding the economic and cultural differences of the North and South
prior to the Civil War. To make this class discussion more meaningful, I will display a
map to denote the geographical differences and similarities between the two
regions of the country that may have influenced the life styles and economies of
those living in the North and South.(This will appeal to my visual learners.) I willthen
incorporate my digital storytelling video and instructional video to further explain
the rising tension between each region. Following whole-class instruction, I will
divide the class into two large sections labeled as the North and South. Students
from each group will then research their region’s economy and culture, including
facts about an individual’s average salary, types of employment, housing, average

3. educational status, and agriculture. After researching this information, each student
will then write a blog, whichmust contain facts from the his or her research and
must be set in that time period explaining what life was like in that region prior to
the war. After everyone has completed this assignment, I will allow volunteers to
reenact what they believe life may have been like at that time. This will help the
students to differentiate between the different ways of life in the North and South,
which ultimately resulted in tension and sectionalism.
VI.
Evaluate and Revise: To evaluate my students and check for comprehension, I will:
Circulate throughout the room asking students questions,
Check for student participation,
Grade student blogs as to whether or not they contain:
o Facts from research (including salary, housing, educational status of
people living in that region)
o Written from a historic perspective
o Consists of two paragraphs