West Virginia State University

College of Professional Studies: Department of Education

Teacher Candidate: Ashley Setterstrom
Date: October
14, 2016
School: Capital High School
Grade/Subject:
10th Grade / U. S. History
Lesson Topic: The Anatomy of Revolution & Wars End and
Lasting Effects Kahoot! Game
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
End of and Effects of the American Revolution and The Anatomy of
Revolution
Focus question: What did the Revolution accomplish, and what ideas
did it set in motion?
Students will: Assess what the American Revolution accomplished and
what ideas it set in
motion.
Identify how the Revolution inspired other groups.
Assess the impact of the American Revolution on other
countries.
WV CSOs
SS.10.H.CL2.1: explain the impact of the Declaration of Independence
and the American Revolution on the American colonies and on the
world.
SS.9-10.L.2: determine in the central ideas or information of a primary
or secondary source: provide an accurate summary of how key events
or ideas develop over the course of the text.
SS.9-10.L.3: analyze in detail a series of events described in a text;
determine whether earlier events caused later ones or simply preceded
them.
SS.9-10.L.4: determine the meaning of words and phrases as they are
used in a text, including vocabulary describing political, social, or
economic aspects of history/social studies.
SS.10.C.1: compare various citizens responses to controversial
government policies and actions by monitoring and debating
government decisions and create a cooperative and peaceful solution
to controversial government policies and actions.
SS.10.H.CL1.3: identify and examine European colonial rivalries (e.g.,
conflicting land claims, empire building, etc.). Treaty of Paris, Treaties
at Fort Stanwix and whatever

SS.9-10.L.4: determine the meaning of words and phrases as they are

used in a text, including vocabulary describing political, social, or
economic aspects of history/social studies.
NATIONAL STANDARDS
I. Culture Social: Learners can
a. explore and describe similarities and differences in the ways groups,
societies, and cultures address similar human needs and concerns;
b. give examples of how experiences may be interpreted differently by
people from diverse cultural perspectives and frames of reference;
d. compare ways in which people from different cultures think about
and deal with their physical environment and social conditions;
e. give examples and describe the importance of cultural unity and
diversity within and across groups.
II, Time, Continuity, & Change: Learners can
a. demonstrate an understanding that different people may describe
the same event or situation in diverse ways, citing reasons for the
differences in views;
b. demonstrate an ability to use correctly vocabulary associated with
time such as past, present, future, and long ago; read and construct
simple timelines; identify examples of change; and recognize examples
of cause and effect relationships;
c. compare and contrast different stories or accounts about past
events, people, places, or situations, identifying how they contribute to
our understanding of the past;
e. demonstrate an understanding that people in different times and
places view the world differently;
f. use knowledge of facts and concepts drawn from history, along with
elements of historical inquiry, to inform decision-making about and
action-taking on public issues.
MANAGEMENT FRAMEWORK
Overall Time - 45 minute lesson
Time Frame
15 minute recap of Wars End and Lasting Effects and
The Anatomy of
Revolution
20 Kahoot! game covering all of the material that will be on
their
assessment
10 minute recap of how the concepts are related, before
lunch
announcements, and reminder of
assessment coming Monday
STRATEGIES
Teacher led discussion, independent practice with Kahoot!
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

Visual provided via Kahoot! on the Smart Board and answer selection by
students via iPads
Audio provided by my speaking and student discussion
There is a child in the class who has a hearing impairment and I will speak
into a microphone.
PROCEDURES
Introduction/ Lesson Set First 5 Minutes
Cell phones put away and iPads out and ready with Kahoot! pulled up
and ready to go
Hold class discussion of all the material we have covered and the
importance of all the information the students put in their foldables
Body & Transitions
Play Kahoot! using questions from their assessment which covers the
class objectives, WV CSOs, and NCSS standards
Closure
Before lunch announcements and recap of information and concepts
during last 10 minutes of class via participatory discussion and inform
students of what we will do in class on Monday (another round or two
of Kahoot! and their assessment)
ASSESSMENT
Diagnostic:
Kahoot! scores
Formative:
Student feedback to answers while playing Kahoot!
Summative:
Will come the following day and is attached to Lesson Plan A
MATERIALS
Smart Board
iPads
Internet
Kahoot! app
EXTENTED ACTIVITIES
If Student Finishes Early
This days lesson is Part 3 to a 3-day lesson and the bulk of this class consists
of a Kahoot! game. It will begin with a fifteen minute class discussion of all
the information that has been covered and review of the students foldables.
We will continue on to Kahoot! and play for the remainder of class. Should
students finish early, they will get into pairs or groups and study their
foldables for their assessment the following day.
If Lesson Finishes Early
This is Part 3 to a 3-day lesson and the majority of this class consists of a
Kahoot! game. Should the lesson finish early, I will do a review of their
foldables via class discussion until class is over.

If Technology Fails
Should technology fail, we will create a timeline on the white board using
their foldables since we would not have access to Kahoot!
POST-TEACHING
Reflections
Today went well! Class was interrupted by an active shooter drill so we only
got through one game of Kahoot! Instead of playing 2-3 rounds as planned,
the students and I had a discussion on the concepts while we were outside
waiting to be told we could re-enter the building. I'll do Kahoot! with them
again Monday before their assessment. Im looking forward to seeing how
they do!
Data Based Decision Making
Kahoot! scores are attached. While it looks like some students didnt
participate at all, they did. Some students logged in and played individually,
some students chose to play in pairs and logged in under one name, and
some others logged in individually but paired up with someone after so they
have no scores recorded.
Based on the scores from Kahoot!, I was able to see some students were still
struggling with a few concepts, especially differentiating the factors for
British losses in the South and Great Britain's loss of the war as a whole. I'm
going to play it again once or twice more before their assessment on Monday,
especially since we only had time to play one round today.
Differentiating Instruction for
Students with Special Needs
Please describe all that apply:
Needs-Based Planning
Learning Differences
Sensory Differences
Some students are better visual learners
and some are better audio learners. Both
of these will be addressed through a
PowerPoint and student created foldable,
and my speaking and class discussion.
Attention Differences
Hands on activities provided for those
who prefer it.

Behavioral Differences

Motivational Differences

Ability Differences
One student has a hearing impairment.
Mr. Cox speaks into a microphone during
this class and I will do the same. The
student is capable of lip-reading so I will
also make sure that I stay in the students
sight at all times throughout the class

period.
Physical Differences

Cultural Differences

Communication Differences

Enrichment

Multiple intelligence addressed (check all that apply):

X
Verbal/linguistic
Naturalist
Spatial
Interpersonal
Logical/mathematical
X
Intrapersonal
Bodily-kinesthetic
Existential
Musical
Others (explain):