GENEVA COLLEGE

BEAVER FALLS, PA
LESSON PLAN FORMAT
NAME: Kai Todd DATE: 3/3/2021

SUBJECT: U.S. History GRADE LEVEL:

9

I.TOPIC AND GENERAL GOAL

Gettysburg (Day Two)

II. REFERENCE TO PA OR COMMON CORE STANDARDS

Standard - 8.2.9.B -
Compare the impact of historical documents, artifacts, and
places in Pennsylvania which are critical to U.S. history.

Standard - 8.2.9.D -
Interpret how conflict and cooperation among groups and
organizations in Pennsylvania have influenced the growth and
development of the US.
● Military conflict

Standard - 8.2.9.B -
Compare the impact of historical documents, artifacts, and
places in Pennsylvania which are critical to U.S. history.

Standard - 8.3.9.B -
Compare the impact of historical documents, artifacts, and
places which are critical to the U.S.

Standard - 8.3.9.D -
Interpret how conflict and cooperation among groups and
organizations have impacted the growth and development of
the U.S.
● Military conflict

III. LESSON OBJECTIVES - OBJECTIVES MUST BE WRITTEN USING OBSERVABLE

VERBS

The students will be able to compare how Day One’s

battlefields were different from those on Day Two.
IV. MATERIALS
Google Meets
Google Slides
Google Classroom
“Gettysburg” movie
SmartFutures.org

V. A. INTRODUCTION

Good day class. Today, we are going to start Day Two of the
Battle of Gettysburg. We are going to take notes for the
second half of class, but first we need to get caught up on
the movie.

B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)

First, the teacher will begin class by starting the movie

where the students left off.

Second, the teacher will skip around in the movie in order

to show the things that are most important.

Third, the teacher will allow the movie to run for

approximately fifteen minutes.

The students will take notes on the scenes presented in the

movie as it plays.

Fourth, the teacher will begin the presentation on Day Two

of the Battle of Gettysburg.

Fifth, the teacher will do some spiral review of the first

day of the battle.

Sixth, the teacher will explain how the “high ground” was
the most important advantage that the Union had at the
battle.
 Seventh, the teacher will describe the events of Devil’s Den
and the brutal fighting that took place there.

Eighth, the teacher will explain the events of Little Round

Top and the heroic actions of Col. Chamberlain.

Ninth, the teacher will conclude the presentation with the

events at Cemetery Hill on July 2, 1863.

C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS,

PRODUCTS, OR LEARNING ENVIRONMENT)

Process - The process is differentiated in that the students

have a variety of means of representation in the lesson. For
visual learners, pictures are included on the PowerPoint.
Auditory learners are also supported because they are provided
with audio in the lecture from the teacher. Additionally,
visual learners may benefit from seeing the reenactment of the
battle in the video.

D. CLOSURE (SUMMARY)

Tomorrow, we are going to work on an activity called Smart

Futures, which is a graduation requirement for all PA
students. After we work on Smart Futures, we will continue
our movie.

VI. ASSESSMENT/EVALUATION

Students will be assessed on their ability to compare the

differences between Day One and Day Two of the Battle of
Gettysburg. This will be assessed using the Gettysburg Test.

VII. MODIFICATIONS AND/OR ACCOMMODATIONS

Multiple students have accommodations for preferential seating
throughout the day. Those who do sit near the front of the
room. Students who have a reading disability have the
opportunity to use the note sheet that the teacher uploads to
the Google Classroom before class. Similarly, students who sit
near the back of the room can use the PowerPoint available on
 Classroom in order to see the slides more clearly. Guided notes
are also given to students in order to help structure students
who have difficulty writing for extended periods of time.

VIII. SELF-EVALUATION
I think that this lesson went okay. My spacing for the movie
followed by the notes went exactly as planned and we were
able to complete everything that we needed for the day.
However, I have noticed that as I present throughout the
day, I sometimes edit what I tell each class. All of the
base information is the same, but my explanations of the
events progress as I move through the periods. I do not
think this is necessarily a bad thing, but it does change
how much time I spend on each bit of content. We are also
behind on the movie so I am planning to trim back the amount
of notes that I will give in the following week in order to
allocate more time for the movie. The movie is conveying the
same information as I am, but on a larger scale. That was
one of the main reasons that I added notes to this section
of the unit. I wanted to be able to give the students the
most important information before watching the movie so that
I could point them out when they arrived on-screen.