Missouri Compromise/ Era of Good Feeling Lesson Plan

Teacher Candidate: Phillip Tan

Subject US History Grade Level: 8th Mentor: John Sullivan

Central Focus Describe the important They will be able to explain what the Era of Good Feeling is
understandings and core and identify and explain what the Missouri Compromise is
concepts that you want students about.
to develop over the course of the
learning segment/lesson. What
are they going to learn?

Standard: Using the TEKS as guidance, what TEKS…

standard(s) do you want your
students to master?)
https://tea.texas.gov/curriculum/
teks/
Deconstructing/
Unpacking the Standard(s)
Determine key verbs:
Identify and underline key verbs
within the standard and/or
element(s).
Identify concepts and skills
students will need to know,
understand, and be able to do to
reach proficiency.
(21)The student understands the importance of the
expression of different points of view in a constitutional
republic. The student is expected to:
(C) summarize historical events in which compromise
resulted in a resolution such as the Missouri Compromise,
Compromise of 1850, and Kansas-Nebraska Act.
(5)The student understands the challenges confronted by
the government and its leaders in the early years of the
republic and the Age of Jackson. The student is expected
to:
(E) identify the foreign policies of presidents Washington
through Monroe and explain the impact of Washington's
Farewell Address and the Monroe Doctrine;

Objective: Targets must be aligned to the I can…

TEKS and with the assessment(s);
targets should be stated as Summarize the Missouri Compromise and Era of Good Feeling
measurable in student friendly under President James Monroe
language. What will students be
able to do? Use “I can”
statements . You cannot change
the verb or content. ***Reminder -
Verb alignment present in
standard, objective and
assessment***

Sub-Objectives: How will you connect to past
learning? What key vocabulary
and/or academic language
needs to be reviewed or
introduced?
If applicable: What images will
you use for key vocabulary? What
sentence starters might be
helpful?
Connection to past learning (previous TEKS)
This lesson is connected to our previous lessons because
we have been learning about the James Monroe
presidency.
Key Vocabulary/Academic Vocabulary to include in the
lesson:
James Monroe, Missouri Compromise, Era of Good Feeling,
War of 1812. Partisan, Panic of 1819

ELPS, if applicable: (Put Include #s, letters and full- ELPS

NA if Not Applicable) verbiage
https://ipsi.utexas.edu/EST/files/ NA
standards/ELPS/ELPS.pdf

Language Objective based Use the format: “ I can…” I can …

on ELPS: (TSWBAT…), If
applicable (Put NA if Not
Applicable)
Assessments: How will you summatively and
formatively assess student
mastery? For formative
assessment, just generally
describe what you will be doing.
Specific questions will be
included later in the lesson plan.
What are your plans for adjusting
the pacing of the unit for
struggling learners?
❏ Summative
Assessment:
❏ Formative
Assessment:
❏ Plan for adjusting
pacing for struggling
learners
NOTE: The summative
assessment might not be a part
of this lesson..
Materials/Technology/ Describe the materials,
Resources needed for the technology, and resources
lesson: needed for the lesson
Managing Student ❏ When and how will
Behavior Can’t teach you establish rules for
them if you can’t reach learning and
them! behavior during the
lesson?
❏ What will it look and
sound like if students
are engaged vs.
compliant in the
lesson?
❏ How will you allow for
movement, transitions
or brain breaks to
capitalize on
engagement and
performance
Opening (describe ❏ Opening: What will
activity): students be doing
immediately after the
Opening: bell rings to kickstart
Estimated time to class? (bell ringers, do
complete’:_______ nows, seat work)
Structure (whole class,
collaborative, individual,
etc): _______ ❏ Hook: What will you
do to get students
Focus/Anticipatory excited about learning?
NA
Summative (Formal) Assessment
The summative assessment for this lesson will be in the
quiz and the unit lesson test at the end of the unit.
Formative (Informal)l Assessment
I will be asking questions throughout the lesson to
assess the students. During the map assignment, I will
observe to see if they understand the Missouri
Compromise and the areas that was listed in the
Compromise.
Plan for Adjusting Pacing
If there are struggling students, I will review the main
points of the Missouri Compromise and Era of Good
Feeling.
Materials:
Colored Pencils/Markers, Interactive Journal,
Technology
Powerpoint
Other Resources:
Behavior Expectations for the Lesson:
Students will be expected to listen while the lecture is
going on and participate in the activities.
How engagement will look and sound
Engagement will be shown by students doing the Map
activity and engaging with the lesson.
Plan for movement, transitions, or brain breaks, if
applicable
Students can work with their neighbors if necessary for
the assignment.
Opening, if applicable:
They will be doing an entrance ticket and discussing the
prompt on the lesson slide.
Hook:
I will go over the previous lesson with the students and
use that to connect to the current lesson. By going through
the previous lesson, we will be able to connect to the
Set/Hook/Activate
Thinking
Estimated time to
complete:_______
Structure (whole class,
collaborative, individual,
etc): _______
‘I Do’/Content Input
(Direct Instruction –
describe activity):
Estimated time to complete
‘I Do’’:_______
Structure (whole class,
collaborative, individual,
etc): _______
Differentiation:
For Differentiation during
the “I Do” or the “Modeling”
portion,consider if you have
any accommodations/
modifications/ supports
that need to be addressed in
the lesson based on student
need. If not, put NA
(Enrichment and
remediation): Tailoring
instruction to meet
individual needs;
differentiating the content,
process, and/or product.
Consider cultural
diversity, gifted, etc.
Accommodation(s)- (A
change that helps a student
overcome or work around
the disability):
Modification(s)- (A change
in what is being taught or
what is expected from the
student):
Remember, an
accommodation is not
lowering expectations or
teaching below grade level
content/objectives.
ESL Strategies Document
Why is this current lesson.
information relevant?
How will you motivate
students to learn this
material in the set and
throughout the lesson?
Think about how this
activity is aligned to
the standards and
objectives. Use
knowledge of students’
prior learning,
personal, cultural,
and/or community
assets to “hook” them.
I Do/Content Input (modeling): I Do:
During this part of the lesson, the
teacher will model the strategy or I will tell students to do their entrance ticket as they come
skill that students will learn. into the classroom. If they finish the entrance ticket early,
What content knowledge are you they will look at the discussion prompt and be given a few
teaching students based on your minutes to answer it in their head. Afterwards, I will call
own understanding? You are class together to discuss the prompt and review previous
literally thinking aloud. Should lesson information.
include both Tier 1 (examples)
The students will then open their notebook and follow
and Tier 2 (think aloud)
along with the lecture. After the lecture, we will then start
the Missouri Compromise map activity and work on that
until the end of class.
Differentiation for ‘I do”: Grouping of students, if applicable:
❏ Grouping of students:
What opportunities do There will not be groups of students but they will be able to
students have to work work with a partner to complete the map assignment.
independently or
together? How are Differentiation: Enrichment and Remediation:
these groups designed
to increase mastery of ● Various questions for students
objective? NOTE: You ● Think aloud
may or may not have ● Visuals for Missouri Compromise
groups during the I Do ● Graphic organizer
part of the Lesson) ● Prompt Discussion
Accommodations and Modifications:
❏ Differentiation -
Enrichment and ● Visuals for Students
Remediation: What ● Graphic Organizers
opportunities do ● Sentence Stems
students need to
strengthen their
understanding of the
strategy or skill
presented?
❏ Accommodations and
Modifications: What
accommodations and
modifications do you
have to make for ELL,
SPED, 504, and
struggling students?
How will these
accommodations and
modifications support
mastery of the
 objective?
ESL Strategies Matrix
Questioning “I Do”: What type of
questions can you ask students to
overcome their mistakes? What
misconceptions do you anticipate
students might have? (Using
Bloom’s Taxonomy or Costa’s
Levels of Thinking, plan some
questions you will ask student)
How will you make sure that you
are calling on volunteers, non-
volunteers, and a balance of
students based on ability and
sex?
Questions:
● What issues did the Missouri Compromise
address?
● Was America prosperous under James Monroe?
● What factors contributed to the American
system?
● What does partisan mean?
● Why would one political party make it more
harmonious?
● Did the Missouri Compromise solve the issue of
sectionalism?
Plan for calling on students
I will call on students for answering and class on the
general class as well.

‘We Do’ (Guided Practice – We Do (Guided Practice): We Do

Describe Activity)
Estimated time to complete
‘We Do’’:_______
Structure (whole class,
collaborative, individual,
etc): ______
During this part of the lesson, the
teacher and students are thinking We will go through the graphic organizer together and fill
aloud together. Think about the it out as the lesson continues. We will then go over the
type of questions that you will map assignment after the students have finished their
ask to encourage students to independent activity.
think through the process and
problem solve? (Use Bloom’s
Taxonomy or Costa’s Levels of
Thinking as resources). Students
may also work together in
groups based on your
knowledge of their abilities,
learning styles, or some other
characteristics.

Differentiation Differentiation “We Do”: Grouping of students, if applicable:

(Enrichment and
remediation): Tailoring
instruction to meet
individual needs;
differentiating the content,
process, and/or product.
Consider cultural
diversity, gifted, etc.
Accommodation(s)- A
change that helps a student
overcome or work around
the disability:
Modification(s)- A change
in what is being taught or
what is expected from the
student:
❏ Grouping of students:
What opportunities do There will not be groups of students but they will be able to
students have to work work with a partner to complete the map assignment.
independently or
together? How are Differentiation: Enrichment and Remediation:
these groups designed
to increase mastery of ● Various questions for students
objective? ● Think aloud
● Visuals for Missouri Compromise
❏ Differentiation - ● Graphic organizer
Enrichment and ● Prompt Discussion
Remediation: What
opportunities do Accommodations and Modifications:
students need to
strengthen their ● Visuals for Students
understanding of the ● Graphic Organizers
strategy or skill ● Sentence Stems
presented?

Remember, an ❏ Accommodations and

accommodation is not Modifications: What
lowering expectations or accommodations and
teaching below grade level modifications do you
content/objectives. have to make for ELL,
SPED, 504, and
ESL Strategies Document struggling students?
How will these
ESL Strategies Matrix accommodations and
modifications support
mastery of the
objective?
 Questioning “We Do”: What type
of questions can you ask students
to overcome their mistakes?
What misconceptions do you
anticipate students might have?
(Using Bloom’s Taxonomy or
Costa’s Levels of Thinking, plan
some questions you will ask
student)
How will you make sure that you
are calling on volunteers, non-
volunteers, and a balance of
students based on ability and
sex?
Questions:
● What issues did the Missouri Compromise
address?
● Was America prosperous under James Monroe?
● What factors contributed to the American
system?
● What does partisan mean?
● Why would one political party make it more
harmonious?
● Did the Missouri Compromise solve the issue of
sectionalism?
Plan for calling on students
I will call on students for answering and class on the
general class as well.

Academic Feedback “We Do”: Academic Feedback Stems

What type of support or
academic feedback do they need Think about why…
to overcome such challenges? Terrific job on…
How do you plan to reteach if
students are not mastering If students are not mastering the lesson, we can track their
content? data on our spreadsheet based on the summative
Plan at least 2-3 academic assessment. We can then plan reteach days based on the
feedback stems that are aligned to data.
the learning goal so that they can
easily identify students who are
meeting those goals.

‘You Do’ (Independent You Do (Independent Practice): You Do

Practice/Assessment of Skill
– Describe the Activity)
Estimated time to complete
‘We Do’’:_______
Structure (whole class,
collaborative, individual,
etc): ______
Differentiation
(Enrichment and
remediation): Tailoring
instruction to meet
individual needs;
differentiating the content,
process, and/or product.
Consider cultural
diversity, gifted, etc.
Accommodation(s)- (A
change that helps a student
overcome or work around
the disability):
Modification(s)- (A change
in what is being taught or
what is expected from the
student):
During this part of the lesson, the
teacher will monitor students’ The Missouri map activity by yourself or with a partner.
understanding through
independent practice.
Differentiation “You Do”: Grouping of students, if applicable:
What instructional strategies and
planned supports will you There will not be groups of students but they will be able to
employ to meet the needs of each work with a partner to complete the map assignment.
student in order for each student
to demonstrate learning and Differentiation: Enrichment and Remediation:
move towards mastery regarding
the learning target(s)? ● Various questions for students
❏ Grouping of students: ● Think aloud
What opportunities do ● Visuals for Missouri Compromise
students have to work ● Graphic organizer
independently or ● Prompt Discussion
together? How are
these groups designed Accommodations and Modifications:
to increase mastery of
objectives? ● Visuals for Students
● Graphic Organizers
● Sentence Stems
❏ Differentiation -
Enrichment and
Remediation: What
opportunities do
students need to
strengthen their
understanding of the
strategy or skill
presented?

Remember, an ❏ Accommodations and

accommodation is not Modifications: What
lowering expectations or accommodations and
teaching below grade level modifications do you
content/objectives. have to make for ELL,
SPED, 504, and
ESL Strategies Document struggling students?
How will these
ESL Strategies Matrix accommodations and
modifications support
mastery of the
objective?

Questioning “You Do”: What Questions:

type of questions can you ask
students to overcome their
mistakes? What misconceptions
do you anticipate students might
have? (Using Bloom’s Taxonomy
or Costa’s Levels of Thinking,
plan some questions you will ask
student)
How will you make sure that you
are calling on volunteers, non-
volunteers, and a balance of
students based on ability and
sex?
● What issues did the Missouri Compromise
address?
● Was America prosperous under James Monroe?
● What factors contributed to the American
system?
● What does partisan mean?
● Why would one political party make it more
harmonious?
● Did the Missouri Compromise solve the issue of
sectionalism?
Plan for calling on students
I will call on students for answering and class on the
general class as well.

Academic Feedback “You Do”: Academic Feedback Stems

What type of support or
academic feedback do they need Think about why…
to overcome such challenges? Terrific job on…
How do you plan to reteach if
students are not mastering If students are not mastering the lesson, we can track their
content? data on our spreadsheet based on the summative
Plan at least 2-3 academic assessment. We can then plan reteach days based on the
feedback stems that are aligned to data.
the learning goal so that they can
easily identify students who are
meeting those goals.

Closing - Check for
Understanding (Describe
the activity): How will the
lesson end and bridge to
learning for the future?
What do you want to
reiterate to students? Based
on the pacing of the lesson
and feedback from
students, did they master
the objective? Make sure to
revisit objectives.
Write your Closure using the Launch Frame
Planning a Discussion
Framework: What kind of impact do you think James Monroe’s
presidency will have on the future of the United States?
Launch Frame
❏ Opening statement Eliciting, Orienting Questions
and question to get
How did the Missouri Compromise help solve sectionalism
the discussion (for a brief time) in America?
started (Example,
“We have been How will the boiling tension between the states show itself
learning how to add in the future?
fractions in this
activity. What was Conclusion Frame
an important key in
We will be closing the chapter on James Moneroe’s
adding the fractions
presidency and going into John Quincy Adams Presidency
that helped you?
What have we been
learning about
today?”)
Eliciting, Orienting
Questions to ask During the
Discussion
❏ What eliciting,
 probing, and
orienting
questions will you
ask during the
discussion?
Conclusion Frame
❏ Closing statement
about what they
learned in the
lesson and what
they will be
working on next.
(Example - “We
have been adding
fractions in this
activity - In our
next activity, we
are going to
continue this
work…. or
Tomorrow, we
will begin
subtracting
fractions.)