Wimmer Instructional Strategy

Gregory Wimmer Professor Mayer EDUC 263 4 October 2008 Instructional Strategy Topic: Create and implement a lesson that builds a format for student understanding. Goal: Assist students to write a thorough answer to the document based question (DBQ) on the AP US History Exam. Students will learn how to organize their prior knowledge along with the provided documents to effectively answer the document based question on the AP US History exam. They will go through an analysis approach that will walk take them through the steps necessary to effectively analyze the documents and answer the related question. Clusters

Instructional Goal Steps

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Main Step 1: Read the General Directions

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Main Step 2: Read the Document Based Question Cluster 2: 2.1 and 2.2

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Main Step 3: Write a Preliminary Thesis Statement Cluster 3: 3.1

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Main Step 4: Organize the Essay

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Main Step 5: Create a List of Outside Information Cluster 5: 5.1

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Main Step 6: Read and Analyze Each Document Cluster 6: 6.1

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Main Step 7: Write a Final Thesis Statement

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Main Step 8: Outline the Essay Cluster 8: 8.1

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Main Step 9: Write a Concluding Paragraph/Summarization

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Main Step 10: Write the DBQ

Cluster 2 Instructional Goal: After establishing the general directions for the AP US History Exam, and explaining that they will be the same for my exams, students will each have a copy of the document based question in front of them. The student will illustrate their understanding of the document based question through steps listed below. Student Grouping for 2.1 and 2.2: Individualized, however, guided in a whole group setting.

Objective 4.1 Students will individually read the document based question and underline any words they believe are important to defining the question. Content Presentation The teacher will provide information about the structure of the document based question on the AP US History Exam. Discussion on the format will elaborate on the specific questioning techniques used by the ETS on the exam. Examples of past tests will be provided to show students possible prompts used by the testing service. Student Participation Students will use SubEthaEdit to show which words they deemed were important to understanding what the question is asking. This will be projected on the interactive whiteboard for manipulation and discussion. Feedback Students will be asked to share an areas in which they do not understand the questioning words in the DBQ. Objective 4.2 Build a deeper understanding of the question by defining the specific historical terms. Content Presentation The Instructor will give examples of past test questions to show how the testing service incorporates content area information. Student Participation Students will walk through an example with the instructor to define major areas of importance. Students will circle and explicit or implicit words that may be used to define the questions relationship to any given content area information. Feedback Students will be asked to share an areas in which they do not understand the questioning words in the DBQ.