UNIVERSITYOFMAINEATFARMINGTON

LESSONPLANFORMAT

TeacherName
:SpencerHodge
DateofLesson
:3/28/2016
GradeLevel
:11
Topic
:U.S.HistoryCivilRights

LearningGoals
:
Studentswillbeableto:
Understandthephilosophyofnonviolence
Explainwhycivilrightsactivistsinthe1950sand1960schosenonviolenceasa
waytoattainequalrights
Identifyandevaluateavarietyofnonviolentstrategiesthatcivilrightsactivists
used
AssessmentPlan:
PreAssessment
:
Teacherwillpromptstudentswithabrainstormingsession.
FormativeAssessment
:
Teacherwillintermittentlyasktheclassquestionspertainingtothecontenttocheckfor
understanding.
StudentswillgetingroupsandfillouttheNonviolenceinActiongraphicorganizer
connectingtheSixPrinciplesofNonviolencetoaspecificmomentincivilrights
historythattheywillbeassigned.

MaineLearningResultsAlignment:
ContentArea:SocialStudies

StandardLabels:
E:
History
:Studentsdrawonconceptsandprocessesfromhistorytodevelop
historical
perspectiveandunderstandissuesofcontinuityandchangeinthecommunity,Maine,
UnitedStates,andtheworld.
E1:
HistoricalKnowledge,Concepts,Themes,andPatterns
Studentsunderstandmajoreras,majorenduringthemes,andhistoric
influencesinUnitedStatesandworldhistory,includingtherootsof
democraticphilosophy,ideals,andinstitutionsintheworld.

A:
ApplicationsofSocialStudiesProcesses,Knowledge,andSkills:
Studentsapply
criticalthinking,aresearchprocess,anddisciplinebasedprocessesandknowledgefrom
civics/government,economics,geography,andhistoryinauthenticcontexts.
A1:
ResearchingandDevelopingPositionsonCurrentSocialStudiesIssues
Studentsresearch,develop,present,anddefendpositionsoncurrentsocial
studiesissuesbydevelopingandmodifyingresearchquestions,and
locating,selecting,evaluating,andsynthesizinginformationfrommultiple
andvariedsources.


GradeLevelSpan:912

Rationale:Inthislesson,studentswillexamineprimaryandsecondarysourcedocumentsand
makeconnectionstospecificeventsinhistory.Studentswillalsohaveadiscussionabout
nonviolencetoday,drawingparallelsbetweenpastandpresent.

Integration:
CommonCoreStateStandardsforEnglishLanguageArts
SPEAKINGANDLISTENING
1.Prepareforandparticipateeffectivelyinarangeofconversationsandcollaborations
withdiversepartners,buildingonothersideasandexpressingtheirownclearlyand
persuasively.
READINGINFORMATIONALTEXT
1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferences
fromitcitespecifictextualevidencewhenwritingorspeakingtosupportconclusions
drawnfromthetext.
6.Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.
WRITING
9.Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,and
research.

DifferentiatedInstruction:
Strategies:
Directionswillbegiveninstructionsorallyaswellaswrittenontheboard/onthe
worksheet.
Discussionquestionswillbeprojectedinthefrontoftheroomwhilethestudentsread.
Therewillbeacombinationofindependentreadingandreadingasaclass.
Athink,pair,sharewilltakeplaceallowingthestudentstobuildon/talkthroughtheir
learning.
Modifications/Accommodations:
Awholegroupactivitywilltakeplace,aswellasindividualwork,andgroupwork.
Iwillcirculatearoundtheroomtolookforstudentswhoneedextraassistanceduringthe
writtensegmentofthelesson.
Extensions:
Ifstudentsfinishearly,theywillcontinuetoworkontheirfinalunitproject.

Materials,Resources,andTechnology:
Projector
Laptop
StudentLaptops
Lesson2powerpoint
ATimeforJusticefilm
PrintedArticles(seeteacherlearningsequencefortitles)
Linedpaperandpencils

 NonviolenceinActiongraphicorganizer

Sourceforlessonplanandresearch:
Articlesandideasforapplyingcontentfrom:
http://www.tolerance.org/sites/default/files/A%20Time%20for%20JusticeTeachers%20Guidewe
b.pdf
ImadethislessonmyownbycreatinganoverviewofthecontentbyusingPowerPoint,and
createdmyowndiscussionquestionsbasedonwhatIfeltwasimportant.Ialsochangedand
adaptedtheformativeassessments.

CommonCoreTeachingStandards(Maine2012)/InTASCandRationales
1.LearnerDevelopment:
Theteacherunderstandshowstudentslearnanddevelop,
recognizingthatpatternsoflearninganddevelopmentvaryindividuallywithinandacross
thecognitive,linguistic,social,emotional,andphysicalareas,anddesignsand
implementsdevelopmentallyappropriateandchallenginglearningexperiences.
DependingonwhichclassIamteachingImayswitchupaportionofthelesson
tobettersuitspecificstudents.Forexample,oneclassmayreadarticlesinsmall
groups,whileanotherclassmayrequirethatIreadthearticlealoudtothewhole
class.
2.LearningDifferences:
Theteacherusesunderstandingofindividualdifferencesand
diverseculturesandcommunitiestoensureinclusivelearningenvironmentsthatallow
eachlearnertoreachhisorherfullpotential.
Iuseseveraldifferentinstructionalstrategieswhichallowthestudentstopickup
informationinavarietyofways.Thesearebasedontheirmultipleintelligences,
bothstrengthsandweaknesses.
3.LearningEnvironments:
Theteacherworkswithlearnerstocreateenvironmentsthat
supportindividualandcollaborativelearning,encouragingpositivesocialinteraction,
activeengagementinlearning,andselfmotivation.
Iprovideabalancedcombinationoflargegroup,smallgroup,andindividual
workthatisbothinterestingandengagingforstudents.
4.ContentKnowledge:
Theteacherunderstandsthecentralconcepts,toolsofinquiry,
andstructuresofthedisciplinesheorsheteachesandcreateslearningexperiencesthat
maketheseaspectsofthedisciplineaccessibleandmeaningfulforlearners.
Iamdemonstratingmycompetenceinmeetingthisstandardthroughmy
enthusiasticpresentationonthecontentduringtheoverviewofthelesson.Aswell
asmyabilitytoansweranyoffthecuffcontentrelatedquestionthatthestudents
mayask.
5.InnovativeApplicationofContent:
Theteacherunderstandshowtoconnectconcepts
andusedifferingperspectivestoengagelearnersincritical/creativethinking,and
collaborativeproblemsolvingrelatedtoauthenticlocalandglobalissues.
Idemonstratethisstandardbytheuseofprimarysourcedocumentsinthislesson.
Thesedocumentswillgivestudentsinsightonwhatitwasliketoliveduringthe
1950sand60s.

 6.Assessment:
Theteacherunderstandsandusesmultiplemethodsofassessmentto
engagelearnersintheirowngrowth,todocumentlearnerprogressandtoguidethe
teachersongoingplanningandinstruction.
Iamdemonstratingmycompetenceinthisstandardthroughmyuseofpreand
formativeassessments.Also,Igavestudentsanopportunitytoworkingroupsfor
partoftheirformativeassessment.
7.PlanningforInstruction:
Theteacherdrawsuponknowledgeofcontentareas,
crossdisciplinaryskills,learners,thecommunity,andpedagogytoplaninstructionthat
supportseverystudentinmeetingrigorouslearninggoals.
Iamdemonstratingmycompetenceinthisareabybringinginavarietyof
primaryandsecondarysourcedocumentsthatIthinkwillengagethestudentsin
thelesson.Also,thislessonisanadaptationfromthewebsitetolerance.org.
8.InstructionalStrategies:
Theteacherunderstandsandusesavarietyofinstructional
strategiestoencouragelearnerstodevelopdeepunderstandingofcontentareasandtheir
connections,andtobuildskillstoaccessandappropriatelyapplyinformation.
Iuseseveraldifferentinstructionalstrategieswhichallowthestudentstopickup
informationinavarietyofways.Thesearebasedontheirmultipleintelligences,
bothstrengthsandweaknesses.
9.ReflectionandContinuousGrowth:
Theteacherisareflectivepractitionerwhouses
evidencetocontinuallyevaluatehis/herpractice,particularlytheeffectsofhis/her
choicesandactionsonothers(students,families,andotherprofessionalsinthelearning
community),andadaptspracticetomeettheneedsofeachlearner.
Basedonformativeassessments,Iwillbeabletoseehowstudentsgrowintheir
deeperunderstandingofthespecificeventsduringtheCivilRightsMovement
andhowtheypertaintononviolence.
10.Collaboration:
Theteacherseeksappropriateleadershiprolesandopportunitiesto
takeresponsibilityforstudentlearning,tocollaboratewithlearners,families,colleagues,
otherschoolprofessionals,andcommunitymemberstoensurelearnergrowth,andto
advancetheprofession.
AtthebeginningofthisunitstudentsaskedthatIreducetheamountoflectures
andincreasetheamountofqualityactivities.AttheendofeachlessonIaskfor
verbalfeedback.Togetherweenhancethelearningforeveryone.
11.
TechnologyStandardsforTeachers(NETST):
Effectiveteachersmodeland
applytheNationalEducationalTechnologyStandardsforStudents(NETSS)asthey
design,implement,andassesslearningexperiencestoengagestudentsandimprove
learningenrichprofessionalpracticeandprovidepositivemodelsforstudents,
colleagues,andthecommunity.
Idemonstratethisstandardbytheuseofpowerpointpresentationsandvideos/
filmduringmylessons.Studentsarealsoencouragedtousetheirlaptopsfor
research.

TeachingandLearningSequence:
TeacherwillgoovertheagendaforclassandbrieflydiscusstopicsinCNNStudent
News
TeacherwillplayCNNStudentNews,studentswillobserveandtakenotes

 Studentswillhaveadiscussionaboutthenewsandothercurrentevents
Totaltimethusfar:20minutes
Teacherwilldisplaylessonpowerpoint
Teacherwillbrieflyrecappreviouslesson
Teacherwillexplainthelearningobjectives
Teacherwillleadclassinwholegroupbrainstormaboutnonviolence
Teacherwillpresentbackgroundinformationtoclass
TeacherwillhandouttheSixPrinciplesofNonviolencehandout
Studentswilltaketurnsreadingeachprinciplealoud
Teacherwillhelpstudentsgainabetterunderstandingofthesixprinciples
Totaltimethusfar:40minutes
TeacherwillgivebriefoverviewofSNCC
TeacherwillshowclipoflunchcountersitinsfromATimeforJustice11:0813:00
TeacherwillreadSNCCStatementofPurpose
TeacherwillgiveabriefoverviewofCORE
TeacherwillhandoutCORERulesforActionpacket
Studentswillreadsilently
Discussionquestionswillbeprojectedwhiletheyread.
Studentswillparticipateinathink,pair,shareaboutwhattheyhavejustlearned.
Totaltimethusfar:60minutes
Teacherwillexplainthedirectionsandexpectationsandassigngroups
Teacherwillassigneachgroupaspecifichistoricalevent
Studentswillgetingroupsandresearchtheirspecificeventandfillingraphicorganizer
Ifthereistimeleftover,studentsmayworkontheirunitassessment
Totaltimethusfar:1hour20minutes

Reflection:
EveryclassbeginswiththeCNNstudentnews.Thisseemstoalwaysgooverwellwith
students,bringingaboutspiriteddiscussions.Formoststudents,thisistheonlytimethattheyare
exposedtocurrentevents.Asidefromthenews,mystudentsrespondedwelltothislesson.At
thestartofthelessonstudentsbrainstormedwhattheythoughtitmeanttobepartofanonviolent
movement.Duringthisbrainstorm,theyachievedabasiclevelofunderstandingofnonviolence.
Wethenlearnedabouttheoriginsofthephilosophyofnonviolenceandlookedatseveral
primarysourcesdocumentsandlearnedaboutnonviolentorganizationsthatexistedduringthe
movement.Studentsnaturallymadeconnectionstotheiroriginalbrainstorm,recognizinghow
littletheyoriginallyknewaboutthetopic.Theyseemedexcitedaboutthephilosophyof
nonviolenceanditsimpactandroleintheCivilRightsMovement.Thisexcitementtranslated
intotheirgroupprojectswheretheyappliedwhattheylearnedtospecificeventsofthe
movement.