UNIVERSITYOFMAINEATFARMINGTON

LESSONPLANFORMAT

TeacherName
:SpencerHodge
DateofLesson
:3/30/2016
GradeLevel
:11
Topic
:U.S.HistoryCivilRights

LearningGoals
:
Studentswillbeableto:
Identifypeoplewhogavetheirlivesfightingtoachieveequalrights
Recognizethat,inadditiontomovementleaders,everydaypeopleparticipatedin
andmadesacrificesinthefreedomstruggle
RecognizepatternsandgeneralizeaboutviolenceagainstblackAmericansand
civilrightsactivists
AssessmentPlan:
PreAssessment
:
Teacherwillpromptstudentswithabrainstormingsession.
FormativeAssessment
:
Teacherwillintermittentlyasktheclassquestionspertainingtothecontenttocheckfor
understanding.
Inpairs,studentswillparticipateinamartyrsprojectwheretheycollectivelycompletea
matrixthathighlightsthosewhodiedforthecause,theirraceandage,whokilledthem,
andwhytheywerekilled.

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,studentswilldiscovertheresistancethattheCivilRightsMovement
facedandlearnaboutspecificpeoplewholosttheirlivesforthecause.Studentswillalsohavea
discussionaboutCivilRightsgroupsfaceresistancetoday,drawingparallelsbetweenpastand
present.

Integration:
CommonCoreStateStandardsforEnglishLanguageArts
SPEAKINGANDLISTENING
5.Makestrategicuseofdigitalmediaandvisualdisplaysofdatatoexpressinformation
andenhanceunderstandingofpresentations.
READINGINFORMATIONALTEXT
2.Determinecentralideasorthemesofatextandanalyzetheirdevelopmentsummarize
thekeysupportingdetailsandideas.
WRITING
7.Conductshortaswellasmoresustainedresearchprojectsbasedonfocusedquestions,
demonstratingunderstandingofthesubjectunderinvestigation.

DifferentiatedInstruction:
Strategies:
Directionswillbegiveninstructionsorallyaswellaswrittenontheboard/onthe
worksheet.
Informationwillbedeliveredintheformsofwords,pictures,andvideo.
Athink,pair,sharewilltakeplaceallowingthestudentstobuildon/talkthroughtheir
learning.
Therewillbeanopportunityforkinestheticlearnertogetupandmovearound.
Modifications/Accommodations:
Awholegroupactivitywilltakeplace,aswellasindividualwork,andgroupwork.
Iwillcirculatearoundtheroomtolookforstudentswhoneedextraassistancewhile
workingontheirproject.
Extensions:
Ifstudentsfinishearly,theywillcontinuetoworkontheirfinalunitproject.

Materials,Resources,andTechnology:
Projector
Laptop
StudentLaptops
Lesson3powerpoint
40martyrshandout
Halfsheetsofpaper
Markers
Tape

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.Allstudentsparticipateinthebuildingofamartyrmatrixfrom
withtheywilllearnfrom.
6.Assessment:
Theteacherunderstandsandusesmultiplemethodsofassessmentto
engagelearnersintheirowngrowth,todocumentlearnerprogressandtoguidethe
teachersongoingplanningandinstruction.

Iamdemonstratingmycompetenceinthisstandardthroughmyuseofpreand
formativeassessments.Also,studentswillworkasagroupforpartoftheir
formativeassessment.
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
andhowtheypertaintofacingresistance.
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
TeacherwillleadclassinwholegroupbrainstormabouttheresistancetheCivilRights
Movementfaced
Teacherwillpresentbackgroundinformationtoclass
Totaltimethusfar:40minutes
TeacherwillpassoutMartyrshandout
Studentswillpartnerupandstartthemartyrproject(Directionsinslideshow)
Studentswillputtheirprojectstogetherintoonebigmatrixonthewhiteboard
Teacherwillreaddataaboutthemartyrsfromtheboardtohelpstudentslearnmoreabout
them
Boththeteacherandstudentswillmakeobservationsaboutpatternsandconnections
betweenthemartyrsrace,age,whokilledthem,andwhytheywerekilledtoaccess
deeperlearning.
Totaltimethusfar:1hour5minutes
Teacherwillintroducestudentstocivilrightsissuestodayanddiscusshowtheyare
currentlyfacingresistance.
Teacherwillrecaplesson
Totaltimethusfar:1hour20minutes

Reflection:
EveryclassbeginswiththeCNNstudentnews.Thisseemstoalwaysgooverwellwith
students,bringingaboutspiriteddiscussions.Formoststudentsthisistheonlytimethattheyare
exposedtocurrentevents.Asidefromthenews,mystudentsrespondedwelltothislesson.
Duringthebrainstormstudentscameupwithanimpressivelistofwaysthatthepeopleofthe
CivilRightsMovementwereresistedagainst.However,tofurtherbuildontheideastheycame
upwith,Ipresentedphotosandvideosthatillustratedtheresistance.Thisreallyresonatedwith
students,asseveralofthemwerewantingtodiscusshowshockingtheimagesandvideoswere.
Thehighlightofthelessonforboththestudentsandmyselfwasthemakingofthemartyrmatrix.
Studentsreallyenjoyedthephysicalaspectofit,gettingupandmovingaround.Duringthis
lesson,IgotacomplimentfromastudentthatIwouldnotnormallyexpectacomplimentfrom,
sayingthatmyenthusiasmiscontagious.Thestudentsreallytooksomethingawayfrom
analyzingthematrixasifitwereasetofdata.Attheendofthelessonstudentswereinterested
intheideathattherearestillpeoplefightingforcivilrightstoday,howeverIcouldsensealevel
discomfortwhentheideaoftransgenderrightswasmentioned.