UNIVERSITYOFMAINEATFARMINGTON

LESSONPLANFORMAT

TeacherName
:SpencerHodge
DateofLesson
:4/4/2016
GradeLevel
:11
Topic
:U.S.HistoryCivilRights

LearningGoals
:
Studentswillbeableto:
Analyzewhatmadevictoriespossibleinthecivilrightsmovement
Evaluatethesuccessesofthemid20thcenturystruggleforAfricanAmerican
equality
AssessmentPlan:
FormativeAssessment
:
Studentswillworkingroupsonagraphicthatshowstheprocessthatledtoaspecific
victorythattheyhavebeenassigned.

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.

GradeLevelSpan:912

Rationale:Inthislesson,studentswillresearchaspecifichistoricalvictoryoftheCivilRights
Movementtodiscoverwhatspecificallyleadtothatvictory,diggingdeeperthanwhatthey
alreadyknow.

Integration:
CommonCoreStateStandardsforEnglishLanguageArts
SPEAKINGANDLISTENING
1.Prepareforandparticipateeffectivelyinarangeofconversationsandcollaborations
withdiversepartners,buildingonothersideasandexpressingtheirownclearlyand
persuasively.
READINGINFORMATIONALTEXT

1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferences
fromitcitespecifictextualevidencewhenwritingorspeakingtosupportconclusions
drawnfromthetext.
7.Integrateandevaluatecontentpresentedindiverseformatsandmedia,including
visually
andquantitatively,aswellasinwords.

DifferentiatedInstruction:
Strategies:
Directionswillbegiveninstructionsorallyaswellaswrittenontheboard.
Studentswillhavecreativefreedomwhiledesigningtheirgraphic.
JigsawGroupworkwilltakeplaceallowingthestudentstobuildon/talkthroughtheir
learning.Studentswillteachthewholeclasswhattheyhavelearnedduringthisproject.
Modifications/Accommodations:
Awholegroupactivitywilltakeplace,aswellassmallgroupwork.
Iwillcirculatearoundtheroomtolookforstudentswhoneedextraassistancewhile
workingingroups.
Extensions:
Ifstudentsfinishearly,theywillcontinuetoworkontheirfinalunitproject.

Materials,Resources,andTechnology:
Projector
Laptop
Studentlaptops
Lesson4powerpoint
Paper
Markers

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
su
pportindividualandcollaborativelearning,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.
Idemonstratethisstandardbyallowingstudentstodiscoverthecontentof
specificpartsofthelessonintheirindividualgroups.Attheend,eachgroupwill
teachtherestoftheclasswhattheyhavelearned.
6.Assessment:
Theteacherunderstandsandusesmultiplemethodsofassessmentto
engagelearnersintheirowngrowth,todocumentlearnerprogressandtoguidethe
teachersongoingplanningandinstruction.
Iamdemonstratingmycompetenceinthisstandardthroughmyuseofformative
assessments.Also,Igavestudentsanopportunitytoworkingroupsforpartof
theirformativeassessment.
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.
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
Teacherwillexplainthelearningobjectives
Teacherwillgiveanoverviewofthetimelineofvictories
Studentswillbreakupintogroups
Teacherwillassigneachgroupavictorytobecomeexpertson
Studentswillresearchandcompleteagraphicshowingtheeventsandprocessesthatled
tothatvictory
Onestudentfromeachgroupwillbechosenasthespokespersonofthegroup,atthat
timeeachspokespersonwillshareaboutthegraphicandotherpointstheywantedto
make
Teacherwillaskstudentsaprobingquestiontotouchonanotherlayerofthecontent.
o

Whatwouldyousayabouttheimpactthateverydaypeoplecanhaveinchangingthings?

Totaltimethusfar:60minutes

Reflection:
ThislessonwasimplementedonalatestartThursdaywhichonlyallowsfora60minute
classperiod.IstillstartedwithCNNStudentNews,butdesignedthecontentofthelessonina
waywherethestudentscoulduseclasstimetodoresearchandworkingroups.Byallowing

mostoftheclasstimeforstudentstoworkontheirresearch,theywerereallyabletopullthrough
withthegoalofunderstandingwhatleadtothesecivilrightsvictories.Studentsalsodidagreat
jobofsharingtheirinformation,sothatbytheend,everyoneleftknowingalotmoreaboutallof
thesevictoriesthentheydidbefore.Iwilladmit,however,thatthiswasoneofthemoreboring
lessonsforthestudents.IfIweretoreteachthisIwouldcomeupwithamoreengagingactivity
thatwouldaccomplishthesamegoals.