UNIVERSITYOFMAINEATFARMINGTON

LESSONPLANFORMAT

TeacherName
:SpencerHodge
DateofLesson
:4/6/16&4/11/16
GradeLevel
:11
Topic
:U.S.HistoryCivilRights

LearningGoals
:
Studentswillbeableto:
Readgraphstoidentifythewaysthatinequalitypersists
Analyzewhyinequalitiescontinuetoday
AssessmentPlan:
FormativeAssessment
:
Teacherwillintermittentlyasktheclassquestionspertainingtothecontenttocheckfor
understanding.
Studentswillparticipateingroup/classdiscussionsaboutthereadingsanddata(graphs).
Studentswillparticipateinacivildiscussionaboutcriticalthinkingandcivilrightsissues
today.

MaineLearningResultsAlignment:
ContentArea:SocialStudies

StandardLabels:
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,studentswillreadascholarlyarticleabouthowracialinequitiesand
inequalitiespersisttoday.Thiswillbebackedupbythewholeclasstakingalookatgraphsand
otherdatasetsthatshowhowracialinequitiesandinequalitiespersisttoday.Tobuildfurtheron
thisstandard,Iwillintroducetheideaofcriticalthinkingwhentakingnewinformationin.
Studentswillapplywhattheyknowaboutcivilconversationsandwhattheyhavelearned
aboutcriticalthinkingtocurrentcivilrightsissuesandothermarginalizedgroupsofpeoplein
onebigepicclassdiscussion.

Integration:
CommonCoreStateStandardsforEnglishLanguageArts
SPEAKINGANDLISTENING

1.Prepareforandparticipateeffectivelyinarangeofconversationsandcollaborations
withdiversepartners,buildingonothersideasandexpressingtheirownclearlyand
persuasively.
2.Integrateandevaluateinformationpresentedindiversemediaandformats,including
visually,quantitatively,andorally.
READINGINFORMATIONALTEXT
1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferences
fromitcitespecifictextualevidencewhenwritingorspeakingtosupportconclusions
drawnfromthetext.
2.Determinecentralideasorthemesofatextandanalyzetheirdevelopmentsummarize
thekeysupportingdetailsandideas.

DifferentiatedInstruction:
Strategies:
Directionswillbegiveninstructionsorallyaswellaswrittenontheboard/onthe
worksheet.
Discussionquestionswillbeprojectedinthefrontoftheroomwhilethestudentsread.
Insmallgroupsstudentscandecideddemocraticallywhethertheywanttoeachalternate
readingparagraphsorhaveonestrongerreaderreadaloudwhileotherreadalong.
Ingroups,studentswilldiscussideasamongstthemselvestobuildon/talkthroughtheir
learning.
Civilconversation
Modifications/Accommodations:
Awholegroupactivitywilltakeplace,aswellassmallgroupwork.
Iwillcirculatearoundtheroomtolookforstudentswhoneedextraassistancewhilethey
arereadinganddiscussinginsmallgroups.
Extensions:
Ifstudentsfinishearly,theywillcontinuetoworkontheirfinalunitproject.

Materials,Resources,andTechnology:
Projector
Laptop
Lesson5powerpoint
Race,Wealth,andIntergenerationalPovertyarticle
Highlighters
RezaAslanvideo

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.
Idemonstratethisstandardbytheuseofascholarlyarticle,aswellasgraphsand
datasetsaboutinequalitytoday,andaclasswidecivilconversation.
6.Assessment:
Theteacherunderstandsandusesmultiplemethodsofassessmentto
engagelearnersintheirowngrowth,todocumentlearnerprogressandtoguidethe
teachersongoingplanningandinstruction.
Iamdemonstratingmycompetenceinthisstandardthroughmyuseformative
assessmentscheckingforunderstandandparticipation.
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
deeperunderstandingofthespecificeventsduringtheCivilRightsMovementrun
paralleltocivilrightsissuesandeventstoday.
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:
Day1:
TeacherwillgoovertheagendaforclassandbrieflydiscusstopicsinCNNStudent
News
TeacherwillplayCNNStudentNews,studentswillobserveandtakenotes
Studentswillhaveadiscussionaboutthenewsandothercurrentevents
Totaltimethusfar:20minutes
Teacherwilldisplaylessonpowerpoint
Teacherwillbrieflyrecappreviouslesson
Teacherwillexplainthelearningobjectives
Totaltimethusfar:30minutes
StudentwillgatherinsmallgroupsandreadRace,Wealth,andIntergenerational
Poverty,highlightingimportantfacts
Studentswillparticipateinaclassdiscussionaboutthearticle
Totaltimethusfar:55minutes
Studentswillanalyzegraphsanddatasetsaboutinequalitytoday,anddiscuss

 Teacherwillrecaplesson
Totaltimethusfar:1hour20minutes

Day2:
TeacherwillgoovertheagendaforclassandbrieflydiscusstopicsinCNNStudent
News
TeacherwillplayCNNStudentNews,studentswillobserveandtakenotes
Studentswillhaveadiscussionaboutthenewsandothercurrentevents
Totaltimethusfar:20minutes
Teacherwillrecapwhatwascoveredduringthepreviousclass
Teacherwillintroducetheideaofcriticalthinkingwhentakinginnewinformation
StudentswillwatchtheRezaAslanvideo
Totaltimethusfar:40minutes
Studentswillhaveacivilconversationaboutcurrentcivilrightsissuesandother
marginalizedgroupsofpeople
Teacherwillrecaplesson
Totaltimethusfar:1hour20minutes

Reflection:
EveryclassbeginswiththeCNNstudentnews.Thisseemstoalwaysgooverwellwith
students,bringingaboutspiriteddiscussions.Formoststudentsthisistheonlytimethattheyare
exposedtocurrentevents.Ithinkthiswasbyfarmyfavoritelessonbecausestudentsapplied
whattheyhavebeenlearningtheirwholelifeabouttheCivilRightsMovementtowhatisgoing
ontoday.Throughoutthiswholelesson(bothdays)engagementlevelswereveryhigh.Whilethe
studentswerenotveryexcitedaboutreadingafivepagescholarlyarticle,theywereputatease
whentheygotintosmallgroupsandalternatedparagraphs.Astheyread,almosteverystudent
wasactivelylistening/readingandhighlightingtheirpapers.Thisbroughtaboutagreat
conversationwithstudentsexcitedlyraisingtheirhandstosharewhattheythoughtwasmost
interesting.Theirexcitementheldonaswelookedthroughseveralgraphsaboutracialincome/
opportunityinequalities.Thiswasaneyeopeningexperienceforstudentstoseethatracial
inequalitypersiststodayinwaysthatwemaynotseesoobviously.
Theseconddaywas,byfar,myfavoritedayofmywholestudentteachingexperience.
Afterstudentnews,Iintroducedtheideaofcriticalthinkingwhentakinginnewinformation,
saying:QUESTIONEVERYTHING!Thenextclipshowshowthemediacaneasilyslipsimple
ideasthatcanhavealastingeffectintotheirmessage.Thismayhappenintentionallyor
unintentionally.Questioningandthinkingcriticallyaboutthewaysinformationcomestoyou
willgiveyouaclearer,lessbiasviewoftheworld.
Theyrespondedwelltothisadvice,asIwasveryenthusiasticabouttheissue.They
watchedtheRezaAslanvideowhereanexpertonreligioncraftilydebunksCNNperpetuating
theideathatIslampromotesviolence.Themajorityofthestudentsraisedtheirhands
immediatelyafterthevideoended.Thissparkedaverylongandengagingcivilconversation
aboutstereotyping,religion,gender,sexualorientation,race,andnationalorigin.Studentshad
differencesofopinionsbutmaintainedahighlevelofcivilityandlistenedtoeachother.Itwas
trulyoneofthebestdeepconversationsaboutcivilrightsIhaveeverwitnessed.