Name: _________________________________________________ Topic:

_________________________________ Date:__________
Standards of Learning Plan Format Virginia Teachers for
Tomorrow

Title Diversity Chalk Talk Continued: Historical Focus

Standard(s) of Civics 2.10

Learning Civics 2.12

Key Vocabulary/ Equality

Concepts Differences
Acceptance
Prominent Figures
Historical Connections

Materials Promethean Board and Pen

Eleanor Roosevelt Hand Out

Introduction Revisit the previous lesson on diversity briefly, then discuss how their current
(Hook) historical figure study, on Eleanor Roosevelt, ties into diversity.

Instructional Chalk Talk:

Activities/Strate Incorporating technology into the lesson, the Promethean Board would act as
gies the primary vessel of the learning. The word Diversity will be written on the
board. The pen then travels around the classroom as each student writes their
own connection to the word diversity- all while being silent. The quiet aspect
of the activity allows for the students to be fully focused on what words are
written on the board. The words speak louder than their actual voices.
The words written on the board this time around are directly related to how
the actions of historical figures and how it makes them diverse. Using the
Habit of Mind connections, students are able to connect broader concept to a
specific topic.

Accommodation No accommodations necessary

s,
If necessary
 Name: _________________________________________________ Topic:
_________________________________ Date:__________
Standards of Learning Plan Format Virginia Teachers for
Tomorrow

Closure Activity After the Chalk Talk concludes, discuss the overarching concepts written
about on the board. This involved comparing and contrasting the differences
between the people on the board.
Follow-Up/ Discuss with parents what diversity means to them, and who their historic
Homework hero is.

REFLECTION The students could apply the concept we learned in the other lesson I did on
(TO BE COMPLETED the broad spectrum of diversity, and could apply this to their ongoing
AFTER YOU TEACH)
historical studies for the year. I was thoroughly impressed with their ability to
connect topics, especially since they were in second grade. Im thrilled that
Nardelli could see this lesson.

Think about the following as you create the instructional activities for this
lesson

First stepObjectives. What do you want the students to know, understand, and
be able to do by the end of your lesson? What is the point of your lesson?
Learning Styles/Multiple Intelligences
Blooms Taxonomy
Group Work (Cooperative Learning)
Technology
Games
Higher-Level Questioning
Brain-Based Research
Smooth transition between activities