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Creative Writing
MEDT 7472
Instructional Plan
Sachet Lawrence

Course Title: Creative Writing

Name of Lesson: How Far Have We Come?
Course Grade Level: 7th Grade
Purpose of the Instruction: The purpose of this lesson is to take student on a Virtual Field trip
to familiarize students with the Civil Rights Movement and expose them to the historical context
of that time, allowing them to make a connection to and conscious evaluation of our present
society.
Learner Characteristics: Although the Creative Writing class is general education, 12
Exceptional Ed students are enrolled; 7 students have an IEP and 5 students have a 504 plan. A
majority of the Students are from low income families and neighborhoods, with little or no
exposure to the arts and multicultural diversity. Most have never left their neighborhoods or the
state of Georgia at all. Many lack social skills and proper etiquette because they have never been
taught or had it modeled for them. They have limited experience in these areas and their
vocabulary acquisition is low because they do not hear many new words and do not read often.

Course Objectives: At the completion of this lesson:

1. Students will be able to recognize major events of the Civil Rights Movement by
recalling facts and information and understand how these events were significant to
African Americans. (ELAGSE7RI3)
2. Students will observe elements in art to interpret what message the artist was trying to
send and determine the extent that it was successful. (ELAGSE7SL2)
3. After examining videos, photos and analyzing primary texts, students will be able to
evaluate them to determine their effectiveness by citing evidence from the text to justify
their answers. (ELAGSE7RI1, ELAGSE7SL2)
4. Students will use lesson resources to compare our current generation with the Civil rights
era and evaluate their findings to evaluate how far we have come as a nation. As a result
of their evaluation, they will be able to make an informed judgement on the strides our
nation has made as well as the changes necessary for improvement and articulate it in a
one-page response. (ELAGSE7W9)
5. Students will be able to create a digital story depicting their view of the Civil Rights
movement using a collaboration of text, audio, video and images. (ELAGSE7W6)
Standards Addressed:
ELAGSE7RI1: Cite several pieces of textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.

ELAGSE7RI3: Analyze the interactions between individuals, events, and ideas in

a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
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ELAGSE7RL7: Compare and contrast a written story, drama, or poem to its

audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to
each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

ELAGSE7W3: Write narratives to develop real or imagined experiences or events using

effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing
a narrator and/or characters; organize an event sequence that unfolds naturally and
logically.

ELAGSE7W6: Use technology, including the Internet, to produce and publish writing and link
to and cite sources as well as to interact and collaborate with others, including linking to and
citing sources.
ELAGSE7W9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.

AASL Standards for 21st Century Learners:

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products
that express new understandings.
3.3.4 Create products that apply to authentic, real-world contexts.
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
4.1.8 Use creative and artistic formats to express personal learning.
ISTE Technology Standards:
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.
a. interacts, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.
b. communicates information and ideas effectively to multiple audiences using a variety of media
and formats.
c. develops cultural understanding and global awareness by engaging with learners of other
cultures.
d. contributes to project teams to produce original works or solve problems.

Instructional Design Model Used to Design Course

The instructional design model used to design this course was
ASSURE.
A – Analyze learners
S – State standards & objectives
S – Select strategies, technology, media & materials
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U – Utilize technology, media & materials

R – Require learner participation
E – Evaluate & revise

The steps of ASSURE align with my modules because I am able to analyze my learners through
their responses to their discussions and select the lesson that will benefit them culturally. By the
time I start this lesson, I would already have done a learner analysis from activities like think-
pair-share, class discussions and reflections. I have also included the learner characteristics
which will inform my decision as to what strategies and technologies to use. After choosing a
lesson, I included the standards and objectives that I expect to be addressed. I select the strategies
and technology and media that will allow my students to meet the standards and objectives. The
activities are done in groups with require learner participation and collaboration. After evaluating
the learners’ work, I will be able to evaluate the extent to which my lesson and modules were
successful and revise the areas of improvement. I include all these elements in my instructional
plan.

Module Design
Overview: The lesson is on the Civil Rights Movement and will be broken down into 7 Modules
and will span across 3 weeks.

Overview of Modules:
Module One: A Broken Beginning
Activities/Assignments:
Discussion 1: A Broken Beginning

After exploring the first segment of the virtual field trip, discuss 3 major events of the
Civil Rights Movement and Explain how these events were significant to African
Americans.

Be sure to make reference to the video, photo or text that you are referring to. Reply
to at least one other post in a meaningful way. All replies are due by the end of
Module 1.

Activities
Visit Civil Rights Movement Virtual Trip and explore:
a) Watch: A Broken Beginning
b) The Case of Plessy v. Ferguson
c) Jim Crow Laws
d) Atlanta Race Riot of 1906
e) Notable Individuals
f) Photos
g) Analyze: Art
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Assignment
After viewing the images, videos, and articles in module 1, create an online collage representing
the broken beginning that African Americans had.

Guidelines: You must not include any text, audio or video. You must use no less than 7 images
and no more than 10.

Utilize these free online collage websites:

https://spark.adobe.com/make/photo-collage-maker/
https://www.befunky.com/features/collage-maker/
https://www.photocollage.com/
https://www.fotojet.com/features/photo-collage/

You can also explore photo collage websites of your own choosing.

Submission:
Save file in this format: last name_assignment name (Lawrence_collage.docx) and upload to
Dropbox: by Sunday April 1, 2018 at 11:59pm

Module Two: Educational Equality

Activities/Assignments:
Discussion 2: Educational Equality

Explain how the Brown v. Board of Education case affected the quality of education for African
Americans.

What part did the little Rock Nine play in educational equality?

Be sure to make reference to the video, photo or text that you are referring to. Reply to at least
one other post in a meaningful way. All replies are due by the end of Module 2.

Activities
Visit Civil Rights Movement Virtual Trip and explore:
a) Watch: Educational Equality
b) Photos
c) Notable Individual
d) Meet the Little Rock Nine
e) Brown v. Board of Education of Topeka
f) Brown v. Board of Education of Topeka: Opinion
g) Analyze: Art
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Assignment

Create a video to educate the class on one event from this module.
Guidelines:
Your Video must include titles and captions
Your video must be between 2-4 minutes in length

Here are some video presentation websites, you may also utilize one of your choosing:
https://www.moovly.com/
https://www.powtoon.com/home/
https://biteable.com/presentations/

Submission: upload your video to your YouTube channel and post the URL in the “Educational
Video” class discussion. Wednesday April 4, 2018 at 11:59pm

Module Three: Taking a Stand

Activities/Assignments:
Discussion 3: Taking a Stand
After examining videos, photos and analyzing primary texts, evaluate them to
determine their effectiveness. Share your responses with the class.

Be sure to make reference to the video, photo or text that you are referring to. Reply
to at least one other post in a meaningful way. All replies are due by the end of
Module 3.

Activities
Visit Civil Rights Movement Virtual Trip and explore:

a) Watch: Taking A Stand

b) Notable Individual
c) Primary Documents
d) Civil Rights Groups
e) The Freedom Riders
f) Firsthand Account of the Freedom Rides
g) The Long Ride to Freedom
h) Photos
i) Analyze: Art

Assignment

Create a visual representation of what you learned from this module using an online mind
mapping tool.

Guidelines:
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You mind map must include all the activities in this module or you can choose to focus on one. If
you focus on one, you must include at least 10-15 elements in your mind map.

Here are some online mind mapping tools, you may also utilize one of your choosing:
https://www.mindomo.com/
http://popplet.com/
https://www.mindmup.com/#storage

Submission:
Save file in this format: last name_assignment name (Lawrence_mindmap.docx) and upload to
Dropbox: by Saturday April 7, 2018 at 11:59pm

Module Four: Marching Forward

Activities/Assignments:
Discussion 4: Marching Forward

Explain the symbolism behind the title ‘Marching Forward’ and the influence Martin Luther
King and Coretta Scott King had.

Be sure to make reference to the video, photo or text that you are referring to. Reply to at least
one other post in a meaningful way. All replies are due by the end of Module 4.

Activities
Visit Civil Rights Movement Virtual Trip and explore:
a) Watch: Marching Forward
b) Notable Individuals: Dr. Martin Luther King, Jr.
c) Notable Individuals: Mrs. Coretta Scott King
d) Photos

Assignments

With all the publicity that MLK received, Coretta Scott can easily seem like the silent partner.
Using a PowerPoint or Prezi, make a case for her significant role in the Civil rights movement
highlighting her accomplishments.

Guidelines:
Your presentation must be between 5-7 slides.
At least 7 images
Include an audio narration (optional)
Include no more than one or two videos
Each slide must be accompanied by a text description
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Submission:
Save file in this format: last name_assignment name (Lawrence_CorettaScott.docx) and upload
assignment to Dropbox: Notable Individual: Coretta Scott King by Tuesday April 10, 2018 at
11:59pm.

Module Five: Changing Tides

Activities/Assignments:
Discussion 5: Changing Tides

What was the purpose of literacy test and were they relevant?
How did they affect the Civil Rights Act and Voting Rights Act?

Be sure to make reference to the video, photo or text that you are referring to. Reply to at least
one other post in a meaningful way. All replies are due by the end of Module 5.

Activities
Visit Civil Rights Movement Virtual Trip and explore:
a) Watch: Changing Tides
b) Civil Rights Act of 1964 and Voting Rights Act of 1965
c) Literacy Tests

Assignments

Create an infographic of either the Civil Rights Act of 1964 or Voting Rights Act of 1965 using
https://piktochart.com/

Submission: upload link to the “Changing Tides” discussion by Friday April 11, 2018 at
11:59pm.

Module Six: Georgia’s Resistance

Activities/Assignments:
Discussion 6: Georgia’s Resistance

What role did Georgia play in the Civil Rights Movement? Include details about the two
governors and the Albany Movement.

Be sure to make reference to the video, photo or text that you are referring to. Reply to at least
one other post in a meaningful way. All replies are due by the end of Module 6.

Activities
Visit Civil Rights Movement Virtual Trip and explore:
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a) Watch: Georgia's Resistance

b) Georgia Flags
c) A Tale of Two Governors
d) The Albany Movement

Assignments

Use an online tool to compare the two Governors in this module.

Guidelines:
You must have at least 7-10 differences and at least 5 similarities.
You must include a picture of both governors.
You can also utilize Microsoft Word.

Here are some online tools, you may also utilize one of your choosing:

https://creately.com/diagram-type/template/g6946i5b3/compare-contrast-chart

https://teachbytes.com/2012/01/10/diffen-compare-and-contrast-online-tool/

Submission: save file in this format: last name_assignment name (Lawrence_2governors.docx)

upload to Dropbox: “Tale of Two Governors” by Monday April 14, 2018 11:59pm

Module Seven: Pressing On

Activities/Assignments:
Discussion 7: Pressing On

Use the lesson resources to compare our current generation with the Civil rights era,
to what extent is our nation the same today, how are we different? Give 3 examples.

Be sure to make reference to the video, photo or text that you are referring to. Reply
to at least one other post in a meaningful way. All replies are due by the end of
Module 3.

Activities:
Visit Civil Rights Movement Virtual Trip and explore:
a) Watch: Pressing On
b) Notable Georgians
c) Human Rights Groups of Today
d) Analyze: Art
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Assignments

Digital Story and Reflection

With your group, create a digital story depicting your view of the Civil Rights movement using a
collaboration of text, audio, video and images. You can all decide to display one view or
multiple sides to Civil Rights. Likewise, you may each have a different view and wish to
contribute your view. You will have to work together to decide on a way to represent everyone’s
view cohesively.
Write a one-page reflection on the strengths and weakness of your final product, your experience
working in a group, your contributions to the group. In addition, describe one thing you have
learned in this lesson that is significant to you and why.

Here are some digital storytelling websites, you may also utilize one of your choosing:

http://www.pimpampum.net/en/content/bubblr?utm_campaign=elearningindustry.com&utm_sou
rce=%2F18-free-digital-storytelling-tools-for-teachers-and-students&utm_medium=link

https://www.makebeliefscomix.com/?utm_campaign=elearningindustry.com&utm_source=%2F
18-free-digital-storytelling-tools-for-teachers-and-students&utm_medium=link

http://www.smilebox.com/?utm_campaign=elearningindustry.com&utm_source=%2F18-free-
digital-storytelling-tools-for-teachers-and-students&utm_medium=link

Submission:
Upload link of your digital project to Dropbox: “Civil Rights Movement: Digital Story” and
attach file with your reflection in this format: last name_assignment name
(Lawrence_Reflection.docx) by Monday April 21, 2018 11:59pm
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Summary of Assignment Due Dates

 April 1 – Discussion 1 and online collage

 April 4 – Discussion 2 and educational video
 April 7 – Discussion 3 and mind map
 April 10 – Discussion 4 and Coretta Scott King Presentation
 April 13 – Discussion 5 and infographic
 April 16 – Discussion 6 and Compare and Contrast assignment
 April 21 – Discussion 7, Digital Story and Reflection

How Students are Assessed:

All class discussions, graphic organizers, written work, and reflections will be used for assess
student achievement of the lesson’s instructional objectives. Acceptable performance and
exemplar student responses will show that they have achieved the primary goals by accurately
describing and citing information, making sound judgments, creating relevant connections
between the Civil Rights movement and today’s society and reflecting meaningfully on what
they have learned. The creation of their digital story will further show evidence of their growth
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and the extent to which they have understood the concepts taught as they will have to pull
multiple resources together to demonstrate their understanding of Civil Rights.

Interactivity and Collaboration:

Students will be placed in groups to go on the virtual field trip. I will give students the link to
access the website. Students will choose a scribe who will record their group findings to take
back to the class discussion. Students will utilize Weebly to create a digital story as their
culminating project.
Through the virtual field trip, students will:
1. Analyze primary source images and documents
2. Interpret and explain artwork
Reflect on the music created during the time period
3. Clip and save sections of the content to their device for further
reflection and analysis
4. Listen to firsthand accounts
5. Explore interactive photo galleries and maps
6. Watch videos narrated by experts

Materials/Resources
Lesson Website:
PBS Learning Media: http://www.pbslearningmedia.org/, which includes the following:

Videos:
A Broken Beginning
Educational Equality
Taking a Stand
Marching Forward
Georgia’s Resistance
Pressing On

Primary Documents:
Governor Marvin Griffin, State of the Address (1956)
Governor Roy Barnes’s Address to Georgia State Senate
Speech of Governor Zell Miller
North Georgia Tribune Newspaper (1956)

Lyrics to freedom songs from the Civil Rights Movements:

We Shall Overcome
Ain’ Gonna Let Nobody Turn Me ‘Round
Eyes on the Prize (Hold On)
We Shall Not Be Moved
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Additional Resources:
Free online collage websites:
https://spark.adobe.com/make/photo-collage-maker/
https://www.befunky.com/features/collage-maker/
https://www.photocollage.com/
https://www.fotojet.com/features/photo-collage/

Video presentation websites:

https://www.moovly.com/
https://www.powtoon.com/home/
https://biteable.com/presentations/

Mind mapping tools:

https://www.mindomo.com/
http://popplet.com/
https://www.mindmup.com/#storage

Compare and Contrast:

https://creately.com/diagram-type/template/g6946i5b3/compare-contrast-chart

https://teachbytes.com/2012/01/10/diffen-compare-and-contrast-online-tool/

Infographic:
https://piktochart.com/

Digital Storytelling:
http://www.pimpampum.net/en/content/bubblr?utm_campaign=elearningindustry.com&utm_sou
rce=%2F18-free-digital-storytelling-tools-for-teachers-and-students&utm_medium=link

https://www.makebeliefscomix.com/?utm_campaign=elearningindustry.com&utm_source=%2F
18-free-digital-storytelling-tools-for-teachers-and-students&utm_medium=link

http://www.smilebox.com/?utm_campaign=elearningindustry.com&utm_source=%2F18-free-
digital-storytelling-tools-for-teachers-and-students&utm_medium=link

http://www.schrockguide.net/uploads/3/9/2/2/392267/schrock_rubric_for_dst.pdf
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Use of Technology
 High Speed internet access
 Discussion posts
 Instructional video tutorials will be provided for
students to access and share
 Integration of interactive tool: digital storytelling (Make
Belief Comix or Comic Master)
 Virtual Field Trip utilizing http://www.pbslearningmedia.org/

Learner Support
Students will have access to their instructor as well as the LMS
Canvas support/help. I will provide students with
example assignments/projects to help guide them in the
completion of their assignments.
 I will provide my contact information for students to reach me
 Course discussion post for students to interact with myself and their peers (questions,
concerns, informal conversation)
 Assignment examples and expectations will be clearly defined
 Tutorials are available for sites (Weebly, etc.)