Elementary and Early Childhood Education Lesson Plan Template

Name: Stephen J. Baxley Date: 11/21/18

Course: ECE 4403 Lesson Plan #: 1
Subject Area(s): Social Studies and Writing Grade Level/Time Frame: 5th grade/ 60 minutes/ 1-2 days (This is the
first lesson -of a 5 day unit).

Step 1: Identify Learning Context (3) Description of the learning environment(s) where the learning experience will take
Learners place
(Classroom  Are there various boards/wall-based resources (e.g. white boards, smart
Context) boards, word wall, etc.) and where are they located?

The classroom has multiple wall-based resources. There are three

whiteboards, as well as a Recordex interactive board. All of these items are
located in the front of the classroom. There is also a two sided easel, one
side is a white board and the other side is chart paper. There is also a
document camera. All of these items are located at the front of the
classroom.

 How are the desks/table(s) arranged and why?

The desks are arranged in four separate groups. The desks are placed like
this for the purpose of allowing students to collaborate, if necessary, as well
as grouping when it comes to management, such as lining up or coming
down to the carpet.

 Are there any “special” areas (carpet, book shelves, “peace” chairs, etc.)?

The classroom library is located in back right corner of the room. The carpet
is located at the front of the classroom and is always clear for students to
use. The computer table is located along the far wall of the classroom.

Learner Description (1) Number of students in class:

 Number of males: 12
 Number of females: 15
Learning Needs Number of
Students
Students w/ IEPs or
504 plans
Students w/ EIPs
English learners
Gifted
Students with gaps in
academic knowledge
Other learning needs
Supports, Accommodations,
Modifications
3 - Increase wait time when
asking questions.
- Ask specific questions.
- Increased worktime on
assignments.
- Laptop use allowed for writing
assignments.
1 - Reduced class size.
0
15 - More difficult texts.
- Opportunities for extending
thinking.
- Higher order thinking
questions.
0
0

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 Personal Assets, Cultural,
Assets, Community Assets
(also referred to as Funds of
Knowledge) (5)
Step 2: Identify Georgia Standard (s) of
Curricular Excellence, WIDA Standard(s),
Priorities etc. (1)
Prior Academic Knowledge
and Prerequisite Skills (5)
Central Focus, Overarching
Goal, Big Idea, or Essential
Question(s) (5)
 Personal: How will you use students’ interests, knowledge, everyday
experiences, family backgrounds, etc. to support learning?
Students in my classroom love Fortnite and sports. In our discussion of
freedom and discrimination I will use examples of how students would feel
if they were told what they could play and who they could play it with
depended on a physical characteristic they have no control over.
 Cultural: How will you use students’ traditions, languages and dialects,
worldviews, literature, art, music, dance, etc. to support learning?
Students in my classroom are predominantly white however many of them
are from different ancestral descents such as Irish, English, and German.
Few students in the class have different cultural and religious backgrounds;
some of the backgrounds represented in the classroom include those of
Nepali, Chinese, and Spanish decent. Some religions represented in the
classroom are Christian Baptist, Catholic, Hinduism, Buddhism, and Judaism.
Students cultural identities will be represented in the lesson by having
students share with the class how their religious beliefs view ideas of
freedom and equality in an open class discussion. The class has just finished
a big unit on immigration and how people of different nationalities and
religious groups were treated in the immigration process, students will be
asked to reflect on how these groups felt in relation to freedom and
equality.
 Community: How will you use students’ community resources, such as local
landmarks, community events and practices, etc. to support learning?
The school and the students are very involved in the community around
them. The school administration does a very good job of making students
activist in the community by doing public works projects such as fundraisers
for the less fortunate and health organizations. The school recently did an
‘Acts of Kindness’ week were they spread kindness through posters, notes
written to students around the school, and ended the week with a book
donation to our sister school that is a title 1 school that receives less
funding. This will be implemented in the lesson as students will reflect on
how kindness spread throughout the community relate to the big ideas of
freedom and equality pursued in this unit.
Write out standards that apply to the lesson. Write the number and the statement.
Remember to include those that apply to every subject area you are integrating in the
lesson.
Social Studies Standard:
SS5H6 Describe the importance of key people, events, and developments between
1950- 1975.
a. Analyze the effects of Jim Crow laws and practices.
b. Explain the key events and people of the Civil Rights movement: Brown
v. Board of Education (1954), Montgomery Bus Boycott, the March on
Washington, Civil Rights Act, Voting Rights Act, and civil rights activities
of Thurgood Marshall, Lyndon B. Johnson, Cesar Chavez, Rosa Parks,
and Martin Luther King, Jr.
ELA (Writing) Standard:
ELAGSE5W4: Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
What prior academic knowledge and/or prerequisite skills will this lesson activate?
What prior academic knowledge and/or prerequisite skills will students need for this
lesson?
- Knowledge: Understanding that discrimination of minorities has been an
ongoing issue in the United States since it was founded. (Ex. Slavery, Indian
removal, Treatment of immigrants coming to America, Treatment of Asian
workers working on the transcontinental railroad, etc.)
- Skills: Reading non-fiction texts on historical topics and taking notes on the
text.
What are the important understandings and/or core concepts that you want students
to develop?
- Understanding how Jim Crow laws and segregation motivated the Civil
Rights movement.
2

Learning Objective(s) or
Learning Target(s) (5)
Potential Misconceptions
and/or Developmental
Approximations (2)
- Understanding human beings natural right to freedom and equality.
This (or these) should support the central focus, overarching goal, big idea, or essential
question(s); should be measurable; should indicate what students will be able to do at
the end of the lesson (These can be written as “I can” statements)
- Students will be able to explain the effects of Jim Crow laws and
discrimination as a whole on people of color.
- Students will be able to analyze photos of segregation in the south and
explain how it motivated the civil rights movement.
- Students will be able to discuss what it means to have freedom and
equality.
- Students will be able to compare and contrast the thoughts of others and
their own.
What potential misconceptions or developmental approximations are possible with
this content and how will you address each?
- Students could assume that freedom is to not be enslaved, if students have
this misconception I will refer to the definitions of freedom that are given to
them on the chart paper.

Academic Language (10) Academic Language Whole Class Supports Differentiated Supports
Vocabulary
Language function: - Modeling use of - Prompting
 Words and phrases
Analyze vocabulary and through
with subject specific
Explain language questioning and
meanings that differ
Compare functions. sentence frames.
from meanings used
Contrast
in everyday life (e.g.,
Discuss
table, ruler, force)
Multiple meaning words: N/A N/A
 General academic
N/A
vocabulary used
across disciplines
(e.g., compare,
analyze, evaluate) Academic vocabulary: - Prompting with - Reloading by
 Subject-specific Analyze tiered using academic
words defined for Explain questions. vocabulary
use in the discipline Compare - Word Wall frequently
Contrast - Word Bank throughout the
Language Function: the Discuss - Modeling use of lesson.
content and language focus of vocabulary and - Bolding of
the learning task (e.g., language academic
activities, discussions) functions. vocabulary in
represented by the active verb directions on
in the learning objective(s) or handouts.
learning target(s) (e.g., apply, Subject-specific - Prompting with - Reloading by
evaluate, cause and effect, vocabulary: tiered using subject-
sequence, hypothesize, infer, Segregation questions. specific
summarize, describe, explain) Jim Crow Laws - Word wall vocabulary
Impact - Word bank throughout the
Language Supports: Unconstitutional lesson.
instructional supports that Discrimination - Bolding of
help students understand and Civil Rights subject-specific
successfully use the language Freedom vocabulary on
function (e.g., sentence Equality handouts.
starters, graphic organizers) Syntax: - Simple/short - Sentence frames
Sentences sentences.
Syntax: set of conventions for Voice - Active voice
organizing information (e.g.,
sentences, graphs, tables); Discourse: - Prompting with - Chunking of
organizes language to convey Structured discussions tiered questions information into
meaning Student diary entries - Think, pair, comprehensible
share discussion chunks.

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 Discourse: how members of after video(s)
the discipline talk, write, and and picture
participate in knowledge walk.
construction using the - Teacher
structures of written and oral modeling of
language; discipline specific analyzing and
discourse has distinctive explaining
features or ways of structuring perspectives
oral or written language, or and beliefs of
representing knowledge others.
visually. How will students demonstrate understanding of the academic language in the
different language demands (e.g., writing, speaking, reading, listening) in the lesson?

Students will use words and phrases acquired through conversations and videos to
respond to questions by:
- Completing the picture walk.
o Students analyze photos of segregation in the south and how it
relates to freedom and equality.
o Students compare and contrast the treatment of whites and
minorities.
- Completing the think-pair-share activities after watching each video.
o Students discuss what it means to have freedom and equality.
o Students explain the effects of Jim Crow Laws and discrimination
as a whole on people of color.
o Student compare and contrast the thoughts of others to their
own.
- Completing their diary entry.
o Students explain the effects of Jim Crow Laws and discrimination
as whole on people of color.
o Students discuss what it means to have freedom and equality.
o Students compare and contrast thoughts of others and their own.

Step 3: Design Type of Assessment Format of Assessment (e.g., Supports, Evaluation Criteria
Assessment quiz, test, checklist, KWL Accommodations, How will you know or
Framework chart, performance task) Modifications measure if the students
have met the learning
objective(s) or learning
target(s)?
Pre-assessment (2) - As a ticket out the - Students
door students will describe their
be asked to answer understanding
one question and of freedom
turn it in before and equality
they leave. “What in a short
is your experience response.
and understanding
of freedom and
equality?”
Formative assessment(s) (2) - Structured - Tiered - Students are
questioning questioning evaluated
- Think-pair-share - Sentence based off of
activities. Frames their
- Class discussions - Word wall response.
- Word bank
Summative assessment(s) (2) - Diary entries - Sentence - Answered
frames both prompts
- Word Bank in 3-4
- ‘Jim Crow Laws’ sentences.
article. - Use evidence
- Copy of Jim from videos,
Crow photos. class
discussion,

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Standard(s)
SS5H6 Describe the
importance of key people,
events, and developments
between 1950- 1975.
a. Analyze the
effects of Jim
Crow laws and
practices.
ELAGSE5W4: Produce clear
and coherent writing in which
the development and
organization are appropriate
to task, purpose, and
audience.
Summarize the results of the pre-assessment data and explain how it will drive your instructional practices.
Pre-assessment data will be used to guide the opening discussion for the lesson based off of students’ experiences
Step 4: Create Materials Needed (4)
Learning
Activities
and/or article
in their
response.
Assessment Plan Alignment (5)
Corresponding Learning Format of Assessment(s)
Objective(s) or Learning
Target(s)
- Students will be - Picture Walk
able to explain the - Think-Pair-Share Activities
effects of Jim Crow - Diary Entry
laws and
discrimination as a
whole on people of
color.
- Students will be
able to analyze
photos of
segregation in the
south and explain
how it motivated
the civil rights
movement.
- Students will be
able to discuss
what it means to
have freedom and
equality.
- Students will be
able to compare
and contrast the
thoughts of others
and their own.
Pre-Assessment Data Summary (1)
and definitions of freedom and equality.
Teacher Resources (must include podcasts): List all textbooks, children’s literature,
CDs/DVDs, videos, and on-line sources that are resources for you, the teacher, in
determining the content and in teaching the lesson. Provide proper APA references.
- Recordex Interactive Board.
- Chart paper (For Word Wall, Word Bank, and sentence Frames)(All of these
will be prepared before the lesson).
- Word Document containing Jim Crow law photos.
- Jim Crow law photos (27 Copies of each):
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 - ‘Brown Eyed Blue Eyed experiment’ video from Opera.
- Jim Crow Laws video from Discovery education.
- Question prompts for diary entries (27 copies/1 for each student)
- Jim Crow Article (Link provided for students if they need it for diary entry)

References
Brightbeagles. (2013, April 26). Oprah's Social Experiment on Her Audience. Retrieved
November 21, 2018, from
https://www.youtube.com/watch?v=0YOTxammRTw

Jim Crow laws. (2018). In Encyclopædia Britannica. Retrieved from https://school-eb-

com.proxygsu-scob.galileo.usg.edu/levels/middle/article/Jim-Crow-
laws/599873

Racial segregation. [Image]. In Encyclopædia Britannica. Retrieved

from https://school-eb-com.proxygsu-
scob.galileo.usg.edu/levels/middle/assembly/view/187753

Segregation. [Image]. In Encyclopædia Britannica. Retrieved from https://school-eb-

com.proxygsu-scob.galileo.usg.edu/levels/middle/assembly/view/226161

6

Technology Connection (2)
Supporting Diverse Learners
(5)
Culturally Responsive
Teaching (5)
Research and Theory, or
Principles of Child
Development (5)
Instructional Strategies and
Learning Tasks (include
activities, discussions, or other
modes of participation that
engage students to develop,
practice, and apply skills and
knowledge related to a
specific learning objective(s)
or learning target(s). Learning
tasks may be scaffolded to
connect to prior knowledge
and often include formative
assessments) (10)
South, The. [Image]. In Encyclopædia Britannica. Retrieved from https://school-eb-
com.proxygsu-scob.galileo.usg.edu/levels/middle/assembly/view/171943
Student Resources: List, and include, all handouts, worksheets, and other materials,
including assessments, that you will have students use in this lesson. Please make sure
you cite your reference in APA style. Include slide shows you plan to use. Note that
slide images can be copied from Power Point and pasted into Word documents. List all
other materials needed, and the amount of each.
- Social Studies Notebook
- Sticky note pad.
- Diary (Will use Social Studies notebook for this).
- Question prompts for diary entry (1 copy each).
- Link (or hard copy if needed) to Jim Crow Laws article.
How will you, the teacher, use technology?
Teacher will use the Recordex Interactive Board to display the Jim Crow law photos.
How will the students use technology?
Students are proved the opportunity to type their diary entries as well as links to the
Jim Crow law photos and article as resources to help with their response.
How do you plan to differentiate your instruction related to the learning objective(s),
learning target(s) and/or central focus (e.g., content, process, product; representation,
action & expression, engagement). Explain how the support will assist a specific
student and/or group with respect to the specific learning objective(s) or learning
target(s). For example:
 I will support my students who need 50% more time on assignments by
assigning the diary entry as homework so they can work at their own pace.
 I will support my student who needs reduced class size by having students
completing the think-pair-share activities in a small group then sharing
what they discussed in their group.
Note: Make sure you address the needs of the learner(s) identified in the learning
description.
How is the content of your lesson connected to the students’ assets (personal,
cultural, and/or community) within your classroom? Be specific to the content of the
lesson and the assets of your students.
The content of the lesson is connected to students’ assets through the inclusion of
their responses on the pre-assessment in the whole class discussion. The whole
lesson revolves around the idea of freedom and equality, and students are
constantly asked to reflect on their own experiences and beliefs in their responses.
What specific research, learning theories, and/or principles of child development
guided your instructional choices for this lesson? How are they applicable to your
learning objective(s) or learning target(s)?
In this lesson I use both think-pair-shares and a picture walk to promote student
comprehension. Think-pair-shares are research based strategy used to differentiate
instruction for students by giving them time and structure for forming individual
ideas about a topic, which in turn promotes comprehension. Picture walks are used
as a strategy to help students visualize a topic they are studying or reading about to
promote a deeper comprehension of the topic.
Introduction/Hook
Class be called down to the carpet. I will begin the discussion after asking the
following question.
What do you remember about discrimination in America from previous grades?
I will allow for a few students to share their response, assuming they will bring up
topics such as Ruby Bridges, Martin Luther King Jr., and slavery. I will then tell
students that we are starting a unit on the civil rights movement in the United States
and how it changed rights black people in the United States. I will tell student that
the focus of this unit is on freedom and equality and how these ideas are relevant to
the civil rights movement in America I will then tell students that today we will be
discussing Jim Crow laws and how they helped motivate the civil rights movement. I
will tell students that today we will be watching a couple of videos about
discrimination and freedom as well as doing a picture walk of photographs that
capture what life in America was like before the civil rights movement. I will then tell
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 students the learning objectives of the day as I write them on the board. I will then
ask students the following questions.
How would you define freedom? How would you define equality?
I will allow for a few students to share their responses and jot their responses down
on the chart paper.

Vocabulary instruction
I will then introduce the academic vocabulary to the students. I will do this by first
asking them to define the word in their own words, then I will display the word and
definition and have the students read the word back to me. As I reveal the
definitions students will be instructed to write them in their social studies journal.

Brown eyed vs Blue eyed experiment video

Students will be told to go back to their desks. Students will be instructed to keep
the following questions in mind as the video plays: What does it mean to be
discriminated against? How does feeling inferior or superior make people react? I
will show the ‘Brown eyed, Blue eyed experiment’ video. Following the video I will
ask the two questions again. I will then instruct the students to take a couple of
minutes to think about their response to those questions. After a couple of minutes I
will tell students to take the next 5 minutes to discuss their answers with their
group. I will then have a student from each table share the overall answers from
their group. I will point to students that this video shows the power of how
discriminating against a group of people because of a single characteristic can cause
one group to feel lesser that the other and the other group feel they are greater than
the other. I will ask students how they would feel if they were told they couldn’t play
Fortnite or sports with one of their friends based off the color of their skin, eyes, or
hair. I will explain to students that this is what is was like for Black people and other
minorities during the Jim Crow era, and that this type of discrimination still occurs in
the world today.

Jim Crow Law Video

I will tell students that we will be watching brief video on Jim Crow laws. Students
will be asked to consider our definitions of equality and freedom as the video is
played. I will play the video. After the video I will write the questions: What is your
opinion of discrimination? How can you compare the facilities of colored people to
those of white people? Student will be told to take a couple of minutes to think
about their response to the question. Students will then be instructed to share their
response with their group. I will call on one student from each group to share the
overall view of their group. I will use students’ responses to engage a class discussion
of how people can be mistreated because of their differences. I will refer to how
students were treated during immigration day (an activity done at the school where
students were given a nationality and participated in a reenactment of what it was
like for immigrants at Ellis Island) just because of the country they were from or their
religion.

Picture Walk
Next students will participate in a picture walk. Three pictures will be displayed on
the Recordex Interactive Board. I will write two questions on the board: What is
being shown in the picture? What emotions come to mind as you look at this
picture? Students will be instructed to write the two questions in their Social Studies
notebook and answer both questions for each picture. Following the picture walk
students will be called upon to share their responses to the questions. I will then
explain to the students what is happening in each picture. I will close the picture
walk by asking students the following question: Do you think the people in these
photographs are okay with how they are treated? I will allow for students response
and explain to them that many people of color were tired of being treated this way
and this exhaustion of being discriminated is what fueled the civil rights movement.

Connection to the Arts (1) How would you incorporate creative expression through drama, movement, visual
arts, and/or music into the lesson?

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Higher Order Thinking
Questions (HOTQs) (10)
Re-teaching, Re-Engagement,
Practice (2)
Extensions (2)
Lesson Closure (5)
Students are always encouraged to include an illustration in their writings to help
the reader understand more.
Create at least 5 higher-order thinking questions (along with anticipated answers)
using Bloom’s Taxonomy or Webb’s Depth of Knowledge (DOK) levels, then identify
what level each question represents. Embed these questions into your instructional
strategies and learning tasks section above and highlight them in green. Remember
these questions will occur before, during and after the lesson.
1. What is your opinion of Jim Crow Laws? Support your response (Level 6)
I feel they were wrong, it is not right to discriminate someone just because
they look different from you. Our constitution says all men are created
equal, so that means all people should be treated equally.
2. What can you infer about how the Jim Crow laws affected the start of the
Civil Rights movement? (Level 4)
I feel people were upset that their constitutional rights were being violated
and they had the right to fight for them.
3. What is your opinion of discrimination? (Level 6)
I think discrimination is a terrible thing. No person should be treated
differently, we are all free and deserve to be treated equally.
4. How can you compare the facilities of colored people to those of white
people? (Level 4)
The white facilities seem to be nicer than those of people of color.
5. How would you define freedom? (Level 1)
Freedom is the right to do what you do as long as it isn’t against the law.
6. How would you define equality? (Level 1)
Equality means that everyone gets the same thing.
7. What do you remember about discrimination in America from previous
grades? (Level 1)
I remember that after the civil war people still tried to stop black people
from doing things like own land and voting.
Describe at least one new strategy for re-teaching the content and/or skills presented
for students who did not successfully meet the learning objective(s) or learning
target(s) identified in the lesson.
In order to reteach the lesson for students who did not understand I would change a
few things. I would have students read the article on Jim Crow laws after they
watched the video before the picture walk. I would have student complete a graphic
organizer as they read the article. During the picture walk I would provide captions
so students could better understand what is happening in the picture.
Describe at least one new strategy for enriching, challenging or extending the content
and/or skills for students who successfully met the learning objective(s) or learning
target(s) identified in the lesson.
To extend students learning I would have them bring in a picture of their choice that
they found from the Jim Crow era and have them come up with their own two
questions to ask the class about the picture. The questions would have to relate to
the big ideas of freedom and equality.
Give a brief synopsis regarding how you will wrap up the lesson. How will students
summarize and/or share what they have learned related to the objective or learning
target?
To close the lesson students will be at their desks. I will review the lesson by asking
the students the following question: How does discrimination compare to our
definitions of freedom and equality? Students will be told to right their answer on a
sticky note and leave it on their desk. I will then tell students to pull out their Social
Studies Notebook and flip to the next page. Students will be told to write diary entry
at the top. Students will be told that for each day of the unit they will be given
question prompts to answer for homework. They will be instructed that these
prompts are opinion based questions meaning students should answer them as if
they are writing in a diary or journal. I will then give the students the prompts to
glue at the top of their diary entry page. Students will be told to answer both of the
prompts in a short paragraph for homework. They will be told they are to use the
video and pictures from class as well as the article on Jim Crow Laws (All of these will
be posted on the class blog).
The questions on the prompt are as follows:
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 What is your opinion of Jim Crow Laws? Support your response
What can you infer about how the Jim Crow laws affected the start of the Civil Rights
movement?
Step 5: Post-
Instruction Lesson Implementation (Be sure to address both whole class and small group or individual learners)
Reflection  What went well and why?
 What did not work well and why?
 How did the learning environment and materials work together to support student learning?
 What improvements and changes would you make if you were to teach the lesson again and why?
 What did you learn about yourself as a teacher?

Learning Theories/Research Base

 To what degree did the implementation of your lesson utilize the learning theories that framed your
instructional plan? Provide examples from your experiences teaching the lesson.

Assessment Analysis
 What information about student understanding did you learn from your assessment(s)? How did the student
or student(s) do on the assessment? What patterns of learning do you see?
 How will you act upon, and will students be able to act upon, the feedback provided form each assessment
strategy used?
 Optional: Use the assessments and create a chart to analyze student learning across the class. Attach or paste
your chart and write a quick summary of what students learned or potential misunderstandings and how you
are drawing these conclusions.

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