Name : Chloe Price and Jessica Santos Inquiry Based Model Lesson Plan

Standards Addressed:
(list Common Core and Technology Standards where most applicable)

W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Explore how segregation, racism, and poverty affected African American families in the 1950s. This will be a week long lesson. Students will: y Develop their understanding of historical context to the play with a focus on segregation, racism, Jim Crowe Laws y Develop research skills in groups on specific topics y Practice oral skills during presentation of research y Write diary entry in perspective of a character Segregation, Racism, Jim Crowe Laws

Lesson Title or Topic: Time Frame: Objectives:

Key Vocabulary:

Materials: Computer. Historical Text. Text. Poster boards. Markers. Court Cases. Engage: The activities in this section capture the students attention, stimulate their thinking and help them access prior knowledge.

The students will be broken up into five groups and given topics. The topics are: Brown vs. Education, Jim Crow Laws, Little Rock Five, Lorrains Hansburys Life, and Employment for colored people in the 1950s.

Explore: Students are given time to think, plan, investigate, and organize collected information.

Students will be taken to Library to do research on the computer and with use of other historical texts. Then students will prepare to present collected information to class through poster board display.

Explain: Students are now involved in an analysis of their exploration. Their understanding is clarified and modified because of a reflective activity. Students will present their research to the class while non presenting students take notes. These notes will be important to help students with their next assignment. These notes will also be collected at the end of class as a formative evaluation to make sure students are paying attention and are acquiring needed information from the presentations.

Elaborate/Extend: Students are given the opportunity to expand and solidify their understanding of the concept and apply it to a real world situation.

Students are assigned to pick a character from A Raisin in the Sun and create a minimum two page diary entry. The student must pick one of the topics that were presented; they may not choose their own. In the diary entry students write about how the chosen topic affects the chosen character.

Evaluate: Formative evaluation: Teacher notes on participation in groups and research process. Research Project. Collected notes from non presenting students. Summative evaluation: Diary Entry

DAILY LESSON PLAN - COLLABORATIVE LEARNING MODEL Teacher: Chloe Price and Jessica Santos Unit: A Raisin in the Sun by Lorraine Hansbury Standards: SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W. 11-12.1.2Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level, concerns, values, and possible biases. Lesson Title and #: Important Scene Role Play Objectives. Students will: y Demonstrate understanding of dialogue in a scene y Infer meaning from text and role-playing y Write a reflection what they saw and heard Delivery Strategies (mark with X; lesson specifics on next page): Lecture X-Role Play Socratic Lesson X-Reading Analysis Power Point Audio-Video Analysis Group Discussion Writing Activity X-Group Activity Debate Jigsaw Teacher-generated questions Worksheet Game Assessment and/or Evaluation Strategies (mark with X): Observation Learning Log/Journal Presentation/Performance X- Anecdotal Notes Work Samples Interview/Conference Checklist X-Oral Questioning Score Card Comments: Resources/Materials: The student. The assigned scene. The guided worksheet. Self assessment Peer assessment Assessment Rubric AV Presentation X-Written Submission Oral Report Evaluation Rubric Test/Quiz

Lesson Delivery Specifics

Motivator The role playing activity is introduced to the class. The teacher will explain role playing and then demonstrate the activity. The teacher will demonstrate by acting out Ruths opening lines and then concluding by explaining the importance of that partial scene.

/Teacher Input

Student application Students are assigned scenes or partial scenes to role play. After they finish their acting they will be asked to explain the importance of that scene to the class. Students who did not act are able to ask questions: Why did you choose to yell that line? What do you think that character was feeling at the moment? Why did you choose that facial expression? etc. Students are also responsible for answering the overall question, Why is this scene important in the play?

Lesson

Students will be graded by teacher notes on participation. Students will also be graded on depth of verbal analysis of their scene. Students will write a reflection on how their fellow student portrayed each scene. They will add moments that they felt enlightened by and whether or not they gained a new sense of importance.

Closure and Evaluation

Homework/Extensions/Reminders:
*Reflection is due the following class.