LESSON 8 - Portland Public Schools
LESSON 8.18 An Era of Reform | |
|Learning targets |SUMMARY OVERVIEW |
|(clear, understandable versions of standards in student friendly |History Alive! lesson plan |
|language) | |
|Evaluate the impact of the work of abolitionists to end slavery. |Students read the chapter with a partner and complete ISN Reading |
|Identify important reform movements of the 19th century. |Notes. Remind students to pay attention to what is written on each |
|Understand how issues changed or significantly influenced US history. |dress; they are different. Often forgotten in the ISN is #3. Remind |
| |students to write a slogan for the symbol. Response Group Activity |
| |follows reading. |
| | |
| |Response Group Activity: |
| |Place students in groups of 3 or 4. |
| |Describe ISN Activity and distribute Student Handout 18. Review the |
| |term redress=>correction of an unfair condition. |
| |Students complete Excerpt A, step 1 then share out answers. Then |
| |complete steps 2 & 3 from ISN. During step 2 the student may use the |
| |sentence frames provided under the support to show the cause and effect|
| |that has occurred. |
| |Rotating presenter shares answers to class. Repeat for the next 3 |
| |excerpts. |
| |Debrief with questions concerning progress made in the women’s right |
| |movement |
| | |
| |Suggested changes for lesson plan |
| | |
| |Response Group Activity Students view this Activity as easy and fun. |
| |It ties into current times and students can easily relate to the |
| |progress the Women’s Reform Movement has made. |
| |If you believe your class will have large differences on the spectrum, |
| |include this as part of the class presentation as HA suggests; |
| |otherwise skip it. |
| |After the first excerpt is presented, each group can work at its own |
| |pace. Walk around entering into discussions various groups are having.|
| | |
| |Processing: Follow instructions by focusing on events rather than |
| |people. |
| | |
| |Flexible grouping pattern of the lesson |
| |Whole class: Interactive read aloud, |
| |Partners: Reading and ISN Reading Notes |
| |Independent: Timeline activity in Processing and the assessment |
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|Language objectives | |
|(identified cognitive functions correlated to the learning targets, such | |
|as sequence, compare/contrast, cause/effect, infer, and argue, as well as| |
|the signal words to be deliberately taught/used in discussion and | |
|writing; sentence frames in support section) | |
|*Students will explain or describe, in oral practice and in writing, the | |
|causes of reforms and the effects reforms had on America using the | |
|following terms… | |
| | |
|As a result (of) therefore | |
| | |
|History Alive! Preview activity | |
|(builds background; links to student experience) | |
|Students listen to a clear, womanly voice sing a song about women being | |
|obedient in a sarcastic tone. As the song plays students fill in ISN | |
|questions. It may be necessary to tell students that the woman is being | |
|sarcastic although the ISN asks questions about the melody and lyrics | |
|fitting together. It will probably be necessary to play the song twice so| |
|that students can answer questions they may have missed initially. | |
|Preview is easy for students to follow and they understand that reform | |
|movements are still a work in progress. It is a good preview, although | |
|it only focuses on the women’s rights movement and not on education or | |
|slavery. | |
|Pre-assessment activities/documents | |
|(serves as self-assessment for students; informs instruction for | |
|teachers; charts or documents may be used as a place to gather | |
|concepts/information throughout lesson through debriefing; may include | |
|visuals, lesson questions, lesson vocabulary, language objectives, and/or| |
|learning targets) | |
|SWYAK & WIIFM | |
|Lesson questions | |
|(drive instruction; may create links to previous learning; may be | |
|included in pre-assessment) | |
|What were the important reform movements of the mid 19th century? | |
|Who were important leaders of the abolitionist movement? | |
|How were the anti-slavery movement and the abolitionist movement similar?| |
|Additional background building | |
|(streaming video segments, DVD, map review, read aloud of a related piece| |
|of fiction, etc.) | |
|Learn 360: “Life of Sojourner Truth: Ain't I a Woman?” Gives an overview| |
|of Sojourner Truth and slavery using excerpts from her speeches. | |
|Learn 360: “Women and Social Reform” Gives some background into Women’s | |
|Rights Movement and the Anti-Slavery Movement. Only 6 minutes; could be | |
|a recap. | |
|Key content vocabulary (italicized words are assessed) | |
|reformers | |
|Second Great Awakening | |
|transcendentalism | |
|abolitionists | |
|Declaration of Sentiments | |
|READING SUPPORT |
|Lesson-specific instructional supports |
|* see Enrichment Plan for Compacting/Extensions |
|Suggested Turn and Talks for Introduction |Focus pages/paragraphs for teacher guided |Cross-content vocabulary |
|Interactive Read-Aloud |reading group |for ELLs/students who could benefit |
|After the Sojourner Truth speech, turn and talk|18.5 Fighting Slavery section read the first paragraph, |result |
|about how you would feel to be in the room |Frederick Douglass Speaks Out, and Women Get Involved. | |
|while such a powerful speech is being |18.6 Equal Rights for Women read first two paragraphs, and | |
|presented. |Unequal Treatment of Women. | |
|Ask if students believe she had the right to |18.7 Seneca Falls Convention first paragraph and the third | |
|speak about such matters because she was |paragraph under The Declaration of Sentiments, and The | |
|African American. |Legacy of Seneca Falls. | |
|Show “You Tube” video of Truth’s speech after | | |
|you have read the introduction. | | |
|WRITING SUPPORT |
|Lesson-specific instructional supports |
|* see Enrichment Plan for Compacting/Extensions |
| |Terms to use in Sentence frames | |
| |for parts of the lesson | |
| |As a result (of) therefore | |
|DISCUSSION SUPPORT |
|Lesson-specific instructional supports |
|* see Enrichment Plan for Compacting/Extensions |
| |Sentence frames | |
| |for parts of the lesson | |
| |During the discussion part of the activity the student can | |
| |use the terms above to formulate their reasons. | |
| |Excerpt A in the Response Group Activity: | |
| |“As a result of being denied the right to vote, she has had | |
| |to fight to get this right.” | |
|FORMATIVE ASSESSMENT (for student and teacher use) |
|“Check for understanding” |Checkpoints in Student Interactive Notebook |Questions for |
|points during activities | |exit and entrance slips |
| |Look on top of “signs” reformers are holding to check |What reform movement do you feel was |
| |student’s work on the correct reform. |the most important and why? |
| | |How are the abolitionist and women’s |
| | |rights movements similar? |
|REVIEW |
|Processing Assignment |Games |Other |
|(also serves as a formative assessment) | | |
|Focus is placed on the event; please have | | |
|students ignore the person for the visual. | | |
| | | |
|LESSON ASSESSMENT AND KEY |
|Assessment |
|Key |
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