Direct Instruction Lesson Plan Format



EDSU 532 — EFFECTIVE LITERACY INSTRUCTION FOR SINGLE SUBJECT CANDIDATES

SCAFFOLDING CONTENT LESSON PLAN

Teacher Candidate: Rebecca Johnston-Carter

Subject Matter Content: United States History: The Civil Rights Movement

Grade Level: 11th

PLANNING PHASE

Background:

This lesson occurs at the beginning of a unit on the American Civil Rights Movement and is intended to be an overview of the subject which will be followed by more in depth looks at specific events/people of the Civil Rights Movement and/or research/independent projects.

Content Preparation:

• Students will read and orally respond to presentation by answering questions and making predictions.

• Students will negotiate and initiate social conversations by questioning, restating and soliciting information.

• Students will be able to summarize the civil rights movement and identify key players.

Duration: Two Days

Content Area Standards:

Grade Level Content Standard

History-Social Science 11.10 — Students analyze the development of federal civil rights and

voting rights.

Common Core State Standard

CCSS.ELA-Literacy.RH.11-12.9 — Integrate information from diverse sources, both primary and

secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Content Vocabulary/Concepts:

De Facto

De Jure

Plessy v.Ferguson

Segregation

Desegregation

Jim Crow

Brown v. Board of Education

NAACP

Nonviolent Resistance

Civil Disobedience

SCLC

SNCC

Freedom Ride

Civil Rights Act 1964

Freedom Summer

Bloody Sunday

Voting Rights Act of 1965

Martin Luther King Jr

Material and Resources:

Danzer, G. A., Lkor de Alva, J. J., Krieger, L. S., Willson, L. E., & Woloch, N. (2003). The Americans:

Reconstruction to the 21st Century. New York: Holt McDougal.

Student Journals

o Note taking “outline” for ELL students / students who need assistance.

Printout of excerpt from MLK’s I Have A Dream speech

The American Civil Rights Movement PowerPoint Presentation

INSTRUCTIONAL PHASE

Pre-Reading Strategies & Rationale:

Anticipation Guide – (see pg. 5) After watching the BBC Motion Gallery – Civil Rights Movement[1] video students will fill out an anticipation guide by placing a (+) next to the statements which they agree with and a (-) by those they disagree with. Students will also include notes that will help them defend these answers in small group discussions.

This anticipation guide will provide the teacher with an opportunity to assess student knowledge and when combined with the video will help motivate students as they begin learning about the Civil Rights movement.

Column To Column – Students will turn to face each other. Each pair of facing students will quiz each other on prior knowledge concerning the build-up to the civil rights movement, such as Plessy v. Ferguson and the difference between De Facto and De Jure Segregation.

This strategy will help students review prior knowledge and prepare students to link that prior knowledge to the new content their teacher is about to present to them.

During Reading Strategies & Rationale:

Realia – The teacher will present a lecture style presentation which will be accompanied by a Powerpoint presentation that uses photographs from the period and other visual aids such as maps and cartoons to illustrate this information and make content comprehensible for students. Videos will also be included in the PowerPoint, including an interview with a Freedom Rider, footage from the Birmingham Campaign, an excerpt from Martin Luther King’s “I Have A Dream” speech, footage of “Bloody Sunday” and an excerpt from Martin Luther King’s last speech before his assassination.

The use of alternate materials will help make content comprehensible to students and interest students in the lesson as well as improve student’s understanding of the period.

Student Journals – During the course of the teacher’s presentation students will take notes in their individual journals. For students who require additional assistance with notetaking a outline can be devised from the teacher’s PowerPoint presentation and customized to the needs of particular students, such as providing translations of certain words for English Language Learners. In addition the PowerPoint presentation will be made available to students, either via an online sharing service such as Google Docs or by the teacher printing out a revised version of the PowerPoint. (Revised to be more printer friendly via removal of video slides and simplification of slides with animation.)

This activity helps to engage students’ minds and organizes information for quick review at a later time or for a later project. Additionally student journals help students to practice their writing and language skills.

Personal Dictionaries – During the course of the teacher’s presentation students will select unknown words and content specific words to include in their personal dictionaries. For English Language Learners these dictionaries will include translations of these words and/or definitions of the words in the student’s primary language

This activity will support students’ learning of key vocabulary and expansion of students’ personal vocabulary.

Postreading Strategies & Rationale:

Voter Registration Activity – (see pg. 6-7) Students will be randomly divided into two groups representing Caucasians and African-Americans attempting to register to vote in Mississippi circa 1955. Each group will be given a section of the Mississippi Constitution and instructed that in order to register they must interpret the section given to them to the satisfaction of the person administrating the test. Students in the “X” group will be asked to interpret Article 12 Section 240. Students in the “O” group will be asked to interpret Article 7 Section 182. Students will be instructed not to look at each other’s papers. After allowing the students time to write a response, students will be asked to share their answers, with each “X” student paired with an “O” student. Students will be asked which question they think would be administered to an African-American attempting to register to vote.

This activity will help bring to life the oppression faced by African-Americans in the South and given students an opportunity to practice their writing and language skills.

Content Mystery – Students will be given post-it notes with either the name of a famous person from the Civil Rights Movement or with one of the lesson’s content vocabulary. Without looking at the post-it notes the students will place them on their forehead and try to guess what is written on their post-it note by asking other students questions that require only yes/no answers.

This activity will help students review the information they have just received from their teacher and give them an opportunity to practice their writing and language skills.

Closing:

At the end of this lesson students will be able to examine and analyze the key events, policies and court cases in the evolution of civil rights, explain how demands of African Americans helped produce a stimulus for civil rights and examine the roles of Martin Luther King Jr. including his “I Have A Dream” speech.

Formative and Summative Assessment:

I Have A Dream – (See pg. 8) Students will be asked to complete a short essay in which they will be asked to connect the goals of the Civil Rights movement to the present day. The essay will ask if they believe Martin Luther King Jr.’s dream has come true and why or why not and ask students what their dream is and why people should support their dream.

SUMMERY

Reading: Students will read the appropriate chapters from their textbook before the lesson and during the

lesson will read an excerpt from Martin Luther King Jr.’s “I Have A Dream” speech.

Writing: Students will practice their writing skill by completing their Student Journals, Personal

Dictionaries and by writing a short essay reflecting on Martin Luther King Jr.’s “I Have A

Dream” speech.

Speaking : Students will practice verbal communication while discussing their Anticipation Guide answers

in small group discussions, reviewing their prior knowledge in the Column To Column activity,

discussing the differences in the questions they were asked to answer in the Voter Registration

Activity and while figuring out what is written on their post-it note in the Content Mystery.

Listening: Students will practice listening while discussing their Anticipation Guide answers in small group

discussions, reviewing their prior knowledge in the Column To Column activity, discussing the

differences in the questions they were asked to answer in the Voter Registration Activity, while

figuring out what is written on their post-it note in the Content Mystery and while listening to the

teacher’s presentation.

Kinesthetic: Students will have an opportunity to move during the Content Mystery activity while they

determine what word is written on their post-it note.

Hands-on: Students will have hands-on experience during their completion of the Voter Registration

Activity while they experience what it would be like to attempt to register to vote in Mississippi

circa 1955.

Resources

Anticipation Guide

Bean, T. W., Readence, J. E., & Baldwin, R. S. (1981). Content Area Literacy: An Integrated Approach. Dubuque: Kendall Hunt. (Pg. 237-238)

The Civil Rights Movement Anticipation Guide. (n.d.). Retrieved April 7, 2016, from The Civil Rights Movement:

Column To Column – Adaption of Share-Pair Circles for a classroom with rows/columns of desks.

Rowan, K. J. (2013, July 27). Glossary of Instructional Strategies. Retrieved April 7, 2016, from :

Voter Registration Activity – Adapted from actual Mississippi Voter Application & Literacy Test

Veterans of the Civil Rights Movement. (n.d.). Mississippi Voter Application & Literacy Test (circa 1955). Retrieved April 7, 2016, from Veterans of the Civil Rights Movement:

Content Mystery – Adaption of Famous People Mystery

ELL/SDAIE Strategies: Instructional Strategies Used Throughout The Year . (n.d.). Retrieved April 7, 2016, from orh.:

The Civil Rights Movement — Anticipation Guide

After watching the BBC Motion Gallery – Civil Rights Movement video, put a (+) next to the following statements which you agree with and a (-) by those which you disagree with. Jot down some notes that will help you defend your point of view in a class discussion.

______ Brown v. Board of Education ruled that segregation was constitutional as long as

facilities for blacks and whites were “separate by equal”

______ Dr. Martin Luther King Jr.’s philosophy revolved around nonviolence.

______ African Americans were allowed to swim in the same beaches as white people.

______ “Jim Crow” laws outlawed racial segregation in public schools.

______ The “Freedom Riders” were the bus riders who participated in the Montgomery Bus

Station Boycott after Rosa Parks was arrested for refusing to give up her seat for a

white man.

______ Equality for other minority groups including women, gay rights and other groups

gained momentum as a result of the successes brought on by the civil rights

movement.

X

ARTICLE 12 Section 240.

All elections by the people shall be by ballot.

O

ARTICLE 7 Section 182.

The power to tax corporations and their property shall never be surrendered or abridged by any contract or grant to which the state or any political subdivision thereof may be a party, except that the Legislature may grant exemption from taxation in the encouragement of manufactures and other new enterprises of public utility extending for a period of not exceeding ten (10) years on each such enterprise hereafter constructed, and may grant exemptions not exceeding ten (10) years on each addition thereto or expansion thereof, and may grant exemptions not exceeding ten (10) years on future additions to or expansions of existing manufactures and other enterprises of public utility. The time of each exemption shall commence from the date of completion of the new enterprise, and from the date of completion of each addition or expansion, for which an exemption is granted. When the Legislature grants such exemptions for a period of ten (10) years or less, it shall be done by general laws, which shall distinctly enumerate the classes of manufactures and other new enterprises of public utility, entitled to such exemptions, and shall prescribe the mode and manner in which the right to such exemptions shall be determined.

I Have A Dream — Martin Luther King Jr.

I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream.

I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal."

I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.

I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.

I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.

I have a dream today.

I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification; one day right there in Alabama, little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.

I have a dream today.

I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together.

This is our hope. This is the faith that I go back to the South with. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.

This will be the day when all of God's children will be able to sing with a new meaning, "My country, 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrim's pride, from every mountainside, let freedom ring."

And if America is to be a great nation this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania!

Let freedom ring from the snowcapped Rockies of Colorado!

Let freedom ring from the curvaceous slopes of California!

But not only that; let freedom ring from Stone Mountain of Georgia!

Let freedom ring from Lookout Mountain of Tennessee!

Let freedom ring from every hill and molehill of Mississippi. From every mountainside, let freedom ring.

And when this happens, when we allow freedom to ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, "Free at last! free at last! thank God Almighty, we are free at last!

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