Sue+Ellen's+Lesson+Plan

_ __Scaffolded Questioning__ X_ Visual Discovery® _X_ Independent Reading _ __Interpretation of Primary__ Sources _ Interpretation of Graphics (maps, graphs, cartoons,  tables,…) _ __Concept Attainment__ _ Grouping Strategies _ __Think-Pair-Share__ _X Roundtable _ __Jigsaw__ _ Pairs Check/Review _ __Indep/Group Project__ _X_ Integration of Technology _X_ Audio _ Interactive Student Notebook® _ __Formal Writing__ _ Informal Writing _ __Modeling/Demonstration__ _XSmall/Large Group _X __Reading (Pre, During, Post)__ _ Simulation/Act-it-Out _X_ Historical Investigation _X __Video Clips__ _ Cross-Curricular Connections _ __Other___ || **HCPSS Essential Questions Covered:** Students will demonstrate an understanding that civil rights are not freely given but must be taken. Students will have an understanding that tension created through nonviolent direct action can bring about change. Students will be able to identify individuals who became leaders. Using social studies skills, students will analyze how the Civil Rights movement has impacted society. Students will demonstrate the ability to examine: Analyze the origins, major developments, controversies and consequences of the civil right movement, with an emphasis on: * Little Rock Nine * Freedom Summer
 * = Howard County Social Studies Lesson Plan Format = || = Teaching Strategies =
 * ** Grade Level: ** 10th
 * Lesson Title ** : Ordinary People: The Civil Rights Movement
 * Montgomery Bus Boycott
 * March on Washington
 * HCPSS Essential Objective(s): **// Students will have the opportunity to critically analyze the causes and effects of the Civil Rights movement. Students will understand the following: //
 * 1) Beyond the famous leaders of the Civil Rights Movement, ordinary men and women struggled for their beliefs
 * 2) All the participants -- famous and not so famous -- deserve to have their stories told
 * 3) Older people have a responsibility to pass on these stories to younger people

Podcast video overview of civil rights movement media type="youtube" key="EYqsJizN4gI&hl=en" height="355" width="425" Students will have completed the chapter concerning the Civil Rights Movement. Review the following questions: What do you know about the civil rights movement? What is segregation? Jim Crows Laws? ||^  || What does the phrase “separate but equal” mean to you? Why can’t schools be separate (in terms of races of students that attend them) and equal? 2. __ In Class work groups (Day 3 )__ 3.  __Presentations (Day 4)__ || = Differentiation/Strategies = _ __Tiered assignments__ _ Flexible grouping _ __Learning centers__ ­­­_ Curriculum compacting _X __Varying questions__ _ Independent Projects
 * Curriculum Standards for the National Council for Social Studies ** Reading and interpreting text, Analyzing/Understanding Visual Images, Internet search ||^   ||
 * ** Materials: ** Pen, Journal, computer, text book ||^   ||
 * ** Anticipatory Set/Context Setting: **
 * ** Development/Procedures: **
 * 1) Use seating chart for attendance
 * 2) Arrange student into their groups of five
 * 3) Warm-up –10 minutes – Ask the students to respond to the following questions:
 * 1) __In Computer Lab (Days 1 & 2)__
 * 2) Pass out link to [|Webquest].
 * 3) Go over directions, include a hard copy,
 * 4) Answer any questions and give any tips or suggestions
 * 5) Check in on groups to be assured of progress – make sure they have an idea for skit by end of Day 1
 * 6) Note for students to use the video podcast within the WebQuest as a point of reference for the skit
 * 1) Go over rubric with students again.
 * 2) Go over examples of skit with student: n arrator, bystander, participant, agitator,
 * 3) Monitor group progress
 * 4) Check for understanding, clarify if needed
 * 1) Groups will give their 5 to 8 minutes skit
 * 2) Group discussion will follow
 * 3) relate to current issues
 * 4) Exit card on use of the Webquest.

** __Learning Modalities__ **
_X __Visual__ _X Auditory _ __Tactile/Kinesthetic__

Modifications
_ Adapting the skill level _ __Adapt the number of items__ _ Adapt materials _ __Provide learning strategy__ _ Provide audio/video/digital access _ __Increase personal assistance__

(Based on Student IEP/504 )
|| Provide time at the end of each class to address questions and concerns about the WebQuest and the project ||^  || Summary Questions: media type="youtube" key="HmHy0amLKEE&hl=en" height="355" width="425" || == Reading Strategies ==
 * ** Transition: **
 * ** Summary/Closure: **
 * 1) ** Can ordinary people change the world? **
 * 2) ** Other examples? Other countries? **
 * 3) ** What are the most important legacies from the Civil Rights Movement? **
 * 4) ** Finish with Video Podcast **

Text
_Literary _X__Informational__

**Before**
_X Purpose ___Prior knowledge__ _ Preview ___Voc./Concepts__ _ Predict

**During**
_ __Chunking__ _X Self-monitoring through clarifying questions and notations on text _ __Reread__ _ Metacognitive conversation

**After**
_X __Summarize or paraphrase__ _ Write BCRs in answer to reading questions _ __Use rubrics__

**General Reading Processes**
_Decoding __X_Vocabulary__ _Fluency __X_Comprehension__ _ Reading Apprenticeship® _ __Other__ || _ _ Collect and Grade _ Check for Completion _X_ In-Class Check _X __Rubric__ _ Checklist _ __Peer/Self Assessment__ _ Journal/Learning Log _ __Portfolio__ _ _ Constructed Response _ Quiz _ __Test__ _X Presentation _X_ Performance Assessment _ __Informal Assessment__ X_ Exit Slip ___ Other || **Symbol of Civility** Remind your students of the power of a symbol by considering some of the more familiar and forceful symbols throughout history and in today’s world. Discuss such symbols as the peace symbol, the cross, the star of David, the Nazi swastika, the Black Panther fist, the burning cross, and the red AIDS ribbon. Talk about the ways in which messages are conveyed by symbols. (You may also consider some familiar commercial logos, which communicate without words—for example, McDonald’s arches and the Nike swoosh.) Ask your students to create their own symbol to represent the idea of carrying the campaign for civil rights into the twenty-first century. Have them write descriptive paragraphs explaining the elements of their symbols. ||^  || ||^   || = = = =
 * ** Alternate Activities: ** || **ASSESSMENT**
 * Homework/Enrichment: **
 * Homework/Enrichment: **
 * Teacher Reflection: (what went well & what to change) **
 * Teacher Reflection: (what went well & what to change) **