L2+Mull,+Casey


 * LESSON PLAN FORMAT**


 * __Teacher’s Name__****:** Ms. Mull **__Date of Lesson__: 2-Explanation**
 * __Grade Level__****: 7-8th Grade** **__Topic__: Civil Rights Movement**


 * __Objectives__**
 * Student will understand that** different evidence provides different perspectives during the Civil Rights Movement.
 * Student will know** important events and people including the Freedom Riders, Black Panther Party, NAACP, Martin Luther King Jr., Malcolm X, Thurgood Marshall, and Rosa Parks.
 * Student will be able to** understand that there are different opinions regarding the Civil Rights Movement and they will notice and come across this through research.

Maine Learning Results: Social Studies- E. History E1 Historical Knowledge, concepts, themes and patterns Grades 6-8 “Civil Rights Movement 1955-1968”
 * __Maine Learning Results Alignment__**
 * //Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.//**


 * Rationale:** This particular lesson is going to be focusing on different opinions and evidence regarding the Civil Rights Movement using documents regarding this era and time period in history.


 * __Assessment__**


 * Formative (Assessment for Learning)** Students will participate in an open discussion about what we know or have heard about Martin Luther King Jr.’s speech “I have a dream.” Thoughts on this speech will be written on the board. Students will then be told whether or not what is written down on the board is true or false.

Students will create a “Prezi” to show the factual and opinionated information they have come across through reading documents regarding the Civil Rights Movement. Students will send their “Prezi” to the teacher to be graded. Presenting their “Prezi” in front of the class will be optional. The presentation itself will not be graded if they decide to present to the class.
 * Summative (Assessment of Learning)**


 * __Integration__**
 * Technology:** Students will create a “Prezi” as a type two technology to demonstrate that they can differentiate and notice what is factual and what is opinionated when reading documents regarding the Civil Rights Movement. I as the teacher will show a student sample of what exactly a “Prezi” could look like or be used for.


 * Other Content Areas:**
 * English:** Students will have to analyze each article, deciding what it is exactly saying and whether or not the information is accurate or just opinionated. With this they will have to reflect.

Students will be put into groups of three to complete the “Prezi.” Although they will be working individually to begin reading their document and completing their fact and opinion graphic organizer. Once each group member’s fact and opinion sheet is completed they will come together as a group to combine the three article into a “Prezi.”
 * __Groupings__**


 * __Differentiated Instruction__**

__Verbal/Linguistic__: Students will participate in an open discussion regarding the documents they have just read. __Logical/Mathematical__: Students will analyze the opinions and explain why they are not factual. __Visual/Spatial__: Students will write facts and opinions on the board. __Interpersonal__: Students will participate in an open discussion sharing their facts and opinions. __Intrapersonal__: Students will read the documents and organize them into the fact and opinion graphic organizer. __Naturalist:__ Students will read the three documents outside.

**Modifications/Accommodations**

**Extensions** Type II-Every student will have an opportunity to create a Prezi to show the information that they have learned through reading and discussing the three articles given by the teacher. The teacher will instruct students on how to go about using the tool “Prezi.”
 * //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications or accommodations.//**

**Absence:** If a student is absent from my class I will make sure that the student is put into a group with two or three students. If the student misses more than one class, I will have student read one article on their own, fill out a fact and opinion sheet, and create a Prezi on that one document. -fact and opinion graphic organizers provided by the teacher -white board and marker -laptops and chargers -three different documents provided by the teacher
 * __Materials, Resources and Technology__**


 * __Source for Lesson Plan and Research__**


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 * __Maine Standards for Initial Teacher Certification and Rationale__**


 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**


 * //Rationale://** Students will be given opportunities to learn in different ways. The eight intelligences are a good way to show this. Students will be able to apply their own learning styles through class discussion, working in groups, working individually, using graphic organizers, working outdoors, and having the assignment of creating a “Prezi.” My goal is to make sure that all of my students are able to learn to their best ability.

Maine Learning Results: Social Studies- E. History E1 Historical Knowledge, concepts, themes and patterns Grades 6-8 “Civil Rights Movement 1955-1968”
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * //Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.//**


 * //Rationale://** The idea that there are different perspectives and different evidence when discussing the Civil Rights Movement is the topic of this lesson. What I would like students to learn is how to distinguish between accurate and false information. Along with that I would like them to learn that everyone has an opinion regarding this time in history. With learning this information, it will be beneficial when researching any historical information. Students will be able to present what they have learned in this lesson through creating a “Prezi” with classmates.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * //Rationale://** Students will utilize type II technology in the form of creating a “Prezi” to present the information learned in the lesson.


 * Verbal/Linguistic**: Students will participate in an open discussion regarding the documents they have just read.
 * Logical/Mathematical:** Students will analyze the opinions and explain why they are not factual.
 * Visual/Spatial:** Students will write facts and opinions on the board and create a “Prezi.”
 * Interpersonal:** Students will participate in an open discussion sharing their facts and opinions.
 * Intrapersonal:** Students will read the documents and organize them into the fact and opinion graphic organizer.
 * Naturalist:** Students will read the three documents outside.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**


 * //Rationale://**
 * Formative (Assessment for Learning)** Students will participate in an open discussion about what we know or have heard about Martin Luther King Jr.’s speech “I have a dream.” Thoughts on this speech will be written on the board. Students will then be told whether or not what is written down on the board is true or false.

Students will create a “Prezi” to show the factual and opinionated information they have come across through reading documents regarding the Civil Rights Movement. Students will send their “Prezi” to the teacher to be graded. Presenting their “Prezi” in front of the class will be optional. The presentation itself will not be graded if they decide to present to the class.
 * Summative (Assessment of Learning)**


 * __Teaching and Learning Sequence__****:**

Agenda: 2 Day Lesson The classroom will be arranged with desks in groups of three.


 * Day 1 (80 minutes)**

Once class is seated in regularly assigned seats, the class will be asked “What do you know about Martin Luther King Jr.’s speech titled “I have a dream?” I will then ask students to write on the board what they have heard and what they know about this speech. Once there are ten lines on the board we will discuss whether they are factual or opinionated, and that it is important to be able to segregate the two. (20 minutes). After this discussion, I will put the students into groups of three outside of the classroom. Each group member will be given a different document. They will be told that they must read the article and write what is factual and what is opinionated on the fact and opinion graphic organizer. (5 minutes) Each group of three in the class will have the same three documents. They will then read their article and complete this graphic organizer. (30 minutes) For the remainder of class we will have a discussion on what the class thinks is factual and what the class thinks is opinionated indoors. (20 minutes) Before students leave class they must write down one fact and one opinion from their article on a piece of paper and give it to me. (5 minutes)


 * Day 2 (80 minutes)**

Once class is seated with their groups I will then ask everyone to find the other students in the class with the same document as them. The students will then use this time to compare their fact and opinion graphic organizers to add any information or just discuss what is factual and what is opinionated. (20 minutes). After this, the students will get back together with their original groups and I will explain to them that they are going to be creating a “Prezi” with all of their information. I will then hand out the “Expectations” sheet so they can have a clear picture of what exactly they are supposed to be completing. (10 minutes) For the remainder of class students will work with their groups to complete their “Prezi.” (50 minutes)

Student will be able to understand that there are different opinions regarding the Civil Rights Movement and they will notice and come across this through research. **//Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.//** Students will participate in an open discussion regarding Martin Luther King Jr.’s “I have a dream” speech.
 * Where, Why, What, Hook, Tailors:**
 * Verbal/Linguistic:** Students will participate in an open discussion regarding the documents they have just read.
 * Logical/Mathematical:** Students will analyze the opinions and explain why they are not factual.

Student will know important events and people including the Freedom Riders, Black Panther Party, NAACP, Martin Luther King Jr., Malcolm X, Thurgood Marshall, and Rosa Parks.
 * Equip, Explore Rethink, Revise Tailors:**
 * Interpersonal:** Students will participate in an open discussion sharing their facts and opinions.
 * Intrapersonal:** Students will read the documents and organize them into the fact and opinion graphic organizer.
 * Naturalist:** Students will read the three documents outside.

Students will get back into groups to discuss their documents, all three being different. They will then work together to create “Prezi.”
 * Explore, Experience, Rethink, Revise, Refine, Tailors:**
 * Visual/Spatial:** Students will write facts and opinions on the board and create a “Prezi.”

Students will pass in “Prezi” to the teacher to be graded.
 * Evaluate, Tailors:**
 * Visual/Spatial:** Students will write facts and opinions on the board and create a “Prezi.”

At the beginning of the lesson, whether they have read it or not, we will have a class discussion based around Martin Luther King Jr.’s “I have a dream speech. Students will discuss what they know about it, if they have read it or not, and talk openly about their knowledge of it. Students will come to the board to write down what they know. After this activity, each student will be given a document to read thoroughly. They will then work in groups of three, each group member having a different document. In their article they will use the fact and opinion sheet to write down what they think is factual and what is opinionated. They will each discuss what their document is about. Once students have met with other classmates discussing the different themes, they will then get together with those that have the same document and create a Prezi with the information that they have read, and the information that they discussed and wrote on their fact and opinion sheet. -fact and opinion sheet for each student - http://www.eduplace.com/graphicorganizer/ -one document regarding the Civil Rights Movement for each student- -rubrics for grading the Prezi created by the group of students- http://rubistar.4teachers.org/ -Expectations sheet for creating the Prezi- self created
 * __ Content Notes __**
 * __Handouts__ **
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 * [|http://www.crmvet.org/info/mowmlk.htm] **