L3+Mull,+Casey

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * UNIVERSITY OF MAINE AT FARMINGTON**

**LESSON PLAN FORMAT**

**__Teacher’s Name__****: Ms. Mull** **__Date of Lesson__: 3-Application** **__Grade Level__****:7-8th Grade** **__Topic__: Civil Rights Movement**

**__Objectives__** **Student will understand that** themes are important in understanding the Civil Rights Movement. **Student will know** sequence and time lines including the enslavement of African people, de facto and de jure racism, advent of the NAACP and contemporary movements, Garvey-Dubois-Washington, Desegregation of military, desegregation of schools, Freedom Riders, Montgomery Bus Boycott, MLK, Black Power Movement, Civil Right Act 1964, Thurgood Marshall, Barack Obama. **Student will be able to** decide what major enduring themes are important in understanding the Civil Rights Movement

**__Maine Learning Results Alignment__**

Maine Learning Results: Social Studies- E. History E1 Historical Knowledge, concepts, themes and patterns Grades 6-8 "Civil Rights Movement 1955-1968" //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 point of this lesson is for students to understand that there were themes during the Civil Rights Movement, and they are crucial to understanding this era in history.

**__Assessment__**

**Formative (Assessment for Learning)** Students will fill in a sheet before the lesson starts. This sheet will ask them to write in as many themes of the Civil Rights Movement as they can. This will allow the teacher to see themes the students have knowledge of if any.

**Summative (Assessment of Learning)** Students will create a Capzle to show the themes that they have learned about.

**__Integration__** **Technology:** Students will create a Capzle as a type two technology to share their knowledge on one specific theme from the Civil Rights Movement.

**Other Content Areas:** **Music:** Students will look for songs from this time that relate to their themes.

**__Groupings__** Students will work individually initially to read their Comic Life that is given to them at the beginning of the lesson. They will then with groups of up to five people to discuss the different themes.

**__Differentiated Instruction__**

**Visual/Spatial**: Comic Life is presented. **Logical/Mathematical**: Class will discuss why the themes are important and crucial to understanding the Civil Rights Movement. **Musical**: Music of the era will be played to trigger some thoughts for some of the students. **Verbal/Linguistic:** Discussion in groups. **Intrapersonal:** Students will reflect about a theme that they were interested in. **Interpersonal:** The themes will be discussed during the jigsaw activity.

**Modifications/Accommodations**

**//I will review student’s IEP, 504, or ELLIDEP and make appropriate modifications and accommodations.//**

**Extensions**

**Type II-** Each student will have the opportunity to create a Capzle that will display what he or she has learned about the important themes during the Civil Rights Movement.

**__Materials, Resources and Technology__**

**-Laptops and chargers** **-LCD projector-wire to connect** **-Pencil**

**__Source for Lesson Plan and Research__**

**-five w’s chart- http://www.eduplace.com/graphicorganizer/** **-Capzle website - http://www.capzles.com/**

**__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 shown various ways to learn. The eight intelligences are a great way to apply different types of learning to this lesson plan. Students will be able to apply their own learning styles through class discussion, group discussion, working in groups to create their Capzles, and using graphic organizers to organize their information on the significant themes from the Civil Rights Movement. My goal is to create a comfortable learning environment, allowing my students to know what they are capable of, and knowing that I believe in them succeeding.

**//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**

Maine Learning Results: Social Studies- E. History E1 Historical Knowledge, concepts, themes and patterns Grades 6-8 "Civil Rights Movement 1955-1968" //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 Civil Rights Movement and themes of this era will be the topic of this lesson. Goals for students will be given. What I would like students to learn from this lesson is that themes of this era are significant. The goal of this lesson is to have a good understanding of the themes. Along with that, having knowledge of these themes will be beneficial in the continuance of learning more about the Civil Rights Movement. Students will present what they have learned through their self-created Capzles.

**//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 Capzle.

**Visual/Spatial**: Comic Life is presented. **Logical/Mathematical**: Class will discuss why the themes are important and crucial to understanding the Civil Rights Movement. **Musical**: Music of the era will be played to trigger some thoughts for some of the students. **Verbal/Linguistic:** Discussion in groups. **Intrapersonal:** Students will reflect about a theme that they were interested in. **Interpersonal:** The themes will be discussed during the jigsaw activity.

**//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 fill in a sheet before the lesson starts. This sheet will ask them to write in as many themes of the Civil Rights Movement as they can. This will allow the teacher to see themes the students have knowledge of if any.

**Summative (Assessment of Learning)** Students will create a Capzle to show the themes that they have learned about.

**__Teaching and Learning Sequence__****:** **Agenda: 3-Day Lesson Plan** **Classroom will be set up with desks in groups of four or five.** **Day 1 (80 minutes)**

Students will come in and sit down in their regularly assigned seats. As students walk in they will be handed a formative assessment sheet. They will be given about 10 minutes to answer the question. (10 minutes) After they have filled in what they know, the teacher will collect the assessments, and hand them a copy of a Comic Life that has a specific theme. Five different Comic Life’s will be handed out throughout the class. Everyone will then have time to read his or her Comic Life and then fill out a five w’s chart. (25 minutes) Students will then join their classmates that have their same Comic Life. They will have a group discussion on what was said their Comic Life. (20 minutes) Groups will then split so that each person has a different Comic Life. Each person will then speak/teach their classmates what their theme is all about (jigsaw activity). (15 minutes) Students will fill out a hand print sheet that they will have to write five things that they learned during the jigsaw activity. On the board there will be one question proposed for the class to answer for homework. Students will have to come in with the answer for the next class. Students will hand in their five w’s chart and their hand print sheet on their way out of the class for the teacher to look over. (10 minutes)

**Day 2 (80 minutes)**

As students walk into class, they will receive their five w’s chart. They will then sit down with those who had the same theme on their Comic Life hand out. (10 minutes) Once everyone is seated appropriately, they will be told that they will work with this group to create a Capzle. The teacher will then ask students to take out their answers to the question that they were required to answer in the previous class. The teacher will then hand out the expectations sheet that explains what the students have to do for their Capzle. (10 minutes) Students will have the remainder of class to complete their Capzles. (60 minutes)

**Day 3 (80 minutes)** Students will present their Capzles to the class on this day. (80 minutes)

Students will be able to decide what major enduring themes are important in understanding in the Civil Rights Movement. //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 receive Comic Life’s as their hook. **Where, Why, What, Hook, Tailors:** ** Visual/Spatial **: Comic Life is presented. ** Musical **: Music of the era will be played to trigger some thoughts for some of the students.

Student will know sequence and time lines including the enslavement of African people, de facto and de jure racism, advent of the NAACP and contemporary movements, Garvey-Dubois-Washington, desegration of military, desegregation of schools, Freedom Riders, Montgomery Bus Boycott, MLK, Black Power Movement, Civil Right Act 1964, Thurgood Marshall, Barack Obama,. **Equip, Explore Rethink, Revise Tailors:** ** Intrapersonal: ** Students will reflect about a theme that they were interested in.

Students will read about a specific theme through the Comic Life they are given at the beginning of the lesson. Students will meet with those who have the same Comic Life as them once they have read theirs. They will discuss their theme with the classmates that have the same one. Through the jigsaw activity students that have different themes/Comic Life’s from one another will meet. After they have met with classmates who have different themes, they will fill out handprint, each finger should have a different fact they learned from the jigsaw activity. Students who have the same Comic Life will then meet together in groups to create a Capzle that they will eventually present to the class. **Explore, Experience, Rethink, Revise, Refine, Tailors:** ** Interpersonal: ** The themes will be discussed during the jigsaw activity. ** Logical/Mathematical **: Class will discuss why the themes are important and crucial to understanding the Civil Rights Movement ** Verbal/Linguistic: ** Discussion in groups.

Students will present Capzles to the class with their groups. Once they have all presented to the class, they will self assess themselves using the same rubric that I will use to grade them. They will then each individually send their self-assessments and Capzles to my email for me to grade them. **Evaluate, Tailors:** **Verbal/Linguistic:** Presenting Capzle to the class.

**__Content Notes__** Students will begin this lesson by filling out a pre-assessment sheet titled “Themes of the Civil Rights Movement.

**Hook:** At the beginning of class each student will receive a Comic Life. There are five different Comic Life’s.

Students will read their Comic Life and then find those who have the same Comic Life as them. Once they have discussed the Comic Life, understanding what the theme of it is, they will complete their five w’s chart. Once they have completed this worksheet, they will then disperse and get into groups of five, that way each person will have a different theme to teach to the other group members. They will have a handprint worksheet for this jigsaw activity. On each finger they will write all five themes in a few sentences, showing that they clearly understand what the theme it is. They will then get back into groups, working with those that have the same Comic Life to create a Capzle. They will use Capzle as a tool to show what there theme is all about.

**__Handouts__** -Rubric - http://rubistar.4teachers.org/ -Pre Assessment Sheet- self made -Five W’s chart - http://www.eduplace.com/graphicorganizer/ -hand print worksheet- self made