L5+Mull,+Casey

**__Grade Level__****: 7-8th Grade** **__Topic__: Civil Rights Movement** **__Objectives__** **Student will understand that** that major enduring themes are important in understanding the Civil Rights Movement. **Student will know** vocabulary including racism, bigotry, white supremacy, civil rights, civil disobedience, social inequality, de facto and de jure racism. **Student will be able to** define vocabulary to understand what the major enduring themes are during the Civil Rights Movement.
 * __Teacher’s Name__****: Ms. Mull** **__Date of Lesson__: 5-Self-Knowledge**

**__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:** This particular lesson’s focal point is going to be vocabulary that stems from the Civil Rights Movement. **__Assessment__**

**Formative (Assessment for Learning)** For a pre-assessment, students will be given a vocabulary list with spaces below each word. They will be asked to fill in the definition of as many words as they can off the top of their head. With this, students will be able to see what words they know, and what words they need to focus on memorizing. Along with this they will number the words, one being the word that they understand best, and ten being the word they are most unfamiliar with. **Summative (Assessment of Learning)** For a summative assessment, students will create a Glogster to display the vocabulary that they have gained knowledge of through their pocket dictionaries, and taking a vocabulary quiz after reviewing the words multiple times. **__Integration__** **Technology:** Students will create a Glogster as a type II technology. Creating a Glogster will allow the students to show the vocabulary incorporated with the Civil Rights Movement that they have just memorized and studied. **Other Content Areas:** **English:** Working with and memorizing vocabulary words.

**__Groupings__** Students will be partnered up at one point to discuss the words they have memorized through working on their pocket dictionary. **__Differentiated Instruction__** **Visual/Spatial:** Pocket dictionary so they can see the terms and definitions to memorize them. **Logical/Mathematical:** Numbering the words according to their understanding. **Verbal/Linguistic:** Sharing their information with their partner. **Bodily/Kinesthetic:** Hook activity. **Intrapersonal:** Find ways to relate the words to them as a way to memorize vocabulary. **Naturalist:** Students can have the option of going into detail with one specific word and going into detail about this word. For example, racism, a naturalist learner could explain the science of this word.

**Modifications/Accommodations** **//I will review students IEP, 504, or ELLIDEP and make appropriate modifications and accommodations.//** **Extensions** If the student is absent from my class I will make sure that the student meets with me individually so they can get back on track with the work that they missed. They are required to meet with me the day after they were absent. When it comes to working in groups, they will have the opportunity to make up the group work by working with me outside of class, for example, making an appointment with me during recess, a free period, or after school.

**__Materials, Resources and Technology__** -laptops and chargers -note cards -colored pencils and/or markers **__Source for Lesson Plan and Research__** www.dictionary.com @http://www.glogster.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 working in groups, creating a pocket dictionary, taking a quiz, and creating a Glogster. **//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 vocabulary that stems from the Civil Rights Movement will be the focal point of this lesson plan. It is important for students to understand vocabulary from this time to be able to read articles, books, or anything that incorporates the Civil Rights Movement. Having knowledge of this vocabulary will be beneficial in reading and researching information about this era in history. **//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 Glogster. **Visual/Spatial:** Pocket dictionary so they can see the terms and definitions to memorize them. **Logical/Mathematical:** Numbering the words according to their understanding. **Verbal/Linguistic:** Sharing their information with their partner. **Bodily/Kinesthetic:** Hook activity. **Intrapersonal:** Find ways to relate the words to themselves as a way to memorize vocabulary. **Naturalist:** Students can have the option of going into detail with one specific word and going into detail about this word. For example, racism, a naturalist learner could explain the science of this word. **//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)** For a pre-assessment, students will be given a vocabulary list with spaces below each word. They will be asked to fill in the definition of as many words as they can off the top of their head. With this, students will be able to see what words they know, and what words they need to focus on memorizing. Along with this they will number the words, one being the word that they understand best, and ten being the word they are most unfamiliar with. **Summative (Assessment of Learning)** For a summative assessment, students will create a Glogster to display the vocabulary that they have gained knowledge of through their pocket dictionaries, and taking a vocabulary quiz after reviewing the words multiple times.

**__Teaching and Learning Sequence__:** Agenda: 3 Day Lesson **Day 1 (80 minutes)** Students will sit in regularly assigned seats. Once everyone is seated everyone will be given a card from a deck of cards. If they have a red card, they will walk to the back of class and stand in the corner. The students with the black cards will be told they can sit wherever they’d like or remain in their seats. The students with red cards will then be asked how they feel standing away from the rest of the class not being allowed to do what they’d like. Once they respond I will explain to them that they just saw an example of segregation and that there are many ways to memorize words. This was intended to help students memorize what segregation is. (15 minutes) Students will then be handed a pre-assessment sheet/quiz that they will have to fill out as many words as they can. Once they have done this, they will number the words one to ten. One being the word they are most familiar with, ten being the word they are least familiar with. (15 minutes) They will then take out their laptops and use the online dictionary to fill in the words they do not know about and double check the words they think they know. (20 minutes) With these definitions students will create a pocket dictionary with note cards to help them memorize the words. In the pocket dictionary, each card must have an image on it. This can be something that they draw, or an image from offline. (30 minutes) Homework will be to complete pocket dictionary for the next class.

**Day 2 (80 minutes)** Students will come in and take out their pocket dictionaries that they were supposed to have finished for this class period. They will then partner up with the person of their choice. (5 minutes) Once they are with their partners they will talk with one another about their pocket dictionaries, and the ways in which they came up with to memorize these words. (15 minutes) With their pocket dictionary, they will go back to their regularly assigned seats and be told that they are going to create a Glogster. They will be told that they must use the pictures on their pocket dictionary note cards and somehow put them on to the Glogster. Students will also be told that they have to present their Glogster, explaining how each picture helps them memorize each word. Students will have class time to complete this Glogster. (40 minutes) At the end of work time, students will start presenting their Glogster’s to the class. (25 minutes) **Day 3 (80 minutes)** Students will come in, with completed Glogster’s and present them. Once every student has presented, they will all self assess themselves, using the same rubrics I have to grade them. (80 minutes) Students recognize that major enduring themes are important in understanding the Civil Rights Movement. Students need to know what major enduring themes are important because there is so much to know about the movement. **Where, Why, What, Hook, Tailors:** Students will know vocabulary including racism, bigotry, white supremacy, civil rights, civil disobedience, social inequality, de facto and de jure racism. Students will create a pocket dictionary as a way to memorize the words related to the Civil Rights Movement, using this as a study tool, and as something that they can refer back to. **Equip, Explore Rethink, Revise Tailors:**

Once students have completed their pocket dictionary they will meet in pairs to look over what they completed, and give feedback to one another. **Explore, Experience, Rethink, Revise, Refine, Tailors:** Students will work individually to create a Glogster that will show what they have learned about this vocabulary and why it is crucial to understanding the Civil Rights Movement. **Evaluate, Tailors:** **__Content Notes__** Hook: You will have a deck of cards. Once students have all been seated they will each get a card. In the deck put all of the black ones together, and throw in a few red ones. Then start handing the cards out. All of the students with red cards must go to the back of the class and face the wall. The students with the black cards can sit wherever they would like. Ask the students with red cards what their feelings are about this situation. This activity is supposed to be an example of segregation. Doing an activity like this is a way for students to realize that there are interesting ways to memorize words. Have the students fill out the pre-assessment sheet. What they will do is fill in as many definitions as they know. Also, have the students number the words one through ten, one being the word that they are most familiar with, and ten being the word that they are most unfamiliar with. They will then be asked to take out their laptops and find the correct definitions for these terms. Once they have all definitions filled out, you can give each student that is done, ten note cards to creatively make a pocket dictionary as a tool to memorize these words. They can have about thirty minutes to complete this. After having time to look over their pocket dictionaries, studying them well. Once they have completed their pocket dictionary they will need to create a Glogster with the images that they have used in their pocket dictionaries. Once they have completed their Glogster, they will present it to the class, explaining what images they put on, and how they use these images to memorize the words.

**__Handouts__** **-pre-assessment sheet with list of vocabulary words** **-rubrics**