DOMINICAN UNIVERSITY OF CALIFORNIA, UKIAH CENTER ! PRE-SERVICE LESSON PLAN TEMPLATE!

Name: Nils I. Palsson ! Date: September 14, 2013!

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Lesson Title: A Guide to Recognizing Your Civil Rights Saints! Anticipated length of time for this lesson: Four Days!

PART A: PREPARING TO PLAN THE LESSON---DESCRIBE YOUR STUDENTS!

Age Range of Students: 16-17! Total Number of Students: 26! Number of Male Students: 12! Number of Female Students: 14!

! Percentage of students receiving free or reduced lunch:! 40! ! Areas in which students live (circle all that apply)! ! !
Ethnicity of students! (give numbers)

Suburban + Rural!

Language prociency of students (give numbers)

1 African American or Black! 2 American Indian/Alaskan Native! 4 Asian or pacic Islander! 12 White! 7 Hispanic or Latino! ! _____Other (Specify)!__________________________________ 4 Fluent English Procient! 6 English Learner

Identied special need 1 Specic learning Disability (ADHD)! Speech/Language Impaired! categories 1 Hard of Hearing! !______ Visually Impaired! represented (give ! _____Deaf! !______ Orthopedically Impaired! numbers) ! _____Deaf-Blind! !______ Emotionally Disturbed! ! _____Other Health Impaired! !______ Mental Retardation! ! _____Multiple Disabilities! !______ Autistic! ! _____Brain Injury! !______ Established Medical Disability ! _____Asbergers! ! ! (0-5 years)

ENGLISH LEARNER(S): Who are the English Learners in the class? List each student by level.! .!
Beginning: Intermediate: Advanced: FEP: 4 1 Early Intermediate: Early Advanced: English Only: 1 20

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STUDENTS WITH ACADEMIC OR BEHAVIOR IEPS OR 504 PLANS: (Use initials instead of full names.) ! List academic/behavior performance levels. !
Student Performance Level

Student 1 (ADHD) -- I.F. (I. Fidget)

! OTHER STUDENTS: Which students will require additional support with this lesson and why?! ! N/A ! !
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Student has st through 30-45 minutes of instruction without need for redirection from teacher. Student 2 (Hard of Hearing) -- B.S. (B. Speakinup) Student has di"culty hearing people speaking at inside voice at a distance of greater than ten feet without extra vocal amplication.

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Grade Level(s): 11! Content Area: US History! Subject Matter: Civil Rights Movement!

PART B: PLANNING THE LESSON!

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ACADEMIC CONTENT STANDARD(S): What state-adopted academic content standard(s) or state-adopted framework does this lesson address?! History-Social Science Content Standards for California Public Schools, Grade Eleven! 11.9 - Students analyze US foreign policy since World War II.! 11.10 - Students analyze the development of federal civil rights and voting rights! 11.11 - Students analyze the major social problems and domestic policy issues in contemporary American society.! CALIFORNIA COMMON CORE STANDARDS: Which common core standard(s) does this lesson address?! N/A! UNIT of STUDY: What is the UNIT of STUDY that addresses the standards above?! US After WWII! US Civil Rights Movement! Vietnam, the Cold War and Beyond! Issues Contemporary American Society!

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At what point in the sequence of the unit is this lesson? Check one:! at the beginning of the unit of study! X between the beginning and the end of the unit of study! at the end of the unit of study!
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LEARNING OBJECTIVES: What specically do you expect students know and be able to do at the end of this lesson? (The students should understand what they need to know and be able to do and why it is important to them at the beginning of each lesson.)!

Circumstances/Conditions - Given ve minutes on the spot about the US Civil Rights Movement, after four days of in-class learning, research, and reection individually and with partners! Behavior - Students will lead class conversation in which they present their research ndings on assigned topics of historical signicance. Students will clearly describe the signicance and controversy of their given topic, relate it to other aspects of our lesson, raise meaningful questions, and personally relate to the material.! Performance Level - 100 percent of my students will present clearly, lucidly, and with personal engagement. A rubric will be provided to outline my expectations of clarity, lucidity, personal engagement, and other assignment criteria. (Specic Rubric Headings: 1) Introduction with bio facts 2) Presentation of controversy or conict 3) Shows personal relationship to material 4) Questions raised 5) Clarity of presentation 6) Enthusiasm each rated on a scale of 1 to 5)!

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How will you know? What evidence will show the extent to which the students have met the objective? ! Outcome indicators: Informal oral presentation to group, as discussion leader, with Teacher and other students asking probing questions for the group to synthesize greater understanding of our history.! LANGUAGE OBJECTIVES by LEP Level: ! EL1 will write ten full, grammatically correct sentences in English.! EL4 will participate in all class activities with advanced English prociency and will achieve all classwide learning objectives.! What specic language and vocabulary will students be expected to use when showing mastery of this content?! ! Tier 2 Vocabulary (Non-content Dependent Academic Vocabulary and multiple meaning words).! research, present, describe, clear, lucid, engaged, controversy, signicance, nuanced, informed, multiple perspectives, relate, identify, connect, meaningful, expand, elucidate! ! Tier 3 Vocabulary (Content-dependent academic vocabulary).! integration, judicial review, labor union, equality, rule of law, civil rights, racial proling, nonviolence, militant, convicted, turnpike, terrorist, bounty, legality, constitution, litigation, su"rage, inalienable!
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What evidence will show that students have multiple opportunities to practice the language objective?! Students will be seen and heard checking for comprehension as the lesson progresses. Students will indicate whether they are understanding the vocabulary along the way.!

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How will you di"erentiate for various language levels?! When Tier 2 and Tier 3 words are used, they will be spoken slowly and with synonyms the rst few times, with special attention given to English Learners. I will be checking for comprehension throughout the lesson, monitoring progress with questions and also nonverbal cues.! How will the evidence demonstrate the extent to which the students have met the objective?! In informal class discussion, students will be asked for the meaning of these words, and will give correct responses. This will evidence that students have met the objective.! STUDENTS WITH IEPs! Identify the appropriate academic and/or behavior IEP goals that you will address in this lesson for each student.! BS -- Student will accomplish everything expected of all other students, academically and behaviorally. BS will be seated close enough to instructor to hear necessary information.! IF -- Student will successfully complete entire class period without distracting fellow students and without needing personal redirect from teacher. !

What evidence will show that these IEP goals are integrated into your lesson?! BS will be seated close to instructor and given visual aids. See the chart below for further details about the intefration of this students IEP.! IF will also be seated close to instructor, and will be given appropriate nonverbal cues from instructor. We already have an understanding: BS does not want to be a distraction, but sometimes begins to gdet involuntarily. Increased teacher proximity usually eliminates this, as do frequent changes in classroom activity. Our classroom activities (direct instruction/class conversation/pair-and-share) is conducive to BS remaining calm and dget-free.!
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Describe the accommodations and/or modications necessary for each student to actively participate in, and achieve the desired objective for this lesson.!

BS will be seated close to instructor and given visual aids as well as a modied copy of class outline. BS will be spoken directly to. BS has voluntarily shared with the class that she needs to be spoken toward with extra volume. The class is sensitive to this. She is a committed student and her IEP requires that she be held to the same academic and behavioral standards as the rest of the class. ! IF will be seated close to instructor, with special attention paid to his movements as cues for early intervention. Teacher proximity typically eliminates any problems. Also, class activities will be switched up frequently to maintain a pace that never lulls enough for the dgeting to get out of hand.!

How will each student be supported during this lesson? ! BS will be seated close to instructor and given visual aids as well as a modied copy of class outline. I will also check in with her personally to ensure she is hearing everything. ! IF will be seated close to instructor, with special attention paid to his movements as cues for early intervention. Teacher proximity typically eliminates any problems. Also, class activities will be switched up frequently to maintain a pace that never lulls enough for the dgeting to get out of hand.!

How will the evidence demonstrate the extent to which each student has met the objective?! As per her IEP, BS will accomplish all academic and behavioral standards set forth for the class. Content learning objectives will be met fully. She will be given adequate visual aids and seated close to instructor.! Students near IF will be seen meeting all learning objectives without being distracted by IF. This will demonstrate that IF has not distracted any students.!

MATERIALS/TECHNOLOGY/RESOURCES! What materials (supplies, equipment, teaching aids) need to be prepared and available? ! Handouts, Projector and Smartboard, Youtube videos of primary-source readings, interactive maps and photographs will all be integrated into the lesson. Students will also complete internet research.!
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How will you integrate technology? How does this lesson support the districts technology goals? ! This lesson involves an internet research component, in which students will use the web to learn about heroes and controversial gures of history. We will spend time as a class going over the appropriate and ethical use of technology, as well as consideration of the questionable validity of some of the information found online. This supports the districts goals of fostering appropriate and ethical use of technology and informed research on the web.!

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Describe your timeline for implementation and use of materials, technology, and resources.! Day 1 - Projector and Smartboard, along with video and audio segments, will be used to deliver new information and music.! Day 2 - Computer use in class, in two groups, researching on the Internet and printing images for their poster project.! Day 3 - Creating posters together to facilitate anchoring of main ideas, and presenting these ideas in group convo! Day 4 - Continued work in circle, with materials already created. Teacher will play some music and audio excerpts from highlighted gures.!

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CLASSROOM SUPPORT PERSONNEL! How will paraprofessionals, volunteers, or other teachers support students during this lesson? ! On two of these lesson days, (Thurs and Mon) there is a visiting paraprofessional, who is oating around the outside of the circle, paying special attention to LEP and IEP students.!

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PART C: TEACHING THE LESSON!

Think about the sequence of this lesson. Describe your plans for instruction in the order in which they will be implemented. Under Instructional Strategies, explain what you will do to present the content to the students. What will you do/say? Under Student Activities, explain what the students will do during each step of instruction. !

Instructional Strategies !

Student Activities

LEP/PLD Level EL1 - Instructor will provide denition of key terms, with special attention to Tier 2 and Tier 3 Vocabulary!

(answer in box below) Hook:!

Students w/IEPs and/or others BS - Student will be seated close to the instructor. Visual aids provided... as per her IEP!

Students will listen carefully and respond with raised hands and engaged listening What would you say if I told and relating from personal you that one of the people understanding. Students will were going to study in our share their insights on civil rights unit -- a person terrorism and expose gaps in that Howard Zinn considered knowledge of the Civil Rights a hero of history and a Movement.!

personal hero of mine -- was recently placed on the US Justice departments Top Ten Most Wanted Terrorists list? ... What is this list, who can tell me about it? ... Raise your hand if you know who this person is. Ill give you a hint. Shes Tupac Shakurs godmother... Her name is Assata Shakur.

EL4 - The CELT language score for this student is such that student may participate fully.

IF - will be seated in close proximity to instructor to minimize dgeting distraction to other students, as consistent with his IEP

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Relating to Previous Lessons:! Id like you all to recall what you were working on with Mr. G yesterday. Who can tell me a little bit about what you learned. (Students will share their new understanding of the Montgomery Bus Boycott. They will tell me about Rosa Parks and ML King.)!

Students will share in group discussion recapping the last two days and their lesson with Mr. G.

Instructor will ask for students to restate Mead quote in simpler terms: People can change the world. Both EL students will be paid special attention, particularly around vocabulary that is challenging.

BS - Instructor will check in to ensure student is able to hear all instruction clearly, and will remain seated in optimal listening position.!

This quote will be written on the board, and I will reference it: Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has. Margaret Mead!

IF - Instructor will pay special attention to IFs dgeting, and adjust personal proximity to student as necessary to minimize the need for redirection.

(I will then segue from the early days of the Movement, to share an interactive 5 to 10-minute shipel on Assata, including insights on the the development of the movement through the Black Panthers, the story of Assatas arrest and trial, and the news hook of her recent bump on the Most Wanted List in 2013, as she remains in exile in Cuba with a now $2m bounty on her.)!

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Presentation of Learning Objectives:! The Learning Objectives will be stated explicitly to students in familiar terms:! By the end of this lesson, you will know about some of the most impactful and controversial gures of the civil rights movement. You will have intimate knowledge of at least one of these gures, which you will present to the class both verbally and in poster form. You will also learn about yourself and some of your political beliefs, and connect with specic parts of the movement to expand civil rights in America.! There will also be a handout that accompanies this lesson, describing work expectations.!

Students will listen to presentation of learning objectives and conrm their understanding.!

Tier 2 and 3 words (analyze, understand, connect, impactful, controversial, intimate) and 3 words will be dened along the way. Instructor will dene and redene terms as appropriate, checking for comprehension in all students, especially ELs.!

All students will have a handout corresponding with this.! BS will have no problem understanding this, given proximity and handout.! IF will be monitored for dgeting, but should not be a problem so early on in lesson, and energy-change will be coming up soon: e is in Group One for computer research.

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***************************** *! Individual EL Student Language Objectives:! EL1 will write ten full, grammatically correct sentences in English.! EL4 will participate in all class activities with advanced English prociency and will achieve all classwide learning objectives.!
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Language objectives:! The Language Objectives of this lesson will be the integration of Tier 2 and 3 words, which will be repeatedly dened along the way.
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Day 3 (Fri) - Review of previous material -> Work on poster with partner, 15 Day 1 (Weds) - Hook -> minutes -> Partner Introduction of new material presentations, 30 minutes -> (Assata) -> Primary Source Quiz, 26 questions, compiled activity (Read A Letter to My People together -> Respond in from student-generated pairs) -> Hand out assignment questions (10 minutes) -> for Short Presentations -> Begin Homework assigned: choose research on internet while also your own, research deeper using books and handouts, and CONNECT personally. teacher walking around to Write 1 page about why and listen, do progress-monitoring, be prepared! and give one-on-one help -> Group discussion in circle -> Day 4 (Mon) - !
Lesson Sequence and Progress Monitoring! Homework assignment: Continue research, write about contributions and controversies, and come back ready to share tomorrow!!

For both EL students, teacher will pay special attention to challenging vocabulary and language learning goals. !

Day 2 (Thurs) - Recap yesterday (Who can tell me something they learned yesterday?) -> Short oral presentations (brief report back, socratic questioning from instructor) in circle -> students learn they have partner with same gure -> partner up, share about signicance and generate + turn in ve quiz questions -> report back to group as partners with new learnings -> Begin work on posterboard in partners -> Homework assigned: complete poster contribution/controversy + bring an image + decorations. ! of California Dominican University
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EL1 - Teacher will also, wherever possible, provide translation into spanish along the way, as well simplied English denition of key terms. Individual check-ins for comprehension will also ensure that language goals are met. On written portions of lesson (Homework Night 1 and 4), Brief recap of material -> ten simple complete Review and correct quiz -> sentences will be accepted in Students report back to circle lieu of full page of complete on their own chosen gureparagraphs. ! > Teacher and other students will press each student for details, EL4 - Student will be emphasizing personal expected to complete all connection, evaluation and objectives that other synthesis. This will include students are expected to each student making a sound complete, as per his and physical motion or language goals of pantomime to associate with functioning at advanced each historical gure, which level. Teacher will check in the rest of the class will then with student for emulate, to anchor the comprehension. learning -> Recap -> Preview of coming lessons and transition to next lesson on Vietnam War and Changes in the Movement. !

BS - Student will be seated close to the instructor and partnered up with student who communicates very clearly. Visual aids will provided for all students, and emphasized for BS.! IF - Student will be seated in close proximity to instructor to minimize dgeting distraction to other students, as consistent with his IEP. Additionally, transitions from one activity to another, including pair-sharing and group discussion, will keep this student stimulated and in movement enough not to need to act out pent up energy.

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Learning Modalities!

Students will listen, raise hands, share, do partner work, research, and later Visual - Photos, Powerpoint, present. Their presentions reading of primary will include modalities as documents, plus each described to the left.! student required to bring one visual for presentation.!

EL1 - Student will be given extra visuals and translation or paraphrase of challenging vocabulary.!

BS - Student will be given extra visual emphasis, and, as with other students, will participate in kinesthetic and auditory exercises as well.!

Auditory - Conversation, lecture, music, sound clips from the gures we discuss. We will also repeat and even sing signicant names aloud as a class.! Tactile/Kinesthetic - Poster board project involves creative use of hands. Presentation will include some kind of dramatization or pantomime movement associated with the topic (person) of their presentation. Each student will mimic this movement at the time of presentation, to kinesthetically anchor the information.! Gustatory/Olfactory Verbal reference to tastes and smells will be incorporated where appropriate.

EL4 - Student will participate fully and meet all classwide IF - Student will be invited to learning objectives. explore kinesthetic expression in appropriate container. Class activities will be varied enough to avoid excess dgeting from pentup energy.!

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Based on Blooms taxonomy, what questions will you ask to check for understanding? (Be sure to di"erentiate questions for appropriate developmental and academic levels).!

Analysis!

And now lets contrast these two models. Somebody give a couple of examples of how the Panthers di"ered from EL4 - CELT scored reect SNCC.! that this student will be How were MLK and Malxolm capable of responding to Knowledge! X similar?! questions at the higher Who can recall somebody we levels of Analysis, Synthesis And how were they di"erent?! discussed yesterday? And and Evaluation. ! Examine the underlying where did he live?! cause of the Alcatraz Who remembers something Occupation.! about Malcolm X? !

EL1 - Emphasis will be placed on comprehension and knowledge questions.!

BS - BS will be able to her and see everything given appropriate proximity. When other students respond too softly, I will encourage them to amplify, or I will repeat emphatically.! IF - When dgeting commences, IF will be asked a historical question at the appropriate level.!

Alright Im going to give a location, and you tell me what happened there...! What happened at Alcatraz Island in 1969-1971?! Comprehension! Now who can explain who the Black Panthers were?!

Synthesis! Arrange these events in chronological order.! Okay, now I want you to REarrange them in the order in which youd teach them. ! What if you could only teach a person three of them?!

Estimate the black population in the US in 1968. Explain the concept of equal How about Native Americans. rights.! How about now?! Evaluation! Application! Okay, lets do a little mock debate. Who wants to defend Assata? And who wants to justify the US stance of Predict where this movement having her on the twrror will go once MKL and X die.! watch list. Who wants to play the role of impartial judge?! Write about an example of nonviolence.!

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What evidence will show that this lesson was connected to your students life experiences, interests, and previous lessons? ! Student oral presentations will include meaningful reection on connection to personal interests and life experiences. We will relate back to earlier lessons in which students shared family histories.! Students will write a short reection connecting discrimination, prejudice and inequality, and the struggle for equality, to their own lives..! Students will ultimately pick their own gure to explore more deeply and describe why they chose that person. When they report back to the circle, each student will be expected to personally relate to the gure they have chosen.!

Students will reect on the historical gures weve learned about and had glimpses of, and will choose somebody of particular interest to present on. Students will research and share their ndings with class in open Socratic Seminar. Students will describe in what ways the material relates to their lives and interests.!

EL1 - Student will complete the same assignment as the rest of the class, with some additional one-on-one input from instructor to ensure that the assignment is understood. Students EL resource teacher will also be briefed on assignment and will spend one EL class period with student helping him to express in English the things he already understands in his native language, about how his life relates to that of the historical gure under review.!

BS - The portion of the lesson relating to student life experience will be possible for this student to complete without special accommodation. Again, when other students respond too softly, I will encourage them to amplify, or I will repeat emphatically.!

IF - Similarly, this student should have no specic di#culty with this portion of the lesson. If dgeting is an issue during presentation, student will be coached appropriately. Proximity will be increased as necessary EL4 - Students CELT score during other students indicates that he is able to presentation, to avoid the participate fully in this event. need for redirect.

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What evidence will you collect during the lesson and/or at the end of the lesson that will show the extent to which students have met your lesson objectives? ! 1) Responses during short oral presentations! 2) Posters, in pairs! 3) Answers on quizzes compiled from quizquestions o"ered by each presenter.! 4) Informal assessment along the way through Q and A.! Closure: What will you do or say to summarize and conclude the lesson?!

Students will o"er short oral presentations, both individually and as partners, bth on chosen and assigned gures. We will present and re-present material to each other, and students will generate quiz questions and take a quiz compiled of the best of all quiz questions. At the end of the lesson, there will be additional class conversation which will further assess the extent to which learning has happened.

EL1 - EL1 will be expected to turn in ten complete sentences (in lieu of full paragraphs) about their assigned gure. All other classwide objectives are consistent with this students needs based on language scores. Verbal expression will be encouraged and coached and reiterated where appropriate by teacher.!

BS will meet all academic objectives.!

IF will meet all academic objectives.

EL4 - Student will meet all classwide objectives.!

Students will hear one another, raise hands, discuss, relate, synthesize, review, summarize, predict, explain, So -- what do we take from and evaluate aspects of this all of this? (Discussion unit of history. ensues...)

EL students will be included in summative conversation, and casually asked a question with newly learned terms.

BS will have an opportunity to demonstrate that she has met learning objectives. Students seated near IF will also demonstrate that they have not been distracted.

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What will you do or say to transition to the next lesson or activity?!

Students will listen to instructor, raise hands to respond, and o"er in class conversation what they know Now, who can tell us about (and what they think they the major thing happening in know) about Vietnam and the US foreign policy during this US/Vietnam War. time? ...Ill give you a hint, there have been a lot of war movies set during this time... Lieutenant Dan, you aint got no legs. I gotta nd Bubba! Thats right, folks. They sendin me to Vietnaym. Tomorrow when you come in here, were going to discuss the Vietnam War in greater detail, including how the antiwar movement and Civil Rights Movement came together, overlapped, and inuenced one another... and how many people speculate that Martin Luther King and many of his allies were assassinated partially because they were becoming more vocal about the antiwar cause...

EL1 - As with prior sections of the lesson, the transition to the next lesson will include pauses for clarication, where appropriate, around Tier 2 and 3 vocabulary will be reviewed and comprehension checked.!

BS will be seated close enough to instructor to hear the transition.!

IF will be seated close enough to instructor to minimize dget impulse. It will also be appropriate here to relax and giggle, at least when I quote Gump. A little less so when we get into the details of the Vietnam War EL4 - Student will achieve all itself... classwide objectives, and consistent with language objectives will need no special accommodation for this portion of the lesson.

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PART D: REFLECTION! If you have taught this lesson:!

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What were the actual outcomes? (provide specic evidence)! N/A! To what extent did students meet learning objectives(s)? ! N/A! Does this lesson plan need to be modied for future use? If so, how?! N/A!

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If you have not taught the lesson:!

What di#culties do you anticipate that students may have with the lesson content? Why do you think these will be areas of di#culty?!

Students may need to be given permission to really have their feelings and opinions here, and for it to be okay to have opinions that are similar to OR DIFFERENT FROM the beliefs of their parents, peers, and teachers. Also, there is a lot of content to keep track of, so students will have to be encouraged to keep a detailed and organized collection of information they learn. There will also be areas of potential di#culty in treating some of the emotionally charged issues of race, gender equality, and other issues of cultural identity -- but by now, my students have demonstrated that they are respectful and responsible citizens of this classroom.!

What other potential trouble spots are you anticipating?!

The technology and research part of the assignment may present some issues. Students may need to be coached through their research to ensure that it is thoughtful. Having only one EL1 student will be its own challenge, but I also trust my own and our classs ability to deliver understandable info, and this student seems to do well with my style of verbal delivery. Well have to remember to be fair and respectful of others opinions, and to be sure to distinguish fact from belief, during our presentations and conversation.!

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PART E: APPLICATION! If you have taught this lesson:! What will you need to re-teach from this lesson?! N/A! How will you apply what you learned from teaching this lesson when you plan instruction for this class in the future? ! N/A! What have you learned about the needs of all students by teaching this lesson? ! N/A! How can you apply this knowledge to other lessons?! N/A!

If you have not taught this lesson:!

How might the structure of this lesson inform the development of future lessons?!

Future lessons will build on our understanding of these inter-related aspects of the ongoing movement, and we will continually return to some of the core themes and issues highlighted here. The structure of this lesson, being that it involves lots of presentation to the group, will improve our collective ability to teach and learn from each other. This will make future lessons in group sharing even easier for us. Also, we will continue doing pair work with di"erent partners until weve worked with everyone in the class, thus strengthening our learning community.!

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