MSU Denver Lesson Plan Template [Fall 2016, Residency]
Candidate name: Eileen
Text to be used in lesson: Informational text about abolitionists: David Walker, Harriet Tubman, John Brown, William Lloyd Garrison, Nat Turner, Harriet Jacobs, Fredrick Douglass
Grade level/Content Area [CA]: 8th grade US history
CO Academic Standards [CAS] for Unit:[copy and paste actual standards and elements for the unit here]Standard: 1. History
GLE 1. Formulate appropriate hypotheses about United States history based on a variety of historical sources and perspectives.
EO a: Use and interpret documents and other relevant primary and secondary sources pertaining to United States history from multiple perspectives (DOK 1-4)
EO c: Critique data for point of view, historical context, distortion, or propaganda and relevance to historical inquiry
EO d: Construct a written historical argument on the use or understanding of primary and secondary sources. (DOK 1-3)
GLE 2. The historical eras, individuals, groups, ideas and themes from the origins of the American Revolution through Reconstruction
EO d: Evaluate the impact of different factors – on topics to include but not limited to gender, age, ethnicity and class- on groups and individuals in this time period and the impact of these groups and individuals on the events of the time period (DOK 1-3)
EO e: Analyze causes and effects of major conflicts from the origins of the American Revolution through Reconstruction (DOK 1-3)
Standard 2. Geography
GLE 1. Use geographic tools to analyze patterns in human and physical systems
EO a: Interpret maps and other geographic tools as a primary source to analyze a historic issue (DOK 1-3)
EO c: Recognize the patterns and networks of economic interdependence (DOK 1-2)
GLE 2. Conflict and cooperation occur over spaces and resources
EO a: Analyze how economic, political, cultural, and social processes interact to shape patterns of human population, interdependence, cooperation and conflict (DOK 1-3)
EO b: Compare how differing geographic perspectives apply to a historic issue
Standard 7. Writing in Social Studies
GLE 1. Writers expand their understanding by researching, engaging in the writing process, and crafting authentic argumentative and informative texts.
EO d: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Standard 5. Reading in Social Studies
GLE 1. Readers uncover the structures of texts, identify claims and perspectives, integrate knowledge and ideas, and make meaning of key concepts
EO a: Cite specific textual evidence to support analysis of primary and secondary sources.
EO b: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Enduring Understanding for Unit:
Social, economic and political ramifications of slavery.
Examples of individuals and groups who defined the era.
How the expansion of slavery affected the political decisions. / Big Ideas:
Continuity and Change over time
Perspective
Region
Unity and Diversity / Essential Question for Unit:
How do technological advances simplify and complicate peoples’ lives?
How did the various regions of the country develop socially, economically and politically?
What factors contributed to sectionalism?
Standards: CASCCSS specifically addressed in today’s lesson:
CAS [CO Academic Standard]:
GLE 2. The historical eras, individuals, groups, ideas and themes from the origins of the American Revolution through Reconstruction
Only need the EO here
EO d: Evaluate the impact of different factors – on topics to include but not limited to gender, age, ethnicity and class- on groups and individuals in this time period and the impact of these groups and individuals on the events of the time period (DOK 1-3)
CCSS [Common Core for literacy]:
Standard 5. Reading in Social Studies
GLE 1. Readers uncover the structures of texts, identify claims and perspectives, integrate knowledge and ideas, and make meaning of key concepts
EO b: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Content Area[CA] concept:Abolitionists / Objective for lesson: [What specifically will students learn in today’s lesson?]THREE-part lesson objective [CA content + language function + overt action] When constructing the lesson objective, you must:
(1) useCA content/language directly from the CO & Common Core State Standard
(2) focus on a language function [analyze, argue, describe, etc. in CO CA & CCSS language] andVERBS = DOK CHART!
(3) includea specific and overt student action LITERACY/FORMATIVE ASSESSMENT:
read, write, speak, represent; in essence, the student overt action that provides evidence they are actually arguing, analyzing, describing…etc. **Objective should be a complete sentence.
Remember, take language directly from the CAS and the CCSS to construct your objective:
Students will evaluate in writing/write an analysis of the impact of the Abolitionist movement on events and the time period by listing the central ideas of a source and writing a summary of the source distinct from prior knowledge.
**Just an example = I pulled language directly from the standards, changed the “determining” verb to listing [literacy] and included writing [literacy] next to the other verbs to demonstrate the overt student action that will provide formative assessment data in this lesson = Steps 1, 2, and 3 above.
How does this lesson connect to & support to unit’s summative performance assessment(s)?
Students will understand what motivated abolitionists and what efforts they made to end slavery in order to be able to explain the causes of the civil war in writing.
Colorado Teacher Quality Standard[onepractical focusfor this lesson]:
Standard =III – Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
Element = E – Teachers establish and communicate high expectations for all students and plan instruction that helps students develop critical-thinking and problem solving skills.
Unpacking the academic language & essential knowledge to be learned in the lesson.
What should the student be able to DO [demonstrate] by the end of the lesson?
Essential Knowledge:LIST/UNPACK the CA concept [content] to be learned in this lesson [NOT in the UNIT!]: What are the critical attributes (academic language) of the CA concept? What, specific content, do you want students to learn by the end of THIS lesson?
LISTessential knowledge to be learned here:
Abolitionist-a person who favored the end of slavery – is there anything more about this group SS should learn?
Abolitionists- Both white and blacks in the north and south who worked through writing, speaking and actions to end slavery.I’d unpack the “writing, speaking” and “actions” a bit more here = what is essential about all that?
Pro-Slavery Mindset- The economic affect of slavery is something that is at the heart of pro-slavery movement. Other factors include Darwinism or the thought process that other non-white races were not as civilized or advanced than white Europeans. Because other races were not civilized it was not wrong to keep them as slaves. Many saw slavery as a nesacery evil.
Anti-Slavery Mindset- There was a religious and moral sense that slavery was wrong. Also as the US was being created freedom and liberty were central ideas to the government however slavery and the ideas behind it were actually written into the constitution so this did not make sense to many people. Some other people did not want blacks to be in America and believed that they should be sent back to Africa. Many anti-slavery believers held on to darwinistic ideas and were very discrimitory in their mindset.
Short-Term Information [distinguish other language in the lesson; vocabulary, necessary but not essential information for this lesson]:
Social Darwinism-the thought that a group of people (white Europeans) were naturally inclined to be more educated and civilized than other races
Background Detail [Is the CA concept IN the text you’ve chosen? LIST specific examples from the textutilized in the lesson that illustrate the CA concept/academic language to be learned in lesson]: Do the work HERE you are asking the students to do with the text during the lesson!
Pro-Slavery Mindset-Money, discrimination, nesacary evil
Anti-Slavery Mindset- morally wrong, against religious ideals, against American ideas of freedom and liberty,
William Lloyd Garrison-1805-1879 Newburyport Massachusetts –garrison published an abolitionist newspaper the Liberator and spoke publically against slavery, organized several anti-slavery organizations. Garrison was still alive when the Emancipation Proclamation was printed and the war ended. Many other abolitionists were influenced by Garrison including Fredrick Douglass. Garrison never stopped fighting.
Nat Turner- 1800-1831 Southampton County Virginia –turner led a slave rebellion in which they attacked all white people that they encountered starting with his owning family. Turners rebellion led to fear and further discrimination of slaves in the south. Many slave holders were worried their slaves would join with turner or create their own escape planBe more specific here = how is this an example of ABOLITIONIST, explicitly? Is this from the source? Page number?
Harriet Jacobs- 1813-1897 –North Carolina – Washington DC –wrote a book about her personal experience of a slave as young woman that was published in the US and in England this exposed many people to truths that were very harsh to read. She also worked publishing the North Star.
Frederick Douglass-1818-1895 - Maryland- Douglass educated himself, joined churches, and abolitionist organizations. He began to speak publically against slavery and also printed books, pamphlets, and newspapers. Douglass was alive during the emancipation proclamation as well as the civil war, he conferred with Lincoln during the civil war. Douglass also fought for women’s rights in addition to the end of slavery.
David Walker- 1796- 1830 – North Carolina-Boston – walker was a free black in NC who witnessed the horrors of slavery firsthand, he wrote several pamphlets speaking out against slavery he was part of several societies his most famous pamphlet was walkers appeal it used the bible and the declaration of independence to fight against slavery. He changed the thought of some abolitionists of how slavery should be dealt with. He died long before the Emancipation Proclamation of Civil War but influenced others.
Harriet Tubman-1820-1913 Maryland-New York – Tubman helped slaves escape to freedom she made over 19 trips back and forth from the South to the North to help slaves escape. Tubman helped fight in the Civil War and lived to see the Emancipation proclamation and the end of the civil war. Tubman was able her family escape including her sister, nieces and nephews and even her parents.
John Brown- 1800-1859 West Virginia – Brown thought that he was God’s agent put on Earth to end slavery through the use of militarized force he led a militarized group into battle at Harper Ferry. Brown’s attack is seen as a propelling factor into the civil war.
Anomalies – Why did it take so long to end slavery? What were the public reactions to abolitionists? How were women involved in the abolitionist movement? How did ideas of freedom extend from slavery to women, immigrants etc. ?
Text Frame & Comprehension Process:
This will help guide your thinking, the students’ thinking, and your lesson design, making sure you stay congruent with your conceptual objective.
Text Frame: See Tables 3 (p. 21) and 16 (pp. 52-53) for CCSS reading & text frame options (Buehl, 2014).
Comprehension Processes: See Table 1 (Buehl, 2014, p. 5)
Circle/highlight the one TEXT FRAME of your lesson:
Problem/solution
Cause/effect
Compare/contrast
Goal/action/outcomeAre you teaching a sequence of steps? Those are not listed in the Essential Knowledge section but should be = ALL answers to the chosen text frame questions need to be in the Essential Knowledge section = that’s what you want kids to learn.
Concept/definition
Proposition/support
LIST onlyrelevant questions from your chosen text frame to be used in the lesson in the space below [Buehl’s actual questions on p. 21 but contextualize them!]:Are all of these questions showing up in your RR strategy?
-Was was the goal of the abolitionists? What were they trying to be accomplished?
-Who are abolitionists? Where do they live, what motivates them to speak out?
-What actions did abolitionists takes to help end slavery?
-What are the effects of their actions?
-Were their actions successful for achieving the goal?
-Were there unexpected outcomes from these actions?
-Would other actions have been more effective? Could something else have been done to help end slavery?
Instructional Strategies to support Content Knowledge
Comprehension Strategy [circle/highlight choice: BEFORE—DURING—AFTER reading and list strategy here]: Inquiry Chart
Discussion Strategy [list strategy from course handout here]:Anomalies
Formative Assessment [describe briefly here]:Anomalies will be handed in before leaving class, assessment will be in the form of teacher listening to student discussion and a more formative assessment at the end of this two day lesson.
Instructional Strategies & Formative Assessment Rationale: (Why did you choose these specific comprehension and discussion strategies for your lesson? Reflect herebefore teaching this lesson.) The inquiry chart is a good way for students to have one place with similar information on different abolitionists and the questions will help them think deeper about the issues they are reading and writing about.
FLOW the lesson steps: Learning Experience Sequence
What will each moment look and sound like in the classroom?
Label each pedagogical element clearly in your lesson steps below, and number all of the steps. Be sure to attach all necessary notes, PPT, and graphic organizers utilized in the lesson.
DETAILSare critical in your planning here—details will help you to visualize the lesson in action.
Where are the reading, writing, speaking, visualizing and/or representing opportunities in your literacy lesson?
Be sure they are OBVIOUS and LABELED in your lesson plan below.
Where did you differentiate the lesson steps for diverse learners [ELL, special needs: IEP/504, etc.]?
Be sure they are OBVIOUS and LABELED in the lesson plan below.
Where is the formative assessment in the lesson steps? Be sure it is clearly LABELED and described.
Differentiation: [Adaptations, with focus on struggling readers, writers, speakers] Be sure to label those adaptations in the lesson flow steps below.
Teacher Action [Observable]: What are you doing to facilitate content ideas and academic language? How are you structuring the meaning making for and with the students?
What will you be doing first?
Where are the directions for students?
Step 1
-Teacher will display the warm up on the PP: Have you ever spoken out against something that you felt was unjust? If so what was it? If not, do you think you would have the courage to speak out against something you believe is wrong?Where are kids responding to this?
-Teacher will circulate the room to make sure students are on task
-Teacher will ask students to quickly discuss these the warm up in their small groups and then share out with the class REMEMBER: You’re working on guiding ALL kids to talk in small groups and calling on non-volunteers as well as volunteers = the details of how you’re guiding all of that NEED to be here!
-Direct students [orally] to write ideas they hear from the small group and whole class discussions in their notes and be ready to share (1) one of their own ideas and/or (2) one of their peers’ ideas.
-Make the connections between someone sticking up against injustice to abolitionists. What connections? How will you do that?
Steps are missing TIME! Needed for your pacing ;)
Step 2
-Teacher ask students to record the definition of abolitionist from PP Students don’t need to try on their own first? Why not?
-Teacher will read the definition aloud
-Teacher will ask for students to record the definition in your notes
Step 3
-Teacher will instruct students to create a chart about mindset with one side being anti-slavery and pro-slavery
-Info will be displayed on PP
-Info will be verbally told to teacher to fill in chart on PP by students
-Students will copy the chart down into their class notes
Step 4
-Teacher will inform students that they will be learning about specific abolitionists today
-Directions will be on the PP as well
Step 5
-Teacher will model the inquiry chart on abolitionists for students on PP
-teacher will check for understanding with students about what they are to be completing
-teacher will add additional info if needed
Step 6
-teacher will ask students to read the text their group has for 10 minutes and to fill out their inquiry chart while reading