St. Edward’s Lesson Plan Template
Subject: U.S. History Grade level: 11th Grade Teacher: Sarah Regalado
Date(s): March 9th, 2015Coop. Teacher: A. Dejournett Campus: Killeen High School
*Independent Practice *Whole group Instruction*Cooperative Learning *Technology Integration
*Guided Practice/Exploration *Formal Assessment
*Checking for Understanding/Explanation / *Centers *Modeling
*Lecture *Reteach
*A Project *Visuals
*Informal Assessment
OBJECTIVES: The learner will analyze his/her assigned 1960s Supreme Court case in jigsaw groups, then will reunite with their table and teach his/her peers of the findings.
TEKS/Standards:
History 9(I): Describe how litigation such as the landmark cases of Mendez v. Westminster, Hernandez v. Texas, Delgado v. Bastrop I.S.D., and Edgewood I.S.D. v. Kirby played a role in protecting the rights of the minority during the civil rights movement.
Government 21(A): Analyze the effects of landmark U.S. Supreme Court decisions such as Hernandez v. Texas, Wisconsin v. Yoder, and White v. Regester. / Homework:N/A
MATERIALS
Students:Note Packet, Writing Utensil
Teacher:Computer, Projector, Clicker
II. LESSON / STRUCTURE/ACTIVITIES
1st Activity Title:
JigSaw
Materials:
Note Packet
Writing Utensil
25 minutes / Objective(s): The learner will break into his/her jigsaw group and begin dissecting each Supreme Court case.
Student Procedures:
Split into groups
Read case
Discuss
Answer questions within group / Teacher Procedures:I will give instructions, display slide with assigned groups, and circulate the room to ensure participation/answer any questions.
Key ?’s:
What stood out to you in this case?
What was the outcome of this case?
Who did this case primarily affect?
What are the long-term effects of this ruling?
Were there any discrepancies in the case?
Transition
3 minutes / “Now you will be returning to your original desk as “experts” of the case, and you will teach the other members of your table about your findings. Each case should be discussed for at least five minutes. A timer will be displayed on the projector to help you keep track of time.”
2nd Activity
Title:
Regroup & Discuss
Materials:
Note Packet
Writing Utensil
20 minutes / Objective(s):The learner will return to his/her seat and verbalize to the other group members their findings.
Student Procedures:The student will discuss their assigned Supreme Court case in detail, then answer questions from their peers. / Teacher Procedures:I will give instructions, display timer, and circulate the room to ensure participation/answer any questions.
Key ?’s:
What stood out to you in this case?
What was the outcome of this case?
Who did this case primarily affect?
What are the long-term effects of this ruling?
Were there any discrepancies in the case?
III. CLOSURE
Title: Reteach / Objective(s):The learner will verbalize their understanding of the Supreme Court rulings. / Teacher Procedures:I will ensure comprehension of the key concepts for each Supreme Court case by calling on students to answer questions about the rulings.
Planned Modifications and Differentiation:
(ILL/504/SpEd accommodations)
5th period is my inclusion class; therefore we have an inclusion teacher to help those with specific needs.
I will provide instructions both orally and visually.
Additionally, I will display a timer on the projector screen in order to help students keep track of time while discussing content in their groups.
Resources: (Include coursework, internships, Internet resources, colleagues, textbooks, etc)
Notes & TEKS:“Mastering the TEKS in United States History Since 1877” byJarrett, Zimmer, Killoran
Assessment(s):
I will monitor and ensure that each student participated in the discussion, verbalized their findings to their peers, and completed their 1960s Supreme Court cases packet (turned in for a daily grade).