Secondary Lesson Plan Template

Use this lesson plan format and include supplementary materials (e.g. activities, handouts, lecture notes).

Date: 4-4-14Title: Nadir : Group workDescription (1-2 sentences): As the first full day of the nadir unit, students will learn the content on segregation and the nadir and the skill to take notes.

Subject: HistoryInstruction time: One fifty-minute periodStudents level by grade:NinthStandard(s) to be addressed:Understand the role of government in major areas of domestic and foreign policy.Understand patterns of social and cultural continuity in various societies.Understand relationships between and among significant events.Understand multiple viewpoints within and across cultures related to important events, recurring dilemmas, and issues.Understand the role the values of specific people in history played in influencing history.Understand significant historical periods and patterns of change within and across cultures, such as social, economic, and political revolutions.

Enduring Understandings/Essential Questions targeted in this lesson (for units created using the Understanding By Design framework only):Governments may hurt those it needs to help the most.

Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy):Students will identify important information in their textbook on the nadir.Students will justify their opinion on important information.Students will survey their home group to determine what is important enough to be shared.Students will produce a method to teach their partner their information.Identified student needs and plans for differentiation:Students who need differentiation can be spliced unto a good partnership.Specific resources needed for this lesson:Textbook.Paper, pen/pencils, handout.Whiteboard, functional markers, projector.Instructional method(s) used in this lesson:Student group work Lesson Sequence: Hook (How will you get students excited about learning/Introduce students to your objectives?)The projector will display group arrangements, and the desks will be arranged in a manner for the individual groups. Students will sit in a desk in their grouping and read their goals for the day. 2 minutes for attendance. Direct instruction/Modeling 5 minutesI will demonstrate how students should be taking notes over this material, and any material. I will ask for a student volunteer to read aloud a specific paragraph (first full paragraph on page 381) from their text with a bold blue word sharecroppers, in this case.After the paragraph has been read aloud, I will ask the class What was important from that paragraph? They will answer with sharecroppers, and I will ask How do you know it is important? They will know because the word is highlighted, and the paragraph speaks about nothing but sharecroppers.I will demonstrate how I would like to take notes on the board start with sharecroppers, give a paraphrased definition (along with an explanation that I am changing the words to my own to help better remember it), and one important piece of information. Guided practice -5 minutesStudents will take notes over the first paragraph of their assigned section, which will be read aloud to the class. Of six teams, two will always share the same section, so I ask the students of those teams to compare and contrast their notes. If the students do fine, the class will move on to completing the notes for their section. If not, I will do a quick re-teach of the modeling section, picking another paragraph that easily demonstrates the skill. Independent practice 30 minutesStudents will, as groups, undertake the same procedure. Someone will read a paragraph out loud or silently as a group, and the group will discuss what was important from that paragraph to include in their notes, and then write it in their notes. 20 minutes.Then, once all groups have completed their notes, they will partner with someone from a different section and they will begin teaching the other student. This includes telling them what is important, and why they think it is important. 10 minutes. Check(s) for understanding and scaffolding of student learningI will monitor groups to ensure effective learning is occurring by asking them questions. Assessment of/for learningThe assignment will be handed in. Closure of the lessonBreak the partnerships up, tell them to hand in their assignment. Bridge to next lessonTell the kids we will be discussing segregation on Monday, which became prominent in America at this point. Bridge and closure is a minute combined.How will you modify or adjust this lesson in the future?Use a better textbook that has more information to go through, if possible.

Purpose: To understand the problems African Americans faced after Reconstruction in America.

Vocabulary goals:1. Poll tax2. Literacy test3. Grandfather clause4. Segregation5. Jim Crow laws6. Plessy V. Ferguson7. Lynching8. Ida B. Wells9. Activist10. Booker T. Washington11. Atlanta Compromise12. W.E.B. Du Bois

Social skills:1. Students will open their textbooks to page 380.2. Students will have their notes displayed in front of them.3. Students will learn how to take notes per my modeling.4. As students work in groups, they will stay on task and discuss the readings and agree on what is important to take notes. Your groups must have similar notes to show you discussed the text.5. When students are paired to share notes:a. The one teaching will speak in a clear voice in a way the listener can understand, and will explain what was important in the text and why it was important.b. The student listening will take notes from what is presented, and only speak to ask the teaching student questions or make requests.

Directions: Work as a group to take notes over the following blue headings in the textbook. First, decide how your group will read each section (either silently or aloud). Discuss the main points of the sections. Use this sheet as a guide. Then, write your notes after you have discussed the text.

Group A - Disfranchising African AmericansDisfranchise to take away someones right to vote.Explain the laws that disfranchised African Americans.Group B Legalizing SegregationDefine the following terms - Segregation, Jim Crow Laws, Civil Rights Act of 1875, Plessy V. Ferguson, lynching.

Group C The African American Response In 2-3 sentences, identify and explain the importance of the following figures to African-American history: Ida B. Wells, Booker T. Washington, WEB Du Bois, Atlanta Compromise, activists

Directions: Work as a group to take notes over the following blue headings in the textbook. First, decide how your group will read each section (either silently or aloud). Discuss the main points of the sections. Use this sheet as a guide. Then, write your notes after you have discussed the text. We will do the first two pages as a class.

Group A - Disfranchising African Americans and Legalizing SegregationDisfranchise to take away someones right to vote.Explain the laws that disfranchised African Americans.Group B Legalizing SegregationDefine the following terms - Segregation, Jim Crow Laws, Civil Rights Act of 1875, Plessy V. Ferguson, lynching.

Group C The African American Response In 2-3 sentences, identify and explain the importance of the following figures to African-American history: Ida B. Wells, Booker T. Washington, WEB Du Bois, Atlanta Compromise, activists