i have a dream corin zaragoza virginia tech standards contexts goals prior knowledge essential...
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I Have A DreamCorin Zaragoza
Virginia Tech
Standards
Contexts
Goals
Prior Knowledge
Essential Skills/Knowledge
Resources
Scaffolding: Instructional Strategies Assessments
OPTIONALLOGO HERE
OPTIONALLOGO HERE
TESOL/WIDA Standards: Standard 1: ELL communicate for social, intercultural, and instructional purposes within the school setting.Standard 5: ELL communicate information, ideas, and concepts necessary for academic success in the area of SOCIAL STUDIES.VA SOL: VUS.13: The students will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s by a.Identifying the importance of the Brown v. Board of Education decision, the roles of Thurgood Marshall and Oliver Hill, and how Virginia responded.b.Describing the importance of the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964, and the Voting Rights Act of 1965.
Students
Objectives/Progress Indicators
Describe the theme or topic (e.g. cities, Egyptian mummies), particular context (e.g., a particular story), or a particular content-area context (the effect of solar energy on plants).Describe the theme or topic (e.g. cities, Egyptian mummies), particular context (e.g., a particular story), or a particular content-area context (the effect of solar energy on plants).
Civil Rights Movement in United States History
Describe the theme or topic (e.g. cities, Egyptian mummies), particular context (e.g., a particular story), or a particular content-area context (the effect of solar energy on plants).
Students studied the Jim Crow Era in U.S. History during a previous unit, and are aware of the discrimination that African Americans faced. Students also learned the terms “prejudice,” “discrimination,” “separate but equal,” and “Plessy v.
Ferguson.” Students also studied minority involvement in WWII, which will influence the Civil Rights movement.Students may have previous experience facing discrimination living here in the United States. I can incorporate prior
knowledge by asking students to write a paragraph about any discrimination they have experienced or witnessed in their own lives as a Do Now activity. I could also ask students to complete a Venn diagram comparing/contrasting their
experiences with those of minorities during the 1960s.
My students are 10-12th grade English language learners. The students range from WIDA levels 2-4. The students are from Mexico, Honduras, Cuba, Russia, Burundi, Vietnam, Nepal, Burma, and Kenya.
Lesson Plan 1: Oral LanguageProvide photographs and pictures during lecture and discussionShow videos of subjects discussedHave students discuss subjects in pairs/small groups
Lesson Plan 2: Process WritingProvide bilingual dictionaries and online translators for vocabulary wordsProvide graphic organizers for note takingHave students peer edit each other’s work
Lesson Plan 3: Pre-reading, reading, and post-readingProvide graphic organizers (KWL, note taking, foldables)Read aloud to studentsHave students read in pairs/groupsHave students complete a jigsaw activity
Lesson Plan 1: Oral Language
Compare oral summaries of political situations with visual representations (eg, audio of MLK’s I Have A Dream” speech with picture book of speech)Identify topics or political issues in photos or drawings based on oral descriptionsDiscuss/explain the impact of the Civil Rights movement in small groups
Lesson Plan 2: Process WritingList and describe the contributions of Civil Rights leadersProduce a short essay on a Civil Rights leader or event
Lesson Plan 3: Pre-reading, reading, and post-readingGlean information about Civil Rights leaders from short passages and websitesDetect trends from summaries and information presented in charts, tables, and graphs
Lesson Plan 1: Oral LanguageAssess student comprehension during small group discussionsHave students complete worksheet during video/audio clips
Lesson Plan 2: Process WritingAssess and grade student essays
Lesson Plan 3: Pre-reading, reading, and post-readingAssess student graphic organizersFormal test on information from notes
AGI U.S. History textbook, YouTube clips, contemporary TV shows/movie clips (Remember the Titans, Mad Men, Friday Night Lights), TeacherVision website printables on Civil Rights leaders
The goals of this unit is for students to (a.) recall important events and figures from the Civil Rights movement,(b.) critically think about the Civil Rights movement, and(c.) analyze any evidence of discrimination and prejudice in contemporary society
•Students will be able to explain the significance of the Brown v. Board of Education decision.•Students will be able to identify key leaders of the Civil Rights movement and list their contributions to society.•Students will be able to evaluate the effects of the Civil Rights movement on contemporary society.•Students will be able to give an opinion on racial and gender equality on contemporary society.