Intel Teach Program Essentials Course

Unit Plan Template

Unit Author First and Last Name School Name Grade level/Subject Unit Overview Unit Title What contributions have individuals made to help ain reater civil ri hts !or "mericans# Unit Summary Students $ill learn and attain %no$led e about &ivil 'i hts activists and learn important( respectable people s%ills) Approximate Time Needed *+5 minutes, three -5 minute lessons) Unit Foundation Targeted Content Standards and Benchmar s SS)5)&)* .llustrate the ri hts( responsibilities( duties( and privile es o! a patriotic citi/en $ithin authentic situations and de!end these actions as e0amples or non1e0amples o! ood citi/enship) SS)5)&)+ 'esearch ho$ overnment and non1 overnment roups and institutions $or% to meet the individual needs !or common ood) Student O!"ectives#$earning Outcomes Students $ill2 *) &ate ori/e the various styles o! treatment amon st ethnic roups in "merica durin early *3445s) 6) "r ue and justi!y personal opinions on 'osa Par%s and the 7ont omery 8us 8oycott throu h open discussion and $ritin ) +) 9escribe the coura e and leadership traits that $ere portrayed to enhance ood citi/enship in early "merica) Three lessons Students $ill learn about 'osa Par%s and her importance in the &ivil 'i hts 7ovement) 9urin this $esson One lesson( $e $ill also learn about the 7ont omery 8us 8oycott) $esson Two $esson Three Assessment Plan Assessment Timeline Students $ill !ocus on the importance o! 7artin Luther :in ;r) durin the &ivil 'i hts 7ovement) We $ill hi hly !ocus on his coura e( bravery( and standin up !or $hat is ri ht) <he !inal lesson $ill be my !lipped lesson) Students $ill be partnered in roups and assi ned an important &ivil 'i hts activist( other than 'osa Par%s and 7artin Luther :in ;r)( and present to the class %no$led e on their assi ned person) Haley Harrison Poca Elementary School 5th Grade Level

2008 Intel Corporation. All Rights Reserved.

Page

1 of 5

Intel Teach Program Essentials Course

Be%ore pro"ect wor !egins

Students wor on pro"ects and complete tas s

A%ter pro"ect wor is completed

Formal Diagnostic (Lesson 1) Open discussion on Lesson 1 (Lesson 2)

KWL Chart (Lesson 1) KWL Chart (Lesson 2) Open discussion review on previous lessons (Lesson 3)

hum!s up" thum!s down (Lesson 1) #lancing at student $ournals (Lesson 1) rue"%alse interactive game (Lesson 2) Wal& around classroom o!serving discussion within groups (Lesson 3)

Chec&poin t during pro$ect (Lesson 3) Listen to opinion during open discussion (Lesson 2 ' 1)

Completi on o% KWL Chart (Lesson 1 ' 2) Formal (ummative )ssessment (Lesson 3) *resentat ion on activist (Lesson 3)

(hare acrostic poem (Lesson 2) (tudents share $ournal entr+ in %ront o% class, i% desired- (Lesson 1) (tudent voca!ular+ .ui/ (Lesson 3)

Assessment Summary "ssessment $ill vary !rom lesson to lesson) Ho$ever( students $ill ta%e a !ormal dia nostic test in the be innin and a !ormal summative assessment a!ter the !inal lesson) 8y havin the students ta%e the same assessment in the be innin o! the unit and at the end( . $ill clearly be able to loo% at student ro$th( and the %no$led e that $as attained durin the unit) Unit &etails Prere'uisite S ills -th15th rade history %no$led e "vera e technolo y s%ills

(nstructional Procedures $esson )* P+OC,&U+,S* .ntroduction/ Lesson Set *) Pass out a raphic or ani/er to every child 6) Provide the students $ith the !ormal dia nostic assessment on the &ivil 'i hts "ctivist +) &ollect the assessment $hen all students have !inished -) Start a :WL chart on the interactive Smart board) "llo$ children to visit the board to !ill out the =%no$> section o! the chart) P+OC,&U+,S* 8ody ? <ransitions *) Students $ill be returnin to their seats in an orderly and e!!icient !ashion a!ter completin the :WL chart) 6) <he teacher $ill then be in a teacher lead discussion on 'osa Par%s and the children5s prior %no$led e about her) +) <he teacher $ill then pass out ="n E0traordinary 8us 'ide> @see attachmentA to each child) -) E0plain to the children to hi hli ht any $ord/$ords they are un!amiliar $ith as $e read alon ) 5) <he class $ill then be in readin the story aloud @s$itch readers every para raphA) B) 9iscuss $ith the class any un!amiliar $ords in the provided te0t @!or e0ampleC se re ation( boycott( di nityA) D) 9istribute the second handout to the students titles ='osa Par%s &han ed the 'ules> @see attachmentA) E) .n!orm students as they complete the $or%sheet to ta%e out their journals) 3) E0plain to the class that they are reFuired to $rite a ne$spaper editorial ivin their opinion on Par%s arrest and the current se re ation la$s o! *355) P+OC,&U+,S* &losure
2008 Intel Corporation. All Rights Reserved. Page

2 of 5

Intel Teach Program Essentials Course

*) 6) +)

"llo$ a !e$ students to share their journal entries @i! time permitsA) Have students complete the =L> section o! the :WL chart on the Smart board) Give opportunity !or students to e0plain their opinion on the 7ont omery 8us 8oycott)

$esson -* P+OC,&U+,S* .ntroduction/ Lesson Set ). Sho$ every child the detailed a enda o! the lesson that $ill be posted on the $hite board) -. Have a child come !or$ard and start a :WL chart !or the class) /. &hildren $ill be in visitin the board !illin in the =%no$> section o! the chart) P+OC,&U+,S* 8ody ? <ransitions ). "!ter students are completed $ith the :WL chart( they $ill be returnin bac% to their assi ned seats) -. <he teacher $ill then start a teacher led discussion on the li!e o! 7artin Luther :in ;r) and his importance on the &ivil 'i hts 7ovement) /. <eacher $ill then pass out =&ivil 'i hts 8io raphyC 9r) 7artin Luther :in ( ;r)> to every child in the class) @see attachmentA 0. "s a class( $e $ill read over the handout and have an open discussion o! the Fuestions at the bottom o! the pa e) 1OB2. )3 4. Have students sit the paper aside and !ollo$ the teacher to the bac% o! the room) 5. Gn the round( there $ill be a blac% line o! tape, one side is =true> and the other is =!alse>) 6. <eacher $ill be in statin sentences $hile the class has to deliberate $hether it is a true statement or !alse by pic%in either side o! the tape) 1OB2. -3 7. Students $ill return to their seats a!ter one student is le!t) 8. Students $ill no$ be iven an e0cerpt !rom 9r) 7artin Luther :in ( ;r)5s speech =. Have a 9ream>) @see attachmentA )9. Students $ill be noti!ied to $rite do$n !ive important $ords !rom the speech as they ta%e turns readin ) 1OB2. /3 )). Students $ill then be split up into roups $here they $ill compare their important $ords and create an acrostic poem) )-. "!ter their poem is complete( they $ill return to their seats and hand in their poems to the teacher) )/. "!ter all students are !inished( each child $ill be iven a piece o! the 7L: mosaic) @see attachmentA )0. Gnce the children are !inished colorin in their piece o! the mosaic( $e $ill tape to ether the poster as a class) 1OB2. 03 P+OC,&U+,S* &losure ). "llo$ students to help each other han the poster in the hall$ay outside o! the classroom) -. Have students return to their seats and !ill in =L> section o! the :WL chart) $esson /* P+OC,&U+,S* .ntroduction/ Lesson Set ). Have the children rab a pencil and a piece o! paper) -. <ell the class $e are movin do$n the hall to the computer lab) /. "s students lo in the computer( have them !ace their chairs to the $hiteboard in !ront o! the class) P+OC,&U+,S* 8ody ? <ransitions ). Have my cooperatin teacher o to harrisoncurriculumpa e)$eebly)com) -. 'emind students to ta%e notes on the video, they mi ht need them later on in the activity) /. Play the lesson video provided under the =Hnit *> tab) @children $ould be doin this themselves on their o$n computer ho$ever( Iou<ube is bloc% and my cooperatin teacher has to type in a code)A 0. "!ter the video is completed( have students o to httpC//$$$)vocabtest)com/vocabularyJ$ordJtest)php# tidK6463*- $here they $ill ta%e an online Fui/ on the vocabulary mentioned in the video) 4. "!ter they have completed their vocab Fui/( students $ill then also individually o to harrisoncurriculumpa e)$eebly)com under the Hnit * tab) 5. Students $ill clic% on the lin% provided $here they $ill be ta%en to their Web Luest) 1O!"./3 6. Gn the site( the students $ill be iven instructions throu h tab bro$sin ) <here $ill be $elcome( introduction( tas%( process( evaluation( and conclusion tabs) 8y bro$sin throu h these tabs( students $ill

2008 Intel Corporation. All Rights Reserved.

Page

3 of 5

Intel Teach Program Essentials Course

!ind their assi nment on &ivil 'i hts "ctivists) 1O!".03 Gn the site( children $ill be partnered up into roups to complete the project) Each child $ill be assi ned an important role leader durin the &ivil 'i hts 7ovement) 8. &hildren then have to complete the assi ned tas%, they $ill have to relay certain in!ormation on their speci!ic person throu h their project) )9. <he project can either be in the !orm o! a s%it( Po$erPoint( or poster) P+OC,&U+,S* &losure ). &hildren $ill then be in conductin research $ith their partners !or the remainin o! the period) -. <he class $ill also be in!ormed that they $ill have class time to $or% on their project $hich $ill be due on Wednesday( "pril +4 and presented in !ront o! the class) 1O!". ) : -3 7. Accommodations %or &i%%erentiated (nstruction <he teacher should ive any additional assistance to a stru lin child throu hout the entire unit) .! a child needs additional e0planation on the tas%( the teacher $ill be apt to assistin that child until he/she is able to achieve) Graphic or ani/ers and a endas $ill either be posted on the $hite board or handed out to each student) Students are more apt to learnin $hen they are com!ortable in the environment and %no$ $hat $ill be occurrin throu hout the lesson) 9urin each lesson( there $ill be a desi nated time !or students to move to a di!!erent location in the room !or a roup activity) While some students e0cel individually( there are students $ho stru le until they et into roups) Some children just need to hear others opinions to secure themselves in their o$n %no$led e) <eacher led discussion Group discussion .ndependent practice Guided instruction &ooperative roups .ndependent/ roup practice Pair activity 8y havin di!!erentiated instruction throu hout the unit( the teacher $ill be able to achieve a hi her learnin rate amon all students)
;i%ted#Talented Students

Special Needs Students

Other

9o not allo$ students to use notes on vocabulary $ords $hile ta%in Fui/) Give hi her restrictions $hile completin journal entries) 7emori/e and deliver vocabulary $ords in journal entry)

<aterials and +esources +e'uired For Unit Technology = >ardware @&lic% bo0es o! all eFuipment neededA Camera Computer(s) Digital Camera DVD Pla er Internet Conne!tion "aser Dis# Printer Pro$e!tion % stem %!anner &elevision VCR Video Camera Video Con'eren!ing ()uip. *ther

Technology Software (Cli!# +o,es o' all so't-are needed.)

2008 Intel Corporation. All Rights Reserved.

Page

4 of 5

Intel Teach Program Essentials Course

Data+ase.%preadsheet Des#top Pu+lishing (/mail %o't-are (n! !lopedia on CD/R*0 Printed <aterials Supplies (nternet +esources Other +esources

Image Pro!essing Internet 1e+ 2ro-ser 0ultimedia

1e+ Page Development 1ord Pro!essing *ther

Student raphic or ani/ers, handouts !or every lesson @other than !lippedA Student journals( mar%ers( plain $hite paper( tape( and pencils Screenr, Weebly Po$er Point

&opyri ht M 644E .ntel &orporation) "ll ri hts reserved) .ntel( the .ntel lo o( .ntel Education .nitiative( and .ntel <each Pro ram are trademar%s o! .ntel &orporation in the H)S) and other countries) NGther names and brands may be claimed as the property o! others)

2008 Intel Corporation. All Rights Reserved.

Page

5 of 5