General Educator: Hannah Donner

Special Service Provider: Becca Ballard

Co-Teaching Lesson Plan

Subject Area:
Social Studies
Class Description: ENL American History Self-Contained Class

Grade Level: 11
Classroom Arrangement: Tables

Students with Disabilities:

Student

Disability Classification

Ashley

Mild Autism

Thomas

Learning Disability

I.

IEP Accommodations and

Assistive Technology
Encouraged to practice writing
and working with a partner
Given choice to write summary
on computer

Additional Modifications for

this Lesson

Preparation
A. Purpose
i. The purpose of this lesson is to introduce the Civil Rights Movement so students can understand its
significance in 20th century America and also as a means for students to learn how to summarize.
B. Objective(s)
i. Students will correctly summarize information about civil rights by identifying 3 key points orally gathered
from a video source 3 out of 3 trials.
ii. Students will make clear the relationship between the main idea of Civil Rights and the details of the March
from Selma to Montgomery and the Voting Rights Act by writing a summary.
C. Content Standard
i. CCSS ELA Social Studies (Key Ideas and Details #2): Determine the central ideas of information of a
primary or secondary source; provide an accurate summary that makes clear the relationships among the
details and ideas.

General Educator: Hannah Donner

Special Service Provider: Becca Ballard

D. Essential Questions:
i. Why are Civil Rights important?
ii. How can we use summarizing in other classes as well?
E. Key Vocabulary
i. Civil Rights (from Merriam Websters Online Dictionary)
ii. Summary/summarize
iii. Voting Rights
F. Materials
i. PPT
ii. Picture of Dr. MLK Jr: http://cp91279.biography.com/BRAND_BIO_BIO_Martin-Luther-King-JrMini-Biography_0_172243_SF_HD_768x432-16x9.jpg
iii. Excerpts from video clip: http://www.history.com/topics/black-history/martin-luther-king-jr/videos/marchfrom-selma-to-montgomery?m=528e394da93ae&s=undefined&f=1&free=false
iv. Large White Board and marker
v. White boards and markers
vi. Transcripts of Video (6)
vii. Popsicle Sticks
II.

Procedures (This is an example to use if you were co-teaching. Complete your duties and then add hypothetical
duties for the special education teacher.)

General Educator: Hannah Donner

Special Service Provider: Becca Ballard

A. Anticipatory Set

Co-Teaching
Method
Team

Time

3 2 min

General Education Teacher

Show a picture of MLK Jr. on

projector. Ask: Who is this?
Reinforce/provide name of
person, depending on what
answer is given.
Link how MLK was an
important leader in the Civil
Rights Movement.

Special Education Provider

Check in with students

Write Civil Rights on board.

Have students repeat.
Define civil rights as the
rights that every person should
have regardless of his or her
sex, race, or religion. Have
students write definition.
Check in with students and
check their notes.

B. Body of the Lesson/Lesson Development

Assessment (always
include positive
verbal feedback
when students are
correct and OTRs:
PBIS)
Whisper to neighbor,
then show with thumb
up or down if you
both figured it out!
Call on one person
with thumb up to
provide answer as
OTR.
Say Civil Rights
(said chorally as
OTR)

General Educator: Hannah Donner

Co-Teaching
Method
Team

Time
5 min

Special Service Provider: Becca Ballard

General Education Teacher

OK, so I know what a Civil
Right is nowits a right that
people have so when I think
of an example Im thinking
about being able to say what
you think without getting
punishedthis is called
Freedom of Speech. So
Freedom of Speech is an
example of a Civil Right.
(modeling how to think of a
civil right) (I do)

Special Education Provider

Check in with students

Say to everyone: Say the words

Freedom of Speech.

Say Freedom of
Speech (OTR).
Show on Projector: What
rights does a U.S. citizen
have? (Think, pair, share)
(You do)

Write Share responses on

board.
Were talking about this today
because its important for us to
know our civil rights, so that

Assessment

Student volunteers
will share their
answers. (OTR is
Think, pair, share)

General Educator: Hannah Donner

Special Service Provider: Becca Ballard

we know when our rights are

being taken away from us or
someone else.

6 min
Now were going to learn how
to gather and summarize
information from a source.
Ask, What does summary
mean? Can someone raise
their hand and tell me?
Clarify/reinforce definition
after students respond: A
summary is the main points of
a text or film in a few words.
This is a skill you can use in
your other classes, in college,

There are U.S. citizens today

who are prevented from
registering to vote because they
dont have an I.D. card. If you
cant register to vote, you cant
vote. Their civil rights are
Say Your civil
being taken away from them. If rights (OTR)
you cant vote, what is being
taken away from you? Think
about your answer. Say
together your answer!
(Expectation: Everyone will
say, Your civil rights. If
students dont all provide
similar responses or responses
that capture the idea/definition,
then will reteach concept.)
Student may answer
(OTR).

General Educator: Hannah Donner

Special Service Provider: Becca Ballard

or in your job.

Click on 1st movie clip (let

commercial play out) (00:0000:25) struggle for voting rights.
Pause and minimize video.

Were going to use our

knowledge of summarizing
after we watch a short video
about the Civil Rights
Movement.
Think about the answer to this
question while watching this
video:
Write on board, What civil
right was denied black
Americans? Lets watch this
clip to find out!

Response cards.
(OTR) (We do)

Model summarizing
information from video clip.
OK, so I heard this
information. African
Americans were talking about
how they couldnt votetheir
voting rights were being
denied. (I do)
Click to see filled in sentence
on PPT: __________ were
denied black Americans. Ask

Tell students to fill in answer

Response cards
(OTR).

General Educator: Hannah Donner

Special Service Provider: Becca Ballard

students to write on board for

response card activity.

after Hannah shows answer.

Now we want to see what other

information we can learn from
this video.
On PPT: What was achieved
during the march from Selma
to Montgomery? Watch this
video to find out! Be ready to
talk about it with your partner.

Walk around with transcripts.

(Transcripts will have letters ACstudents will find match
and sit together. If Ashley
refuses to work with partner,
reorganize groups with 3
students instead, putting her
less in the spotlight.)

Write: What was achieved

during the march from Selma
to Montgomery?

Play 2nd video clip from

History.com (02:12-02:56 - voting
rights bills)

Answer this on your white

board. Do your best!
Work with your partner to
summarize the information
from the video and answer the
question. Be ready to share
your answer with the class.
Interact with and check in with
students. (Students will also
have option of using computer
to summarize.) (Tom enjoys
working on computers, so
entire class has this option.)

Discussion with
partner and on white
board (OTR).

General Educator: Hannah Donner

Special Service Provider: Becca Ballard

C. Closure or Concluding Activity

Co-Teaching
Method
One Teach, One
Support

Time
2 min

General Education Teacher

Special Education Provider

Use popsicle sticks to choose

students to give their answer.
As necessary, probe students to
explain how they got the
answer from the video. All
students will be called on to
give answer and explanation.
(You Do). Conclude lesson by
saying, The March from
Selma to Montgomery brought
about the Voting Rights Act.
Voting Rights are an important
example of a Civil Right.

Check in with Ashley and Tom

individually to hear their oral
summary of what theyve
writtenprepare them to be
called on.

Assessment
Popsicle Sticks
(OTR).

III.

Follow-Up Activities: Independent Practice, Enrichment, or Reinforcement

a. Students will watch a short video at home and write a short summary. If they do not have access to the internet at
home, students can do this activity in our classroom before going home.

IV.

Evaluation
A. Of Student Learning
i. Students will be active small and large group participants in summarizing the Voting Rights Act of 1965.
ii. Students will provide correct responses with the popsicle stick cold calling technique.
B. Of Teacher Processes

General Educator: Hannah Donner

Special Service Provider: Becca Ballard

i. Teachers offered multiple opportunities to respond through Showing Thumbs, Choral Speech, Think, Pair,
Share, Response Cards, Summaries, and Popsicle Stick activity.
ii. Teachers use of clear directions and I do, We do, You do structure.
iii. Use of multiple modalities (video, video text will be available, writing on board).