Unt Lesson PL

Lesson Plan
Name: _Rachel Herring________________________________________________________

Lesson Title: ____Civil Rights Movement___________________________________________
Grade Level: _3rd_________

Lesson Length 45 minutes each day
DAY ONE
Rationale for Instruction
A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.
CCSS (LAFS/MAFS)/Next
Generation Sunshine State
Standards
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.
These can be downloaded from the
Florida Dept of Education
www.cpalms.org/homepage/index.aspx.
Why this lesson is a necessary element of the curriculum? This lesson is important because it
teaches students the importance of black history. Its important that they know about all the
influential people who played a part in the freedom of African Americans; which led to the world we
live in today. This is not just black history this is Americas history.
SS.3.C.2.1 Identify group and individual actions of citizens that demonstrate

civility, cooperation, volunteerism, and other civic virtues.
LAFS.3.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning word and
phrases based on grade 3 reading and content, choosing flexibly from a range
of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Use glossaries or beginning dictionaries, both print and digital, to
determine or clarify the precise meaning of key words and phrases.
ELD.K12.ELL.LA.1
English language learners communicate information, ideas and concepts
necessary for academic success in the content area of Language Arts.
G.K12.1.1.1d
Nature of Knowledge - Accomplish: Construct own meaning within a chosen field
and offer new contributions to this respective field of study .
Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to set
significant (related to
CCSS/LAFS/MAFS, and NGSSS),
challenging, measurable and appropriate
The student will

Explain the purpose of rules and laws.
Identify the legal origins of civil rights laws.
Modified 1/16 Van De Mark from document created by L. Spaulding
Lesson Plan
learning goals!
Define racial discrimination and segregation.
Identify examples of discrimination and segregation during the Civil Rights movement.
Examine responses to segregations law and how students affected change

Students begin by exploring the purpose of rules and laws in society, as well as some of the basic
tenets of the Constitution that address equal rights for all citizens. Next, they examine historical
examples of segregation and consider its impact finally, students examine how civil rights activists
responded to segregation laws and how the law changed.
Student Activities &

Procedures
Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.
Day One :
Before the Lesson

Read over the lesson and familiarize yourself with the resources. View A Class Divided 1: The
Daring Lesson and A Class Divided 2: Day Two to see an example of one teacher's controversial
lesson about discrimination. Print the Segregation Ordinances: Birmingham, AL to examine a city's
segregation laws, watch the video segments of civil rights activists, and read the background
article for each resource. Consider and write out exclusion scenarios for small groups, and,
depending on the grade level of your class, list any new vocabulary words for your students to
learn.
Most importantly, consider the makeup of your classroom. You may want to adjust the lesson to suit
your students. Remember that discrimination and segregation are sensitive topics, and unfair laws
such as legalized segregation may be difficult for young students to understand.
The Lesson
Part I
1. Start the lesson by focusing on the classroom or school community. Ask students to list some of
the basic rules and guidelines of the classroom or school. Record their response on the board as
you go. Then, ask students: (GIFTED ACCOMMODATION: before you ask questions please
allow gifted student to come up with their own interpretation)
Do the rules apply to everyone?
Why do we need rules?
Which rules also apply to larger communities, such as our city, state, and nation?
What if we changed the rules so that they excluded certain people?
Would this really happen? Why or why not?

Lesson Plan
2. Depending on your students' background knowledge, you may want to review or introduce some
of the basic tenets of the United States Constitution that provide the legal grounding for equality
and individual rights. For example, the Preamble to the Constitution recognizes the equality of all
citizens; the Thirteenth, Fourteenth, and Fifteenth amendments formally guaranteed citizenship
rights for African Americans and prohibited racial discrimination. Help students understand that
many of the rules we use at all levels of society are derived from these basic tenets of the
Constitution, and are designed to protect individual rights and ensure equal treatment.
Explain that there are examples in American history when individuals' rights were denied because
of the color of their skin, also known as racial discrimination (ESOL Accommodation- One on
one with student to define and discuss what discrimination means. Try to show
similarities between both languages; by using language student is familiar with ex: la
discriminacin) In particular, black and white children were not allowed to go to the same schools,
sit together in restaurants, play together, or use the same water fountains or bathrooms (also
known as segregation) (ESOL Accommodation- One on one with student to define and
discuss what discrimination means. Try to show similarities between both languages; by
using language student is familiar with ex: la segregacin) If students have studied the
Reverend Martin Luther King Jr., review King's legacy. If you use vocabulary cards, ask students to
write down new words and their definitions. Use the Birmingham Segregation Ordinances to give
detailed examples of the segregation laws.
3. Use the background articles about Washington Booker, III and Diane Nash and the Sit-Ins to give
students an overview of the conditions that triggered their involvement in the Civil Rights
movement. Then, show the video segments and discuss the following questions:
What was Washington Booker not allowed to do that white children could? What was Diane
Nash's experience when she went to the South? (Probe students for specific examples of
rights that Nash was denied.)
Was the way Booker and Nash treated fair? Why or why not? (Probe students to examine the
way Booker and Nash were treated based on what they know about the Constitution and
laws about equality.)
How did Booker and Nash respond? What were some of the things they did?
How did the Booker and Nash help change the laws? What was the outcome?
4. Explain that many civil rights activists were arrested for either demonstrating or breaking rules
that they thought were unfair. Show the Sheyann Webb and Movement Music Medley video
segments to illustrate the role of young students and music during the Civil Rights movement.
Explain that many of the people shown in the Music Medley were student who were arrested and
jailed for challenging segregation in the 1950s and 1960s. After students have watched, ask the
Lesson Plan
following questions:
What motivated Sheyann Webb to march?
What were the risks and benefits of marching?
Do you think Webb was brave? Why or why not?
What might you have done in that situation?
Why are people singing in the Music Medley?
What do the words and music sound like? How do they make you feel? How do they seem to
make the people singing feel?
Choose words from one song to explore themes of freedom and equality.
Conclusion: Check for understanding: Students will complete Civil Rights movements
Handouts in class
Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes
Resources/Materials
Daily Lesson Plan Assessment:

Students will start a journal/ Students will write a daily journal on what they feel, believe, or think about the lesson taught
about segregation.
Sheyann Webb QuickTime Video
Diane Nash and the Sit-Ins QuickTime Video
Washington Booker, III QuickTime Video
Movement Music Medley QuickTime Video
Segregation Ordinances: Birmingham, AL PDF Document

http://www.pbslearningmedia.org/resource/iml04.soc.ush.civil.bhamseg/segregationordinances-birmingham-al/
A Class Divided 1: The Daring Lesson Real Video

http://www.pbslearningmedia.org/resource/osi04.soc.ush.civil.divided1/a-class-divided-1Modified 1/16 Van De Mark from document created by L. Spaulding
Lesson Plan
the-daring-lesson/
A Class Divided 2: Day Two Real Video

http://www.pbslearningmedia.org/resource/osi04.soc.ush.civil.divided2/a-class-divided-2day-two/
What accommodations or modifications

do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.
ESOL: discrimination (ESOL Accommodation- One on one with student to define and discuss what discrimination
means. Try to show similarities between both languages; by using language student is familiar with ex: la
discriminacin) segregation (ESOL Accommodation- One on one with student to define and discuss what
discrimination means. Try to show similarities between both languages; by using language student is familiar with ex:
la segregacin
These accommodations and/or

modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.
Students with Learning Differences: Inclusion in the class activities for example: Student will be able to start music
video.
Exceptionalities
Gifted/Talented: GIFTED ACCOMMODATION: before you ask questions please allow gifted student to come up
with their own interpretation
Lesson Extensions
N/A
DAYTWO
RationaleforInstruction
Arationaleisanessentialpart
ofthoughtfulplanningof
classroominstruction.Thisisa
briefwrittenstatementofthe
purposeforinstructionandthe
connectionofthepurposeto
instructionthathascome
beforeandwillfollow.
CCSS(LAFS/MAFS)/Next
GenerationSunshineState
Standards
This lesson is important because it teaches students the importance of black history. Its important
that they know about all the influential people who played a part in the freedom of African
Americans; which led to the world we live in today. This is not just black history this is Americas
history.
SS.3.C.2.1 Identify group and individual actions of citizens that demonstrate civility,
cooperation, volunteerism, and other civic virtues.
LAFS.3.L.3.4
Lesson Plan
Listeachstandardthatwillbe
addressedduringthelesson.
Cuttingandpastingfromthe
websiteisallowed.Youmust
haveaminimumof3standards
thatrepresentmultiplecontent
areasidentifiedinthisportion
ofthelessonplan.
Thesecanbedownloadedfrom
theFloridaDeptofEducation
www.cpalms.org/homepage/in
dex.aspx.
LearningObjectives
Whatwillstudentsknowand
beabletodoattheendofthis
lesson?Besuretoset
significant(relatedto
CCSS/LAFS/MAFS,and
NGSSS),challenging,
measurableandappropriate
learninggoals!
Determine or clarify the meaning of unknown and multiple-meaning word and phrases
based on grade 3 reading and content, choosing flexibly from a range of strategies.
c. Use sentence-level context as a clue to the meaning of a word or phrase.
d. Use glossaries or beginning dictionaries, both print and digital, to determine or
clarify the precise meaning of key words and phrases.
ELD.K12.ELL.LA.1
English language learners communicate information, ideas and concepts necessary for
academic success in the content area of Language Arts.
The student will

Explain the purpose of rules and laws.
Identify the legal origins of civil rights laws.
Define racial discrimination and segregation.
Identify examples of discrimination and segregation during the Civil Rights movement.
Examine responses to segregations law and how students affected change
Students begin by exploring the purpose of rules and laws in society, as well as some of the basic
tenets of the Constitution that address equal rights for all citizens. Next, they examine historical
examples of segregation and consider its impact finally, students examine how civil rights activists
responded to segregation laws and how the law changed.
StudentActivities&
DayTWO:
Divide the class into small groups. Pass out index cards with various scenarios that exclude
Procedures
students in the grade you teach. For example:
DesignforInstruction
Third graders are not allowed to go out to recess.
Whatbestpractice
strategieswillbe
Third graders cannot use the public park or the library.
implemented?
Third graders cannot eat in the lunchroom, but must eat at their desks.
Howwillyoucommunicate
studentexpectation?
There are no longer buses to and from school for Third graders.
Whatproductswillbe
Third graders cannot use the water fountain and bathrooms closest to the classroom; the
developedandcreatedby
water fountain and bathroom for fourth graders is further away, old, and often broken.
students?
Lesson Plan
ConsiderContextual
Factors(learning
differences/learning
environment)thatmaybe
inplaceinyourclassroom.
Ask students to imagine for a moment that these are new rules, and respond to the following
questions:
How do you feel about being treated differently?
Was this a fair rule? Why or why not?
How would you respond?
What if breaking the rule meant getting punished or arrested?
6. Ask students to list examples of discrimination and segregation that they've learned about.
Record their answers on the board. Ask each small group to choose one example, imagine that the
example applies to them, and brainstorm possible responses. Each group should discuss the
following questions and come up with answers that represent group consensus:
How would you feel if this was a law that you had to obey?
Is it fair or unfair? Why?
What are some things you could do to express your opinion and change the law? Who would
you go to?
What if the law didn't apply to you, but you saw someone else being discriminated against;
what would you do?
How might you get the message out in your community?
7. Have each group work together to create a flyer they would post in their community. Brainstorm
questions that a flyer might address; for example:
What is the problem you're trying to publicize? How can the larger community address the
problem? What do you want people to do? How can they get involved?).
What are some features of a good flyer (e.g., important information; name of organization;
eye-catching picture)?
Lesson Plan
Assessment
Howwillstudentlearning
beassessed?
Authentic/Alternative
assessments?
Doesyourassessmentalign
withyourobjectives,
standardsandprocedures?
Informalassessment
(multiplemodes):
participationrubrics,
journalentries,
collaborative
planning/presentationnotes
Resources/Materials
Daily Lesson Plan Assessment:

Students will start a journal/ Students will write a daily journal on what they feel, believe, or think
about the lesson taught about segregation.
(ESOL ACCOMMODATION: student will draw a picture if unable to write about the lesson
learned today.)
Exceptionalities
Whataccommodationsor
modificationsdoyoumakefor
ESOL,Gifted/Talented
students,Learning/Reading
disabilities,etc.
Sheyann Webb QuickTime Video

Diane Nash and the Sit-Ins QuickTime Video
Washington Booker, III QuickTime Video
Movement Music Medley QuickTime Video
Segregation Ordinances: Birmingham, AL PDF Document
http://www.pbslearningmedia.org/resource/iml04.soc.ush.civil.bhamseg/segregationordinances-birmingham-al/
A Class Divided 1: The Daring Lesson Real Video
http://www.pbslearningmedia.org/resource/osi04.soc.ush.civil.divided1/a-class-divided-1the-daring-lesson/
A Class Divided 2: Day Two Real Video
http://www.pbslearningmedia.org/resource/osi04.soc.ush.civil.divided2/a-class-divided-2day-two/
ESOL: Student can substitute drawing a picture for writing in journal

Students with Learning Differences: Inclusion in the class activities. For example:
Student will be able to start music video.
Theseaccommodationsand/or
Lesson Plan
modificationsshouldbelisted
withintheproceduressection
ofthelessonplanaswellasin
thissectionofthedocument.
LessonExtensions
Taking it Further
What other steps can you take in addition to the flyer? Probe students to think about steps they can
take as young citizens, such as participating in community events or writing letters to elected
officials.
Conclusion:
Check for understanding: students will complete Black Heritage Worksheet
DAYTHREE
Lesson Plan
Standards
ofthelessonplan.
dex.aspx.
LearningObjectives
Whatwillstudentsknowandbe
abletodoattheendofthis
lesson?Besuretosetsignificant
(relatedtoCCSS/LAFS/MAFS,
andNGSSS),challenging,
learninggoals!
live in today. This is not just black history this is Americas history .
LAFS.3.L.3.4
e. Use glossaries or beginning dictionaries, both print and digital, to determine or
ELD.K12.ELL.LA.1
G.K12.1.1.2c
Basic Research - Perform: Use multiple primary and secondary sources to analyze,
synthesize, and evaluate relevant persons, places, events, or beliefs that are dominant
in a field.
What should students know and be able to do as a result of this lesson?
Students will use search engines to locate data bases containing Black historical information.
Using Black historical figure's accomplishments, students will formulate a six to nine sentence
conclusion that explains why the individual has historical importance using supporting evidence
given in a text or from an internet source. Given feedback by peers, students will edit and revise
work.
Students will present their conclusion and evidence orally- speaking clearly and using an
understandable pace
Lesson Plan
StudentActivities&
DayTHREE:
Procedures
Day 1 (Modeling Research)
Whatbestpractice
o Working with the whole class, the teacher will model finding Black historical
strategieswillbe
information on Martin Luther King Jr, Jackie Robinson, and Ruby Bridges. using the
implemented?
internet and library books.
o The teacher will demonstrate how to use a search engine and what key words to use.
studentexpectation?
The internet page should be displayed using a projector if possible. Key words:
Whatproductswillbe
Jackie Robinson, Martin Luther, Accomplishments, Historical Impact, etc. (GIFTED
ACCOMMODATION: ALLOW STUDENT TO Use multiple primary and
students?
secondary sources to analyze, synthesize, and evaluate relevant persons,
places, events, or beliefs that are dominant in a field)
ConsiderContextual
Factors(learning
o Tip: The teacher should conduct the research and check sites before demonstrating
in front of the class.
o At least 4 books containing information about Martin, Jackie, or Ruby will be needed
for this modeling phase. Place the students in four groups and give each group a
book and copies of several different internet sources found earlier. Let the group
decide two pieces of evidence that they would like to share with the whole group.
Remind groups to use the rubric to determine what information to share. The teacher
should record all group responses onto sticky chart paper to use on lesson 2.
(Modeling Writing)
Working with the whole class, the teacher will model organizing information on
Martin Luther King Jr. to fit into the categories on the point sheet.
Working with the class, the teacher should model formulating a conclusion that
explains why Martin Luther King Jr played an important role in history by using the
evidence or major accomplishments that students provided.
The teacher will model completing a poster on King to help students know how to
create a poster on their selected historical figure on day 5.
Guided Practice: What activities or exercises will the students complete with teacher
guidance?
Independent Practice: What activities or exercises will students complete to reinforce

the concepts and skills developed in the lesson? Students will conduct their own research,
Lesson Plan
develop a conclusion, peer edit, create a poster, and present their project
Assessment
beassessed?
assessments?
withyourobjectives,
Informalassessment
(multiplemodes):
journalentries,
collaborative
DailyLessonPlanAssessment:
Formative Assessment
Day 3(Modeling Research) - The teacher will gather information about students'
understanding of the assignment by having students complete a KWL Chart. The teacher
will use sticky chart paper to record answers. The chart will be divided into three columns:
What the students already know about Martin Luther King Jr, What students want to know
about Martin Luther King Jr, and what students Learn about Martin Luther King Jr after
conducting research. Only the Know and Want to Know are completed at this time. Have
students complete the Learn column after the research is finished.
(Modeling Writing) - The teacher will gather information about students' understanding
of the assignment by asking students to help separate relevant from non-relevant
information. Please use the Rubric found in the Feedback to Students section.
Resources/Materials
o
o
o
Exceptionalities
Researchisdoneusingbooksandinternetsources.
Whatareconclusionsbasedupon?Conclusionsshouldbebaseduponfacts
presentedinthetext.
Readingbooks
ESOL:
StudentswithLearningDifferences:Inclusionintheclassactivities.Forexample:Studentwillbeable
Lesson Plan
disabilities,etc.
tostartmusicvideo.
LessonExtensions
Gifted/Talented:Usemultipleprimaryandsecondarysourcestoanalyze,synthesize,andevaluate
relevantpersons,places,events,orbeliefsthataredominantinafield
N/A
DAYFOUR
live in today. This is not just black history this is Americas history.
Standards
addressedduringthelesson.Cutting
andpastingfromthewebsiteis
allowed.Youmusthaveaminimum
of3standardsthatrepresentmultiple
contentareasidentifiedinthisportion
ofthelessonplan.
LAFS.3.L.3.4
f. Use sentence-level context as a clue to the meaning of a word or phrase.
g. Use glossaries or beginning dictionaries, both print and digital, to determine or
ELD.K12.ELL.LA.1
Lesson Plan
Thesecanbedownloadedfromthe
FloridaDeptofEducation
www.cpalms.org/homepage/index.as
p
LearningObjectives
learninggoals!
Students will use search engines to locate data bases containing Black historical information.
Using Black historical figure's accomplishments, students will formulate a six to nine sentence
conclusion that explains why the individual has historical importance using supporting evidence
given in a text or from an internet source. Given feedback by peers, students will edit and revise
work.
Students will present their conclusion and evidence orally- speaking clearly and using an
understandable pace
StudentActivities&
DayFOUR:
Day 4 (Research Day)
Procedures
o The teacher will need to put the names of historical figures into a basket and have
Whatbestpractice
students pull a name out to determine their person.
strategieswillbe
(Tip: The teacher should research names at the school library ahead of time.
implemented?
Most librarians can provide a list of books that would be appropriate for this
assignment. The teacher also needs to find data bases on the internet that
studentexpectation?
provide information. The addresses of the data bases can then be displayed
on the board. Please preview all data bases beforehand. There are a ton of
Whatproductswillbe
data bases containing historical figures in history.)
students?
Each student should be given a point sheet to remind them of what
information should be researched and library/internet time to conduct
ConsiderContextual
research. The teacher should monitor internet research very closely. Remind
Factors(learning
students to use key words to find information. (ESOL ACCOMMODATIONdifferences/learning
allow student extra time to complete assignment.)
o Day 4 Part two (Edit Time)
o
Students will be given time to formulate and write their conclusions.
They will then pair up to edit their writing with a partner. Students will need
dictionaries to check spelling.
At this time, the teacher needs to make sure that students are using their own words
Lesson Plan
in their conclusions.
Assessment
beassessed?
assessments?
withyourobjectives,
Informalassessment
(multiplemodes):
journalentries,
collaborative
Resources/Materials
DailyLessonPlanAssessment:
Day 4 (Research Day) - The teacher will gather information about students'
understanding of the assignment by having students complete a Continuum Chart for
each historical figure. A Continuum Chart should be made for each figure. The chart will
look like this example:
Rosa Parks I know............. A little Some A lot Everything
The students put stickers on the spot that corresponds with their knowledge.
(Edit Time) The teacher will gather information about students' understanding of the
assignment by observing students and looking for correct grammar conventions, relevant
support, and conclusions based on support provided
o
o
o
Exceptionalities
presentedinthetext.
Readingbooks
ESOL:ACCOMMODATIONallowstudentextratimetocompleteassignment.)
Lesson Plan
disabilities,etc.
LessonExtensions
N/A
DAYFIVE
Standards
Why this lesson is a necessary element of the curriculum? This lesson is important
because it teaches students the importance of black history. Its important that they know
about all the influential people who played a part in the freedom of African Americans;
which led to the world we live in today. This is not just black history this is Americas
history.
SS.3.C.2.1 Identify group and individual actions of citizens that demonstrate

civility, cooperation, volunteerism, and other civic virtues.
LAFS.3.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning word and
phrases based on grade 3 reading and content, choosing flexibly from a range
of strategies.
h. Use sentence-level context as a clue to the meaning of a word or phrase.
i. Use glossaries or beginning dictionaries, both print and digital, to
determine or clarify the precise meaning of key words and phrases.
ELD.K12.ELL.LA.1
Lesson Plan
ofthelessonplan.
English language learners communicate information, ideas and concepts

necessary for academic success in the content area of Language Arts.
dex.aspx.
LearningObjectives
learninggoals!

Students will use search engines to locate data bases containing Black historical
information.
Using Black historical figure's accomplishments, students will formulate a six to nine
sentence conclusion that explains why the individual has historical importance using
supporting evidence given in a text or from an internet source. Given feedback by
peers, students will edit and revise work.
Students will present their conclusion and evidence orally- speaking clearly and
using an understandable pace
StudentActivities&
DayFIVE:
Procedures
Day 5 (Poster Time)
Whatbestpractice
o Students will transfer information from the research onto pieces of lined
strategieswillbe
paper. The lined paper will then be glued to a poster board provided by the
implemented?
teacher.
Day 5 part two (Presentation Time)
studentexpectation?
o Students will present their project standing in the front of the class. Tip: The
Whatproductswillbe
teacher should model a presentation on Day 5 using the information the class
researched about George Washington.
students?
ConsiderContextual
Factors(learning
Lesson Plan
Assessment
beassessed?
assessments?
withyourobjectives,
Informalassessment
(multiplemodes):
journalentries,
collaborative
Resources/Materials
Summative Assessment
The teacher will grade the students' posters and presentations using the poster point sheet and the
presentation point sheet. Who's Who Point Sheets? Students will receive a combined grade based on the
total score of their poster and oral presentation.
Day 5 (Presentation Time) The teacher will gather information about students'
understanding of the assignment by assessing student presentation performance using
the Point Sheets
o
o
o
Exceptionalities
disabilities,etc.
LessonExtensions
presentedinthetext.
Readingbooks
N/A
Closure:Howwilltheteacherassiststudentsinorganizingtheknowledgegainedinthelesson?
Theteacherwillassiststudentsinorganizingknowledgegainedinthislessonbymodelingandthen
Lesson Plan
providingfeedbackonstudentrubrics

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Lesson Plan

Name: _Rachel Herring________________________________________________________

Grade Level: _3rd_________

SS.3.C.2.1 Identify group and individual actions of citizens that demonstrate

The student will

Identify the legal origins of civil rights laws.

Modified 1/16 Van De Mark from document created by L. Spaulding

Define racial discrimination and segregation.

Examine responses to segregations law and how students affected change

Student Activities &

Before the Lesson

Do the rules apply to everyone?

Why do we need rules?

What if we changed the rules so that they excluded certain people?

Would this really happen? Why or why not?

What motivated Sheyann Webb to march?

What were the risks and benefits of marching?

Do you think Webb was brave? Why or why not?

What might you have done in that situation?

Why are people singing in the Music Medley?

Daily Lesson Plan Assessment:

Sheyann Webb QuickTime Video

Diane Nash and the Sit-Ins QuickTime Video

Washington Booker, III QuickTime Video

Movement Music Medley QuickTime Video

Segregation Ordinances: Birmingham, AL PDF Document

A Class Divided 1: The Daring Lesson Real Video

A Class Divided 2: Day Two Real Video

What accommodations or modifications

These accommodations and/or

The student will

How do you feel about being treated differently?

Was this a fair rule? Why or why not?

How would you respond?

What if breaking the rule meant getting punished or arrested?

Is it fair or unfair? Why?

How might you get the message out in your community?

Modified 1/16 Van De Mark from document created by L. Spaulding

Daily Lesson Plan Assessment:

Sheyann Webb QuickTime Video

ESOL: Student can substitute drawing a picture for writing in journal

Modified 1/16 Van De Mark from document created by L. Spaulding

What should students know and be able to do as a result of this lesson?

Independent Practice: What activities or exercises will students complete to reinforce

What should students know and be able to do as a result of this lesson?

Students will be given time to formulate and write their conclusions.

Modified 1/16 Van De Mark from document created by L. Spaulding

SS.3.C.2.1 Identify group and individual actions of citizens that demonstrate

English language learners communicate information, ideas and concepts

What should students know and be able to do as a result of this lesson?

Modified 1/16 Van De Mark from document created by L. Spaulding

Modified 1/16 Van De Mark from document created by L. Spaulding

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