Name: Chayce Goggin Date: February 5th, 2019 Time: 9:00-9:30 Lesson #1

Big Idea/Topic: Civil Rights Grade/ Subject: 4th grade/ Social Studies
CPALMS/ Resource link: http://www.cpalms.org/Public/PreviewStandard/Preview/3017
Lesson Structure: Whole Group Motivational/ Writing Integration
Standards: (CCSS/NGSSS)

SS.4.A.8.1
Identify Florida’s role in the Civil Rights Movement.

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

The students will be able to define civil rights and explain how the Civil Rights Movement began.

Language Objective(s): (Must include language skill/domain and function, may contain grammar, where
appropriate)

The students will be able to write a summary using important words highlighted in the text.
The students will be able to listen to the text being read aloud and will be able to read when called on.
The students will be able to write their own definition of civil rights.

Key Vocabulary (academic/content-defined in kid Instructional Materials/Resources/Technology

friendly terms) (include hyperlinks to videos & websites)

Civil rights- basic rights that every citizen has. “Forcing Change” by Judy Lindquist and Mystery
(liberty, freedom, pursuit of happiness, equality) Box

Liberty- the state of being free to act as one pleases. Sticky Notes

Pursuit of happiness- ability to live a joyful life. https://www.flocabulary.com/unit/martin-luther-

king-jr/
Flocabulary video on Civil Rights

https://fcit.usf.edu/florida/lessons/cvl_rts/cvl_rts1.
htm
Civil Rights article

Paper

Highlighters

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorganiz
http://www.edpsycinteractive.org/topics/cognition/bloom. ers/
html
None
Above Knowledge: How are schools different today than
they used to be?

Lesson Portions: Pacing ESOL Support

• How will you introduce the For each level EL at each instructional step. (Add
lesson, assess or activate additional rows with Tab)
prior knowledge, motivate
students to learn?
 • How will the lesson develop
or proceed? What steps will
you follow? What are the
students expected to do?
• Highlight differentiated
strategies.
• Underline higher order/high
quality questions in lesson.
Introduction/Building Background:
(Link to Prior Knowledge)

I will place the book “Forcing

Change” in a box that will be placed
in front of the classroom.

This will be used as a mystery box in

which the students will not be told
what is in the box until the end of the
lesson.
Each student will have two sticky
notes placed on their desk before the
start of the lesson.
I:
She has her dictionary if needed.
She may write her definition in bullet points.
3 mins. She will receive some extra time to write her
definition.

Each of you has two sticky notes in

front of you. I want you to take one
and write “civil rights” at the top of
your sticky note. Then come up with
your own definition of civil rights and
write it underneath. It is okay if you
do not know exactly what civil rights
are, I want you to write down what
you think they are and what they
mean.

Give them a minute to write their

definitions. Have them “park” their
pencils and put a thumbs up when
they are done.

Tell them to take their sticky notes

and place them at the top of their
desks.

Instructional Steps:

Have distributor pass out civil rights

articles to each student.

We are going to read through this

article and then write summaries, but
we are going to do a different type of
summary.
We will read the article together, just I:
like we do read alouds, so if I call on
She will get extra time to read.
you to read, be prepared.
Remember to circle or underline 10 mins Wait time during questioning.
unfamiliar words or phrases while Leveled questions:
you read. What was the Civil Rights Movement?
What is segregation?
Read through the article.

How are schools different today

compared to how they used to be?

Now I want you all to read through

the article again independently and
highlight what you think are the 10
most important words of the article.
Give a thumbs up when you are ready
to move on.

Give them a minute to highlight the

words.

Call on ten students to give one word

that they highlighted and highlight it
on the doc cam.

Now you will use these ten words to

write a summary about the article we
just read; you may use all ten words, I:
but you are only required to use five Dictionary.
of your choice. She will be able to write her summary using less
words.
Your summary should have all of the Extra time.
highlighted words used correctly to
explain what the article is about and
should be at least 5-7 sentences long.
The highlighted words should be 6-7 mins
underlined in your summary.
Raise your hand when you are done
and I will come by to check your
work.

Give them about 5 minutes to write

their summaries.

Now, take the blank sticky note on I:

your desk and put it in front of you. I Extra time.
want you to write a new definition of May use bullet points.
civil rights based off of what we read
about today. When you are done, 3 mins
write your name on both sticky notes
and put them in a pile in the corner of
your table.

Take the mystery box and place it on

a stool in the front of the room. I:
N/A
Call on a few students to take a guess 3 mins
about what is in the box.

Take out the book and explain that we

will be reading this for the next two
weeks.

Closures Pacing ESOL Support

Content:

Civil rights are basic rights that every citizen has under the
laws of the government. These rights for every person means
that they are treated equally and cannot be discriminated
against regardless of race, gender, nationality, religion, age,
or disability.
The Civil Rights Movement was a struggle of freedom for
African Americans and the main reason for the movement I: N/A
was to fight for basic rights.

Procedural:

Make sure you have one pile of sticky notes and one pile of
summaries in the corner of your desks. The distributor will
come around and collect them. Everybody else, park your
pencils, put your materials away, sit quietly, and wait to
move on to small group.

ESE Modifications CPLAMS Access Points ESE Accommodations

http://www.cpalms.org/Standards/AccesspointSearch.aspx (content, product, process,
(identify access point, if needed) environment)

Independent: N/A N/A

Supported: N/A

Participatory: N/A
Assessment of Student Learning: (congruent with instructional
objectives)

Objective 1:
I will collect their sticky note definitions that they wrote before and
after the lesson and their written summaries of the articles.

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include
evidence.)

I would teach the meaning of civil rights more explicitly to make sure they really understood what they are and
why the Civil Rights Movement relates to civil rights. I originally liked the idea of having the students read an
article and write a summary; however, I think the article I choose was a little too long and difficult. My higher
ability students did well with their summaries by including at least five highlighted words used properly (or
close enough) and writing at least 5 sentences. My lower students typically had about 2 sentences for their
summaries and used the words in the right manner, but not in the right way. If I were to re-teach the objectives, I
would have the students who need extra support read a similar article that is a lower level text and create their
summaries with a partner, or individually if they wanted. Based on their written definitions of civil rights, I
would need to go over the meaning of civil rights with specific examples of what they are, because it seems like
they had trouble understanding what civil rights are, which would also interfere with their comprehension of the
movement overall.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

I officially started my table points system with the class and I believe that really impacted the students’ behavior
during my lesson. My main problems occur every day, which include two students always arguing at one table,
one student who never wants to do any work, and one student who constantly calls out or has a hard time
following direction. My lesson began with having the students write their own definitions of civil rights on a
sticky note and ended with the students writing a new definition of civil rights on another sticky note. I wanted
to be able to compare their thoughts on civil rights before and after the lesson. We then read through an article
on civil rights aloud and I had them identify unfamiliar words or phrases. Once we were done reading, they went
back through the article and highlighted what they thought were the ten most important words. We came up with
a class list of words and then the students had wrote summaries using at least five of the words. They were able
to use their own words or the list we created with the class. I would consider my lesson overall proficient;
however, my questioning, assessment, and expectations would fall more under needs improvement. I did well
with explaining what should be done and what my expectations were; however, my CT did take over and
explain/clarify parts of the lesson again. By having the students write their own summaries about the article, I
was assessing their ability to understand the text and providing them extra writing practice in summarizing. I did
change my original plan for the summaries by allowing the students to work together with their groups so that
they could collaborate and combine their ideas together. I saw that the students were struggling a bit with their
ideas and how to start the summary, so I let them work together or separate.

Addressing Pre-PGP: INTEGRATED BLOCK ONLY

(Using the three Pre-PGP goals completed in EDUC 393, describe how you progressed, or not, toward
improving your practice within those Domains. Include a statement on how your efforts impacted, or not,
students’ learning experiences.) Complete this box after the 2nd social studies lesson, the 2nd math lesson, the
2nd reading lesson, and one lesson within the science unit.
1.
2.
3.

Response to Feedback: INTEGRATED BLOCK ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you
will implement next steps going forward. Explain how these next steps will impact students’ learning
experiences.)