Daily Lesson Plan Template

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Name: Erica Rzepka

Date: April 1, 2014

Grade Level: 10th grade

Unit Topic Big idea(s) Essential Question(s)

The Modern Era Understanding the evolving relationship between race and society. Based on your daily experiences, do you think the Civil Rights movement was successful in its attempts to create equality in America? How do your actions challenge or perpetuate stereotypes in society?

!!"!#$$%&'(%)*+,(-*%./00%/,(-*/12%,/3(-)/4-)%41%*'(%5/6/0%7/8'*)%946(3(-*:%;<=>? ;<@AB% Standard(s(/ Benchmark(s) Describe the causes and consequences of the Civil Rights Act of 1964 and the Voting Rights Act of 1965.

Lesson Plan Bell Work: Upon walking into the classroom the essential question will be written on the board. Students will be instructed to get out a sheet of paper and answer the essential question in four to five sentences. Students will be given five to seven minutes to complete this assignment. Once the students have completed their individual responses I will call on three to five specific students to share their responses. Students who volunteer may answer first, after that I will call on specific students. As students share their responses I will ask students to elaborate on why they feel that way and to give examples. Learning Activities & Assessments/Work Session: As students put these responses to the side I will pass out the worksheet that corresponds with the lesson for the day and introduce the agenda of the day. The worksheet consists of six guided reading questions that will correspond with two separate readings, the discussion questions that will be addressed toward the end of class, and the back will contain a blank venn diagram. Questions: !""#$$%&'((% )* +,-%,(.%-/0%!""#$$%&'((1% 2* 34/$%.'.%!""#$$%&'((%.,%$,%56,7,8#%4'0%/$$/98#601% :* +,-%-/0%4#%";6.#6#.1% <* 34=%.'.%!""#$$>0%?,$4#6%-/@$%/@%,5#@%9/08#$1% A* 34/$%4/55#@#.%$,%!"#$$%&'((>0%";6.#6#601% &6/=7,@%?/6$'@% )* +,-%,(.%-/0%&6/=7,@%?/6$'@1% 2* 34/$%.'.%&6/=7,@%?/6$'@%.,%$,%56,7,8#%4'0%/$$/98#61% :* +,-%-/0%4#%";6.#6#.1% <* 34/$%4/55#@#.%$,%&6/=7,@%?/6$'@>0%";6.#6#61%

C/)D+))/4-%E+()*/4-)% +,-%.,%$4#0#%$-,%";6.#60%6#B(#9$%$4#%56,C6#00%,6%(/98%,B%56,C6#00%,B%$4#%D'7'(%E'C4$0%?,7#"#@$1% &6/=7,@%?/6$'@%-/0%";6.#6#.%'@%2F)2*%34/$%.,%=,;%$4'@8%$4'0%0/=0%/G,;$%,;6%0,9'#$=1% +,-%.,%=,;6%#H5#6'#@9#0%0;55,6$%=,;6%/@0-#60%$,%$4#%I;#0$',@0%/G,7#1% I will then pass out the first reading of the lesson. This reading tells the story of Emmett Tills murder in 1955. Students will read this document as a class in a popcorn reading. I will introduce the reading and then call on the first student to read the first paragraph. After that students will call on one another until the reading is completed. Reading should take about ten minutes. When the reading is done students will be given about five minutes to answer the questions that correspond with this reading. Once the students have answered the questions I will call on different students to share their answers. As we move onto the next reading I will ask students to keep those answers in mind. Students will put the first reading to the side but will hold on to it as a reference for later. I will pass out the next reading, which will also be read as a class in a popcorn reading. This reading will look at the Trayvon Martin case from 2012. We will repeat the steps from the first reading for this reading as well. Once both readings and questions are completed I will instruct students to turn to their venn diagrams. Students will then be given about ten minutes to use the information from their guiding questions and the readings themselves to fill out the diagram comparing and contrasting the two cases. This is an individual assignment. After about ten minutes or when it seems that students are finishing up I will ask students to come up to the board two or three at a time to fill in the venn diagram that I have drawn on the board with at least one of their answers from their diagram. Students are encouraged to come up more than once if they please, but each student is expected to participate at least once. After all students have had the opportunity to come up to the board we will review and analyze their responses as a class. Following this debriefing we will have an informal class discussion about how, besides the facts, these two cases relate to another in the context of the nature of the crime and the time periods in which the occurred, etc. After the informal class discussion I will instruct students to turn to the discussion questions on their worksheet. Students will be given about five to ten minutes to answer these questions on their own. When the students have completed their individual answers the questions will be opened up to the entire class. Students will be able to share their answers and respond to other students. Students will be required to raise their hands and be called on when responding to others or when providing their original response. There are three discussion questions in total and the class will spend about seven minutes on each question or until the students feel they have adequately discussed the question. Closer: After the students have closed out their discussion I will instruct them to turn their attention to the board where an article from Washington Monthly will be posted. The article looks at the two cases that were addressed in the lesson and analyzes the societies in which both cases occurred. The article wraps up the discussions that the students had been having in a succinct way. Upon finishing the article I will instruct the students to return to their responses to the bell work. As a ticket out the door students will have the opportunity to edit their original responses to the essential question or add to it based on the information that was discussed in todays lesson. In addition I will ask students to write a few sentences responding to the question, How do your actions challenge or perpetuate stereotypes in society? based on what was discussed in class. Students will hand these in up front along with their worksheet before they exit the class. %