Fall_2020_Lesson_Plan_Template-1
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School
University of Alabama *
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Course
621
Subject
Arts Humanities
Date
Apr 3, 2024
Type
docx
Pages
4
Uploaded by AgentDangerManatee49
Alabama A & M University
College of Education, Humanities, and Behavioral Sciences
Educator Preparation Program (EPP) Lesson Plan Template (Revised 8/2020)
•
Lesson plans are tailored to the specific content area. Sections of the lesson plan template will include elements for different content areas.
Before you begin, here are some reminders:
✓
Lessons should not exceed four pages
✓
Identify learning segment to plan, teach, and analyze
✓
Provide detailed and specific content information ✓
Your lesson should be detailed enough that a substitute or other teachers could understand them well enough to use them. ✓
The italicized material included in this template is for your learning purposes; make sure to delete
the highlighted content before any submissions.
Teacher (Candidate) Name: TyniSha Holman
Grade Level:
6th
Date of Lesson:
Subject:
Social Studies
Select a Class: Whole class
Central Focus: Students will identify, analyze, and critique the events that lead up to the
Montgomery bus boycott.
Academic Content Standards (ALCOS; include number and text):
SS10.6.9Critique major social and cultural changes in the United States since World War II.
Lesson Title:
Daily Learning Objective (s):
Students will complete a KWL (KNOW, WANT KNOW, LEARNED) chart.
Student will listen and engage with a presentation giving them background knowledge of the civil rights movement.
Students will write a paragraph explaining a person or even that they feel had the great impact on the civil rights movement
“I can” statement for students.
I can write and explain key event and persons during the civil right movement
Essential Question(s) for the Lesson:
Who are the key persons of the Montgomery bus boycott?
What are some major events that lead up to the Montgomery bus boycott?
How did these key persons and events affect the Montgomery bus boycott Have you ever had to do something not because you wanted to but because it was right
Prior Knowledge:
Ask students about their understanding of segregation, civil rights, and the Jim Crow laws. Communication Skills /Academic Language
1. Language Function: Identify the purpose for which the language is being used, with attention to goal and audience. What are the Key Communication Skills
related to the learning objectives (e.g., reading, writing, listening, re-telling, answering, selecting, responding, demonstrating/performing, collaboration, etc.)?
2
. Language Vocabulary: What
Vocabulary/or symbols
will you teach or develop (key words specific to the content you are teaching)?
What opportunities will you provide for students to practice the communication skills and vocabulary? What are your Planned Supports
for assisting students (e.g., vocabulary development, modeling, guided practice, graphic organizers, etc.)
List Key Instructional Materials/Technology/Equipment: KWL charts
Google docs
Whiteboard
✓
Activity
Description of Activities and Setting (Instructional Strategies and Learning Tasks – Discuss what you and the students will be doing) that supports diverse student needs.
Introduction to the lesson/Activity Thinking
1. Focus and Review Students will complete the “Know” portion of the KWL chart explain what they already know about civil rights movement and the Montgomery Bus Boycott.
2. Energy and Engaging Activity Body of the Lesson/Teaching Strategies
3. Guided Practice
What will you have the students do after you introduce the lesson to learn the standards? What questions will you ask to
promote higher level thinking?
How will you introduce and model new knowledge?
What opportunities will you provide for students to practice content language/vocabulary? What language supports will you offer? Accommodation(s): A change that helps a student overcome or work around the disability.
Modification(s): A change in what being taught or what is expected from the student.
Differentiation: Tailoring instruction to meet individual needs; differentiating the content, process, and/or product):
Below Grade Level
: Example: Students will be challenged to connect the term with the pictures instead of memorizing the definition. Students will be asked to raise their hands if they need clarity.
Above Grade Level: Students will be challenged to identify a definition for each term and give an example before seeing the images.
Language Syntax: Set of conventions for organizing symbols, words, phrases into structures, and sentences. Language Discourse: Structures of written or oral language; how participants of the content area speak, write, and participate.
Closure/Summarizing Strategies
4. Independent Practice How will students summarize and/or share what they have learned to prove they know and understand the standard(s) and its vocabulary? Will you provide opportunities for students to apply new knowledge while making
connections to prior learning?
How will students practice independently?
Accommodation(s): A change that helps a student overcome or work around the disability.
Modification(s): A change in what being taught or what is expected from the student.
Differentiation: Tailoring instruction to meet individual needs; differentiating the content, process, and/or product):
Below Grade Level
: Example: Students will be challenged to connect the term with the pictures instead of memorizing the definition. Students will be asked to raise their hands if they need clarity.
Above Grade Level: Students will be challenged to identify a definition for each term and give an example before seeing the images.
Language Syntax: Set of conventions for organizing symbols, words, phrases into structures, and sentences. Language Discourse: Structures of written or oral language; how participants of the content area speak, write, and participate.
5. Evaluation, Review, and Closure
How will you review the standard and close the lesson?
How does today’s lesson connect to what students will be doing next (e.g., tomorrow’s lesson)? (Let students see that your lessons are connected.)
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