LESSON PLAN #1
I. Subject/Content Area
Social Studies/ Civil Rights Movement in Alabama
II. Alabama Course of Study Standards
Grade 4. 14.) Describe the social, political, and economic impact of the modern Civil Rights Movement on Alabama.
· Identifying important people and events of the modern Civil Rights Movement
· Events-Montgomery bus boycott, Birmingham church bombing, Selma-to-Montgomery march
III Concepts
Civil Rights Movement, inequality, Rosa Parks, Montgomery bus boycott, freedom, read aloud, creative drawing, descriptive drawing,
IV. Objectives
- TSWBAT demonstrate knowledge of the Civil Rights Movement, inequality, Montgomery bus boycott, and freedom by answering teacher asked questions verbally.
- TSWBAT provide verbal feedback from the read aloud that is then written on the Smartboard by the student to demonstrate their understanding of Rosa Parks importance during the Civil Rights Movement.
- TSWBAT create a drawn visual demonstrating their understanding of the Civil Rights Movement.
- TSWBAT write a descriptive paragraph describing their drawing and how it pertains to the Civil Rights Movement.
V. Assessment
- The teacher will listen to student’s responses to teacher asked questions for understanding.
- The teacher will listen to student feedback and review written responses on Smartboard
- The teacher will look for understanding of material not by artistic ability, but by content.
- The teacher will grade the descriptive writing based on content and grammar.
VI. Materials
Read Aloud book Rosa by Nikki Giovanni, drawing paper, crayons, colored pencils, markers, pencils, Smartboard
VII. Teaching/Learning Procedures
- Motivation/Set Induction
· “Students, what are some things that you can do today that you could not do prior to the Civil Rights Movement?” Let’s write some of these items on the Smartboard and compare and contrast.
· “Today we are going to discuss the Civil Rights Movement and a woman who had a great impact during this time. We will also be doing some descriptive writing as well as some creative drawing.”
- Instructional Procedures
· The teacher will then tap into student’s prior knowledge of the Civil Rights Movement and influential people and events by asking what they already know about the subject.
· The teacher will then ask if they have ever heard of these terms: Civil Rights Movement, inequality, Rosa Parks, Montgomery bus boycott, freedom.
· The teacher will then introduce the read aloud Rosa.
· The teacher will then read the book aloud the class on the carpet.
· The teacher will ask questions during read aloud to determine understanding of content.
· The teacher will review the Montgomery bus boycott event that took place in the book.
· The teacher will ask when inequality and freedom took place in the book.
· The teacher will ask students for feedback on the book. “How do you think it made Rosa feel?”
· The student’s will write their responses on the Smartboard.
· The class will then discuss these responses as a whole.
· The students will return to their desks.
· The designated students will take out the drawing materials and take it to their table.
· The teacher will present the activity to the whole class.
· The teacher will say, “First you will draw a picture that depicts the Civil Rights Movement,” Be Creative!! Do not give specifics.
· The teacher will then tell the students that they must write a descriptive paragraph about their drawing. Must be grammatically correct.
· The paragraph can be written on the front or back of the paper.
- Closure
· Today you have seen how one woman can change things for a lot of people just by standing up for what she believes in. The Civil Rights Movement and the events that took place during that time influenced many people’s lives. People who lived with inequality were given freedom.
· The teacher will again compare life then and now and relate it to how Rosa and these events in time influenced these changes.
VIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)
· Early Finishers- Students who finish early may choose to draw another picture depicting the Civil Rights Movement. Students may also read or look over the read aloud Rosa.
· Enrichment- Students desiring enrichment may visit the library if time permits to check out books pertaining to the lesson. Have students write a paragraph describing how the Civil Rights Movement, inequality, freedom, Rosa, boycott, or anything pertaining to the lesson makes them feel.
· Remediation- Students who did not understand vocabulary terms will read over terms with teacher during small group. Students will buddy read with partner the read aloud book.
LESSON PLAN #2
I. Subject/Content Area
Social Studies/ Creek War
II. Alabama Course of Study Standards
4. 3.) List reasons for European exploration and settlement in Alabama and the impact of Europeans on trade, health, land expansion, and tribal reorganization of Native American populations in Alabama.
· Naming social, political, and economic outcomes of the Creek Civil War and the Creek War in Alabama
III Concepts
Creek War, opposing sides, causes, graphic organizer, map skills
IV. Objectives
- TSWBAT provide verbal and written feedback from the text and teacher asked questions about the causes of the Creek War.
- TSWBAT demonstrate knowledge of the causes of the Creek War by filling in the graphic organizer.
- TSWBAT demonstrate knowledge of the Creek War by identifying Creek territory and the opposing sides’ territory by completing the map.
V. Assessment
- The teacher will listen to student’s responses to teacher asked questions for understanding.
- The teacher will visually watch the students write their responses to the Creek War causes on the smartboard.
- The teacher will walk around room and look for correct information on the graphic organizer to ensure understanding of graphic organizer.
- The teacher will take up the graphic organizer and assess it based on the validity of its content.
- The teacher will also walk around the room looking for correct identification of territories to ensure complete understanding of map skills.
- The teacher will take up the map and assess it based on whether or not the correct territories are marked.
VI. Materials
Textbook, markers, crayons, pencil, map copies, graphic organizer copies
VII. Teaching/Learning Procedures
- Motivation/Set Induction
· “Students, have you ever owned something and then it slowly be taken away?” We have been discussing the Revolutionary War and now we are moving into the Creek War. We learned that the Indians were people that liked to be very____________ with the things around them.” Now we have the Americans who are taking their land and trying to have the Indians convert from their old ways to the new ways.
· “Today we are going to learn about what happened when the Creek Indians were pushed too far.” Can I have a few predictions as to what is going to happen besides the war?”
- Instructional Procedures
· The teacher will then begin the lesson by reading aloud the text on the Creek Indians.
· Stop. Ask students what is happening. Who are the opposing sides? Why are they opposing one another? Why is this war happening?
· The teacher will continue to read the text stopping continuously to ensure understanding of material.
· The teacher will ask, “What could have been done to stop the Creek War?”
· The teacher will discuss the two opposing sides and have students provide feedback.
· The teacher will also review the causes of the Creek War by asking students to write responses on the smartboard.
· The teacher will then ask the students to separate them into two groups. One being the Indians and the other the Americans. These would be their causes.
· The teacher will then show the students a picture of a map of Alabama. The teacher will them tell the students that they will be given a blank outline of the state of Alabama and they are to go to their textbook and identify the Creek territory and American territory with markers or crayons.
· The teacher will then place an example of the graphic organizer they are to complete after the map on the smartboard. They are to identify causes of the creek war as shown and then differentiate the two sides’ positions.
· The students will place the completed papers on the back table when completed or they may finish them for homework.
- Closure
· Today you have learned about the many causes of the Creek War and why the two opposing sides began the war. There were the opposing sides within the Creeks as well as the opposing sides among the Americans and Creeks.
· The teacher will ask students to think about how the Creek Indians felt for a moment and how they had to feel having their land taken away from them. Tomorrow we will discuss more about the Battles of the Creek War and forts.
VIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)
Early Finishers- Students who finish early may choose complete a separate map except they will be doing it on a Mississippi map. Students may also pick up a cause and effect handout dealing with the Creek war.
Enrichment- Students desiring enrichment may visit the library if time permits to check out books pertaining to the lesson. Have students write a paragraph as if they were a Creek Indian and were going through the Creek War. Give students options for people to write about. Tell them to write about emotions and what they would be witnessing.
Remediation- Students who did not understand causes of the Creek War will be taken back during Intervention time to go over causes on the dry-erase board. If they did not understand the opposing sides we will also use the dry erase board and go over step by step reasons as to why they are opposing sides. If students did not finish map or graphic organizer I will go over concept again with them and work with them on their handouts.
XI. Reflection
· I was really excited when the students were able to give me feedback on the ways that the Creek War could have been avoided. I was also really happy when the students were able to write causes of the Creek War on the smartboard and then take it a step farther and separate them into opposing sides. I used this later for the graphic organizer skills.
· I would have loved to have a read aloud for the students to see. I would have also liked to have an interesting video for them to watch. I had pictures out of the textbook to show them but I believe a video would have really sparked their interest. I would have also liked to incorporate an art activity into this lesson. A written debate could have taken place between the students. One side could have been the Red Sticks and the other side could have been the White Sticks.
· I believe they constructed their own knowledge by building upon previous knowledge. We have been discussing the Indians and their culture and they were able to understand why these Indians would be upset over this situation. The students knew it was not right and they were able to understand why a Creek War arose.
· Classroom management is essential in all lessons. You have to be ready for anything. Have supplemental activities ready. Don’t be afraid to answer questions and they are listening so talk they want to know what you have to say. Instruction procedures are also crucial to run a smooth lesson. Having a routine in the classroom helps make the lesson and the classroom flow smoothly. Luckily, this classroom has a routine and they follow directions. There are always the ones that give you trouble. I have learned that you should not stop your whole lesson just to discipline that one child. It really distracts all of the children from the task at hand and that is not fair to them.
