Name: Grade/Subject: Date:

1. Texas Essential Knowledge and Skills (TEKS): (C2)

The student understands the impact of the American civil rights movement.

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
Boycott, discrimination, law, equality, NAACP, civil, nonviolent, racial segregation, legislative. They need to know what these words
mean, and how the NAACP changed the laws to allow equality.

3. SMART Students will do a class project tracing the civil rights movement from the begging to the
Objective(s): (C3) present day. The students will work in 3-4 person groups, they will present to the class at the
end of the week.

Essential Question: What are some of the key things that happened to help the civil rights movement?

4. Central Focus This lesson outlines all the different amendments to the Constitution and the key issues that
(C4) made the civil rights movement what it was.
How will this lesson link
with other lessons in the
unit?

Learning Targets Students will learn an over view of the civil rights movement and all the major legislative
I CAN statements that changes to the Constitution that occurred because of the civil rights movement.
Clearly show alignment
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language Students will predict how people felt when they had to live in the environment.
represents the language
of the discipline that
students need to learn
and use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in Boycott, discrimination, law, equality, NAACP, civil, nonviolent, racial segregation, legislative
meaningful ways.

There are 4 language

demands to consider as Discourse (Structures of written and oral language, how will they talk, write, and participate in
you require students to knowledge construction: discussions, reports, essays, multi-media presentations, performance):
read, write, speak, listen, Students will write down what they first think, then after that they will think-pair-share with
demonstrate and perform. their partner about what they wrote down. If they had the same ideas or if they had completely
different ideas.

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
The frayer model, and KWL chart

6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources,
representations, and
strategies you will Vocabulary Strategies - (GO TO Page)
provide to help students 1. Frayer Model
understand, use, and
practice the concepts and
language they need to 2. Word Games
learn within the
discipline

Site the researcher’s Discourse strategies - (GO TO Page)

name as you refer to the -Write: Short essay
strategy.
-Talk: Think-Pair-share

Syntax - (GO TO Page)

1. Graphic Organizers

2. T-chart

Making Content Comprehensible (R9)

I would use an Exit ticket so I can check and see if the students understand the lesson.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative: Multiple choice test.
Assessment(s) must be
aligned to the TEKS,
and objectives.
Summative: Unit power-point of the chapter.

Assessment of your language demands: I would treat the multiple choice test as a baseline to
see where the students are at.
Formative: An exit ticket

Summative: A mock trail for the class so the students can argue their point to the judge (which
would be me).

8. Hook (C7) Hook activity (make connections to prior learning) A student what life would be like if we were
separated by the way they look.
Closure Activity: (make connections to prior learning) Have the students turn and share with their
Closure (C7) partner what they have learned.
 Personal assets: some students have personal experience in this subject.
Cultural assets: some students have a lot of experience with this topic.
Student Assets (C7) Community assets: Some cultures have a one-sided view when it comes to this topic.

9. Body of Lesson/
Teaching Strategies and I DO – I make a PowerPoint with all the topics that I want them to cover in their PowerPoint
Learning Task(s) presentations.
(C9)

Be sure to include:
How will students learn
and use academic WE DO – I do the first two slides with the class, so they know how to complete the assignment.
language?

Three higher order

thinking questions.

YOU DO – The students will then be allowed to work on the presentations.

Marzano Strategy

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: I will provide a copy of the material in
their native language.

o Gifted / advanced learners: These students will do a short essay on a specific incident
that happened.

Technology: -(GO TO page) Students will have IPADS or laptops for this assignment.

Marzano Strategy - (GO TO page) Think-Pair-Share, and Graphic Organizer

Higher Order Thinking Questions (GO TO page)

1. Create a timeline of Civil rights events that bring us to modern times.
2. Analyze key events that changed our society for the better.
3. Think about how our society would look like if these events did not happen.

Grouping / Partnering Technique: (Hattie) The groups would have specific instructions
and each student would have certain roles in that group.

Potential misconceptions and your plan to address it: Some groups could be looking at the
wrong events that pushed the movement forward to make real change. I will give the students a
list of all the key dates that they need to talk about.

10. Resources and How might you differentiate materials and resources for learners with various needs?)
materials needed (C9) Students will be provided with laptops or IPADS, and all materials needed to complete the
assignment.
(E7) Visual timer on smartboard, and closed caption on all videos

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom Treatment agreement
Management Strategies Make the time out sign with my hands.
(CBM5) Have students do the task that I want them to do until they get it right.
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?

Add 3 procedures
12. Academic Supports
for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Extra time on assignments
strategies and planned
supports, will you employ to 2. Allow students to take work home and bring back the next day.
meet the needs of each
student that has identified
3. Allow students to summarize the material.
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Students do not have to make a PowerPoint

2. Allow students to define the vocabulary words.

3. What are the amendments will the help of an aid.

(E11)
Strategies for ELLs (strategies that support language acquisition)

1. Pair ELL students together

2. Give students martial in the native language

3. Students can watch and listen to videos on the topic.

4. Students can talk to teacher that speaks same language as student.

5. Extra time on assignments

DELIVERY PLAN
1. Objective (Rigor) - SMART and should be visible on your board daily.

2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the thinking and
emotional level?

 What will you do to open the lesson to motivate and engage the students’ interest in the content?
 How will you help students make connections to prior knowledge?
 How will you identify and present your essential questions, Central focus, and Learning Targets (I CAN
statements)?
 How will you identify / teach / assess language demands?
 How will you introduce language supports?

 Is your opening congruent to the objective?

3. Teacher Input (Relevance) – What information is needed for the students to gain the knowledge/skill in the
objective? (Be sure you have done a task analysis to break the information/skill into small manageable steps).
How will you use strategies, technology, learning styles? What vocabulary and skills do the students need to
master the material? Are the strategies you plan to use congruent to the objective?

 Model (Routing) – Outline your I DO activities. Be sure to model strategies and academic language supports needed.

 Guided Practice – Students demonstrate a grasp of new learning under the teacher’s direct
supervision. The teacher moves around the room to provide individual remediation as needed. “Praise,
prompt, and leave” is an excellent strategy to use. Outline your WE DO activities. Be sure to incorporate strategies and
academic language supports that are needed.

 Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent application of a

new skill. Outline your YOU DO activities. Students demonstrate an independent application of new skill. Be
sure to praise and assess strategies and academic language supports that are being used.

 Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes permanent. So,
make sure the students understand how to proceed before moving to the practice phase of the lesson. You may
need to stop and reteach, so students practice correctly. How do you plan to assess understanding? What
HOTQs will you ask? List at least 3
 How will you check for understanding or reteach?

4. Assessment – How will we know that the students have individually mastered the objective? What
evidence will be collected? What will be an acceptable score? What evidence will be collected to demonstrate
mastery of language demands?

5. Resources - What materials will you need for a successful lesson?

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what was learned?

NOTES: