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CEP Lesson Plan Form

Teacher: Ms. Mercer and Mr. Haynes Date: 10/10/17

School: Blevins Middle School Grade Level: 6th, 7th and 8th grade Content Area: ELO: History Through Film

Title: History Through Film: Remember the Titans background knowledge

Lesson Idea/Topic and Students will be learning background history about the 1970s post civil
Rational/Relevance: rights movement era to prep them for watching the film Remember the
What are you going to Titans. Students will learn the historical concept of perspectives while
teach and why is this watching the film.
lesson of importance to
your students? How is it
relevant to students of
this age and background?

Student Profile: Write a Our ELO class includes 17 students each at varying degrees of interest,
narrative about your motivation, and participation. Some of the students are very involved at
learners. What are their school and motivated, while others are not involved at all, and some are
special needs? very shy, others are outgoing. No students need modifications or
Exceptionalities? accommodations.
Giftedness? Alternative
ways of learning?
Maturity? Engagement?
Motivation?

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

8th grade Social Studies standard 4.1.

Analyze elements of continuity and change in the United States government and the role of citizens over
time.

Understandings: (Big Ideas)

Students will understand the importance of the landmark Supreme Court case Brown v. Board of Education.

Students will understand the consequences of the slow implementation of desegregation.

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CEP Lesson Plan Form

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable
questions from standard)

What is the significance of Brown v. Board of Education?

What are the consequences of the slow implementation of desegregation?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can: understand that social change is slow process.

This means: I can analyze a Supreme Court case and discuss the results.

List of Assessments: (Note whether the assessment is formative or summative)

Socratic seminar (formative).

Ticket out the door (formative).

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CEP Lesson Plan Form

Planned Lesson Activities


Name and Purpose of Lesson
Should be a creative title for you and the students to History Through Film: Remember the Titans Background
associate with the activity. Think of the purpose as Knowledge
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and what 40 minutes. Video, Brown I and II documents.
materials will you need? https://youtu.be/QVIVEKY5YWI

http://landmarkcases.org/en/Page/519/Key_Excerpts_fr
om_the_Majority_Opinion_Brown_I_1954

http://landmarkcases.org/en/Page/518/Key_Excerpts_fr
om_the_Majority_Opinion_Brown_II_1955

Anticipatory Set
The hook to grab students attention. These are
actions and statements by the teacher to relate the A video about the Supreme Court. Basic explanation
experiences of the students to the objectives of the about what the Supreme Court is and how it functions.
lesson, To put students into a receptive frame of https://youtu.be/QVIVEKY5YWI
mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
How do you intend to engage your students in
thinking during the Anticipatory Set? The strategy I intend to use is a video.

Why are you using it at this point in your lesson? I am using this strategy here because: I want students to
understand what the Supreme Court is.
Teacher Actions Student Actions
Procedures Background video on Students will watch video (5
(Include a play-by-play account of what students and Supreme Court (5 minutes).
teacher will do from the minute they arrive to the minutes).
minute they leave your classroom. Indicate the Students will read key excerpts
length of each segment of the lesson. List actual Teacher will read from the Majority Opinion,
minutes.) Brown I out loud or Brown I (5 minutes).
Indicate whether each is: have a student read
-teacher input/actions, student actions aloud (5 minutes). Students will discuss and answer
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CEP Lesson Plan Form

-modeling the question, In Chief Justice


-questioning strategies Teacher will ask Warrens opinion, how valuable
-guided/unguided: students questions and is education, why?(5 minutes).
-whole-class practice facilitate discussion (10
-group practice minutes). Students will answer Do you
-individual practice think that there are still
-check for understanding Teacher will read aloud consequences resulting from
-other Brown II (5 minutes). schools being segregated in the
past? (5 minutes).
Teacher will ask
students questions and Students will read key excerpts
facilitate discussion (10 from the Majority Opinion,
minutes). Brown II (5 minutes).

Teacher will ask the Students will discuss and answer


ticket out the door the question, What problems
question and have does the court foresee with the
students answer (5 desegregation process? (5
minutes). minutes).

Students will discuss and answer


the question, Do you get the
sense from this ruling that school
districts must desegregate
immediately, why or why not?
(5 minutes).

Students will finish a ticket out


the door answering the question,
How would this decision impact
a black coach at a newly
integrated school in 1970? (5
minutes).

How do you intend to engage your students in


thinking during the PROCEDURE? The strategy I intend to use is: Socratic seminar.

Why are you using it at this point in your lesson? I am using this strategy here because: it engages students
with content and gets ideas and thoughts shared.

Closure Ticket out the door: How would the Brown v. Board of
Those actions or statements by a teacher that are Education decision impact a black coach at a newly

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CEP Lesson Plan Form

designed to bring a lesson presentation to an integrated school in 1970?


appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
How do you intend to engage your students in
thinking during CLOSURE? The strategy I intend to use is a ticket out the door.

Why are you using it at this point in your lesson? I am using this strategy here because: it will assess
student understanding individually.

Students can read at their own pace or aloud and discuss


with their classmates to ensure understanding.
Differentiation:
Differentiation should be embedded
throughout your whole lesson!!
This is to make sure you have met the needs of
your students on IEPS or 504. Consider your
student profile narrative at the beginning. What
do your students need to be engaged and
successful?
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment Reflection: (data analysis)
How will you know if students met the learning Participation in the discussion will be tracked with a tally
targets? Write a description of what you were sheet as well as a ticket out the door.
looking for in each assessment.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level
of achievement)
During the discussion, we tracked participation in the Socratic seminar with a roster and
checked off every person who was discussing the required topic. Every student said something
about the Brown v. Board readings to show they were engaged in discussion. While discussion
may have varied throughout class, students at least participated and said one thing of value to
their peers. 15 out of 17 students completed the exit ticket and answered the question and
linked desegregation to the film. Only three students answered in a paragraph and showed true
understanding of the impact of desegregation on an African American coach at a newly
integrated high school. The other 12 students wrote a sentence or two giving an example of
how the Brown v. Board decision would affect the coach but didnt show a true connection to
desegregation. This shows that the content could be retaught for clearer understanding and
that the readings may have been too complex for the age level.

2. What changes, omissions, or additions to the lesson would you make if you were to teach
again?
The readings need to be simplified in order to accommodate for 6 th, 7th and 8th grade reading
levels because of their complexity. Also, I would complete a teambuilding activity with this class
first in order to build better relationships with the students so that there is a good foundation
for learning. I would also adjust the learning targets to be more in line with the film so that
students have a better understanding of the link between Brown v. Board and Remember the
Titans.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
Students need to be taught more about the Supreme Court and landmark decisions in order to
understand the importance and role of the judicial branch of government. They also need to be
taught the historical importance of each film in order to understand each films relevance. I
think that providing background historical knowledge is important for students to understand
the context for each film, but the link between each film could be more readily connected.
Films need to be intentionally chosen for relevance to American history and they also need to
be connected somehow, whether that be chronologically or similar themes, just so it builds
connection for students.

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