Template designed by Sturm (2018)

edTPA-Style Technology & Literacy Lesson Plan (Modified for EDU 276)
Name(s): Matthew Meacham, Maddie Whippo, Michelle Merrill
Date: 1/29/18
Lesson Title: Civil Rights Movement Vocabulary
Subject: Social Studies
Age or Grade Level: 5th Grade
Number of Students: 20-25 students
Length of Lesson: 40 minutes

Google Maps
https://docs.google.com/presentation/d/1ushq3pVrOJZjCTE-
SJiKVBXeqPNHEiA5RKFxLThabsk/edit#slide=id.p

Central Focus Central Focus: Vocabulary

Essential Strategy Essential Strategy: Identifying definitions using context clues

Prior Academic Students should have prior knowledge of the Civil Rights movement and
Knowledge segregation in the United States of America. They should also know who
What knowledge, skills, and
concepts must students already
Martin Luther King, Jr. is.
know to be successful with this
lesson?

Common Core State
Standards or New York
State Standards
Include # and text
http://www.corestandards.org/
Learning Objectives
RI.5.4- Determine the meaning of general academic and domain specific
words and phrases in a text relevant to a grade 5 topic or subject area.
RI.5.7- Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or to
solve a problem efficiently.
Students will, after the lesson, be able to properly define 5/5 of the assigned
vocabulary terms.

Instructional Materials - Kahoot/devices for students to access Kahoot

What do you need in order to
teach this lesson? Be sure to
provide citations to anything that
you did not create.
Assessments
Describe how you plan to monitor
student learning (formally and/or
informally)
Technology
- Google slides presentation containing the lesson -- relevant images,
definitions, etc.
- Student devices/e-readers
- “Who Was Martin Luther King, Jr.?” Bonnie Bader (accessed via
Google Books)
- Introductory YouTube video
(https://www.youtube.com/watch?v=ALQeX7IFBcg)
Kahoot will be used for the pre and post tests. This will allow us to monitor
student learning in an informal way.
We will be using technology to show the students a version of the ebook
“Who Was Martin Luther King, Jr.?” as well as a YouTube video of a
1

Describe how technology is used
on both teaching and learning.
Introduction to Lesson
Write short descriptions
here
[Example:
Introduction to Key
Vocabulary Words]
Instructional Activity
Write short descriptions
here
Template designed by Sturm (2018)
biography of MLK for kids. For assessment purposes we will be using
Kahoot with a device of their choice.
Description of What Teacher and Students Do:
- The lesson will begin with a question about what the students know
about the civil rights movement. This will help demonstrate prior
knowledge.
- The teacher can inform the students that they will be learning about
how to determine the meaning of vocabulary words, and that they
will be expected to know the meaning of several terms.
● Vocabulary for Martin Luther King book
● 1. Segregation
● 2. Jim Crow Laws
● 3. Boycott
● 4. Civil Rights Movement
● 5. Civil Disobedience
Description of What Teacher and Students Do:
Describe how you plan to explicitly teach the skill or strategy of your lesson
objectives. Write instructional strategies that are detailed enough that a substitute
teacher could walk in and teach from your plan if need be. Be very specific;
instead of “Go over examples of words to describe winter,” write, “Go over the
following words to describe winter, writing each one on the whiteboard: cold, icy,
freezing, white, quiet.”
- The students will watch a short introductory video about Martin
Luther King Jr.
- The students will take the Kahoot assessment for the first time (pre-
test).
- The students will read/or listen to selected portions of the Bader book
(in a classroom setting, this would be done over a number of days --
we know it is unreasonable to expect students to read a chapter book
in one class) that feature the vocabulary terms.
- The students will be introduced to the vocabulary words individually,
along with the sentence that they occur within. This will give them the
exact definitions, as well as an opportunity to identify the meaning of
the word based on its context.
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Extension/Closure Activity
Description of What Teacher and Students Do:
Write short descriptions What will you have students do in order to practice the skill that you taught them in
here the instructional activity above? Describe in detail how you will instruct them and
exactly what they will be doing during this work time. How will you assist students
who need more support? This activity should have students showing directly how
they have met your learning objectives. You may describe how you plan to assess.

- The students will take the Kahoot assessment again (post-test). Their
results on this will determine which students have already met the
learning goal, and which students need further support.
- Teacher will talk about the correct answers to the Kahoot assessment.
This will reinforce the correct answers for students who still need
support.
- The students will be given a matching worksheet for independent
practice. At this time, the teacher can assist with students who have not
yet reached the learning goal of knowing all five vocabulary words.

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Appendix

Kahoot Pre/Post Assessment: ://kahoot.com/welcomeback/

Vocabulary Questions and Answers

1. What is the definition of segregation?

The separation of different racial groups in a country

2. What is the definition of Jim Crow Laws?

Laws passed of racial segregation directed against blacks

3. What is the definition of Boycott?

Withdraw from commercial or social relations.

4. What is the definition of Civil Rights Movement?

A struggle by African Americans in the mid-1950s to 1960's

5. What is the definition of Civil Disobedience?

The refusal to comply with certain laws or to pay taxes

Matching worksheet (independent practice/exit ticket)

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EDU 276 Lesson Plan Commentary

Michelle Merrill, Matthew Meacham, Maddie Whippo

EDU 276
Instructor: Carrie Davenport
Due date: 02/12/18

Central Focus
The central focus of our lesson will be vocabulary. We are assessing how well students
know Civil Rights Movement vocabulary. The students will need to know 5 different
vocabulary words and we are going to assess their knowledge of these words using Kahoot!,
and a matching worksheet where students will math the definition to its correct word.

Essential Strategy
We chose identifying vocabulary definitions using context clues as our essential strategy.
This is incredibly useful for students learning vocabulary, because it helps them not only
learn the definitions of the selected words, but also the relevance of the words to the content.
It also provides them with a skill that they can continue to use across other subjects. Using
context clues allows students to read more fluidly, and helps them develop their critical
thinking skills. Students who use context clues broaden their vocabulary and can more fully
understand what they are reading.

Instructional Methods
Instructional methods are ways of teaching content, not to be confused with essential strategies.
Some examples include: think alouds, modeling, read alouds, direct instruction, shared writing,
guided reading, think-pair-share, class discussion, cooperative learning (like jigsaw), reciprocal
teaching, or simulations.
a. Describe the instructional methods you planned in your lesson.
b. Describe the instructional materials you plan to use in teaching. This can be
handouts, slides, web resources, books, videos, or any other materials needed.

To begin the lesson, the students will view a short video introducing Martin Luther King, Jr.
This will give them background knowledge or help them access prior knowledge on this subject.
After this the students will take a pre-test of the vocabulary words, which will be done on
Kahoot. This will help us get an understanding of where the students stand with their
knowledge of MLK and Civil Rights vocabulary. Next, students are going to be listening or
reading a selected section over a number of days on Martin Luther King, Jr. Throughout the
text students will be introduced to the same vocabulary words in the pre-test. We will read the
sentences that the words are in, giving them the exact definition of the word. This will help
teach students how to use context clues to discover the meaning of unfamiliar words. After this,
we will be again giving students the same test on Kahoot to see if their knowledge of the words
have increased. We will be able to assess this using Kahoot. We will then go over which
answers are correct and why these are the right answers. After reviewing, the students will
complete a matching worksheet, where they match the definition to its correct word as their
“exit ticket”.

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Technology Incorporation
Describe how you have incorporated technology into your lesson. How will students interact with
technology? How will the teacher utilize technology in instruction? Justify how your technology
choices enhance the lesson design.

We have incorporated technology into our lesson by using Kahoot, and a version of the book
called “Who Was Martin Luther King, Jr.?” as well as a YouTube video, of a biography of
Martin Luther King Jr. The students will interact with the technology by watching the
YouTube video and using their devices for Kahoot. Students will be able to use the ebook to
have a more interactive learning experience. The Youtube video helps the students learn
information in a unique way because instead of listening to the teacher, or reading the
information for themselves, they are able to watch a video that not only includes audio but also
show images that can help students enhance their learning. The same goes for the e-book and
the Kahoot. Students are able to use technology to read and take a quiz rather than the
traditional method of using a book to read or take a quiz on paper. Both the ebook and the
Kahoot provide a more interactive and fun way for the students to read and take a quiz.

Supporting Student Learning

Describe and justify why your planned instruction is appropriate for all learners. Describe how you
plan to help students who need more support.

The instruction that we have planned is appropriate for all learners because we have
provided many different ways for the students to be able to learn the information. They will be
using e-readers which has many features such as text- to speech as well as a built-in
dictionary. The Youtube video will help students retain the information in a unique and
engaging way. Students who need more support we would work with that student individually
or give the student a hard copy of a book if the student is having trouble using the e-reader.

Assessment
Describe your planned assessment. Explain how your assessment will provide evidence that
students can use the strategy you taught.

Kahoot will be used as the assessment. Kahoot will be used both for the pre and
post-test. This assessment will provide evidence that students can use the strategy
we have taught because if they score a 100 percent on the post-test than they
understand the strategy that we have taught in our lesson.

References

Bader, B. (2008). Who Was Martin Luther King, Jr.? (1st ed.). New York, NY: Grosset &
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Dunlap.