Through Time All Things Can Change

Indiana Wesleyan University

Elementary Education Lesson Plan
Social Studies- Direct Instruction
Student: Heather Dutton School: Allen Elementary
IWU Supervisor: Professor McCracken Co-op Teacher: Gina Burke
Teaching Date: 3/23/18 Grade Level: Kindergarten

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—
 Students will understand that many people were influential in ending segregation and
gaining civil rights for all.

B. Objective(s)—
 After watching a presentation, students will be able to name the causes and effects of
Rosa Parks refusing to move from her bus seat.
 Students will represent textual evidence by drawing.
 Students will visually represent each quote in order to demonstrate their understanding of
the meaning.

C. Standard(s)—
NCSS:
 People, Places, and Environment
Indiana Academic Standards:
 K.1.2 Identify people, celebrations, commemorations, and holidays as a way of honoring
people, heritage, and events.
 K.3.7 Recommend ways that people can improve their environment at home, in school,
and in the neighborhood.

II. Materials and Management

 A. Materials:
 Video (Computer and Smart Board)
 One quilt square per student.
 Crayons.
 Quotes printed out for each individual.

B. Time:
 Anticipatory- 8 minutes
 Present Prezi- 10 minutes
 Freedom Quilt Activity -15 minutes
 Closure/ Presentations- 10 minutes

C. Space:
 I will have the students move to the front carpet for the anticipatory set and videos.
 The students will sit in their assigned seats for the quilt making.
D. Behavior:
 Some of our students struggle with behaviors like aggression or emotional
meltdowns. I know which students to push and how to meet each individual students’
needs. One student in particular may refuse to move to the carpet to watch the
presentation and videos but he can view from his seat and he loves to color so he’ll
enjoy the activity.

E. Technology:
 A computer and smartboard are necessary to view the Prezi and videos.

III. Anticipatory Set

 “Okay I’m giving each of you two small paper circles and markers. I need you all to
draw a happy face on one circle and a sad face on the other. I will then read different
situations or stories. If you think that what is happening in the story is fair, you will
hold up a smiley face. If you think that it is unfair hole up your sad face.”
  Scenario 1: Jack is in a wheelchair. He can’t get to the school library because there
are steps. He never gets to take books out of the library unless his teacher or a friend
remembers to get him one. Is this fair or unfair?
 Scenario 2: Mr. Parker, the first-grade teacher, decided to give everyone with brown
hair an A on a math test. Is this fair or unfair?
 Scenario 3: Everyone in the class wants to take the class pet home for Thanksgiving
so the teacher puts all the names in a hat to choose one person who will take care of
the pet. Is this fair or unfair?
 Scenario 4: Fields School only has one soccer field. There is a girls soccer team and a
boys soccer team. Only the boys get to use the field because they always get there
faster after school. Is this fair or unfair?
 Scenario 5: Mrs. Doggett tells the students they will get extra recess if they get an A
on the spelling test. She encourages them to study. Peter doesn’t study and he is the
only student that does not get an A. He does not get extra recess. Is this fair or unfair?

 Discuss the responses to the situation that were “unfair.” Ask: “Why are they unfair?
Which do you think is the most unfair? Why?”

Purpose: “Today I am going to teach you about some of the many people who fought
against segregation laws that were unfair. Rosa Parks was one of these important
people because she peacefully protested and inspired the Montgomery Bus Boycott.”

IV. PLAN FOR INSTRUCTION

V. Adaptation to Diverse Students—
Remediation- Students who are at the same table can help each other to brainstorm
their drawing for the quilt and to understand their quote.
Enrichment- For students who are gifted I will provide a book with more information
on the civil rights movement and they can read it when they finish their square.
Exceptional Needs- For my students who have ADHD I will allow them to hold onto
their fidget toy while at the carpet. Some of my students struggle with writing and
quickly become aggressive if they feel the work is too hard so that is why our main
activity incorporates drawing. For our students who are slower at processing
 directions and doing their work I will be walking around, helping to clear up
confusion, and prompting them to stay on task/ finish their work.

VI. Lesson Presentation (Input/Output)

“So the first lesson that I taught was about how Martin Luther King Jr. was a
community leader and he peacefully protested. Now I am going to teach you about
Rosa Parks and how she protested segregated buses. Remember, segregation means
that one group of people is separated from another.”
 Present Prezi (see photo of prezi attached at end of lesson)
“So now you know about Rosa Parks and how she inspired change in her community. In the last
video we saw that many people worked together to peacefully protest and boycott the buses…”
VII. Guided Practice/ Check for understanding:
“…Now we are going to make a freedom quilt!! I am going to give each of you a
different quote that was said by someone who fought against segregation. I am also
giving you a white square to color. I want you to color a picture that describes or shows
what your quote means. As Mrs. Burke, Mr. Tim, and I pass out the quotes we will read
you what the quote says. Then you can begin drawing. At the end we are going to put all
of these squares together in the hallway to make the quilt. I can’t wait to see what each of
you will come up with and remember that if you have any questions you can raise your
hand and we will help you.”

This activity will test their comprehension of each quote and it will be a great way for
them to create beautiful visual representations of the sayings. Examples of quotes can be
found attached at the end of this lesson. Below is a photo of what the quilt might look
like when it is finished.
 VIII. Review learning outcomes / Closure
“Okay now that you are all done I am going to have each one of you show us what you have
drawn. I will come by and read your quote to the class and then you will stand up and present
your drawings. After each friend has explained their drawing we will all clap for them as a
class.” This will be a quick way for the students to hear all of the quotes and understand their
magnitude while also feeling pride for their work.

After their presentations I will give them a wiggle break and the opportunity to dance on the
carpet as I play a kid friendly version of Beyonce’s song freedom. I will stop it at 2 minutes and
44 seconds in. https://www.youtube.com/watch?v=KbZuu0A6v4w

PLAN FOR ASSESSMENT

 The formative assessment will be their freedom quilt picture. I will be checking that they
understood the sentence and that as a whole they understand that many people were
involved in the civil rights movement.
 The summative assessment will occur at the end of the unit.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
 5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
Did the students seem to understand the Big Idea of the lesson?

http://prezi.com/gbcavi8mgfmg/?utm_campaign=share&utm_medium=copy