UMF Unit-Wide Lesson Plan Template

Name: Joe Brichetto Program: SMED Course:

EDU 460
Lesson Topic / Title: Civil Rights Movement Timeline

Lesson Date: 3/2-3/6 Lesson Length: two 80-minutes Grade/Age: Juniors

classes
Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning
Students will be able to identify different individual events in the Civil The objective of this lesson is to build a
Rights Movement (CRM) in the context of the movement as a whole. fundamental understanding of the events that
happened in the CRM and understand only a
portion of the struggle marginalized groups
had to go through for equality.

Content Standard(s) Instructional Decisions / Reasoning

Label E: Students draw on concepts and processes from
history to develop historical perspective and understand I chose this standard because it has students
issues of continuity and change in the community, Maine, analyzing specific events from a time period,
the United States, and world. specifically the CRM and the Cold War.
Standard E1: Historical Knowledge, Concepts, Themes, and Patterns
Grade Level Span: Grade 9-Diploma Students understand major eras,
major enduring themes, and historic influences in United States and
world history, including the roots of democratic philosophy, ideals, and
institutions in the world.
Performance Indicator: B. Analyze and critique major historical eras, major enduring themes,
turning points, events, consequences, and people in the history of the United States and
world and the implications for the present and future.
Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
Pre: Students are asked to complete as much of the fill-in-the-blank I chose to set up assessment this way because
worksheet as possible when it is first handed out at the beginning of I felt that it covered all the bases in an authentic
class one. Scores are recorded for evidence of growth only. manner. The formative assessment especially
is a simple way to establish a level playing field
Formative: Upon completion of the worksheet after the timeline activity, and the students don't even know they're being
students must show the facilitator a completed worksheet to get the assessed at that stage. I thought it was valuable
Bingo card. This acts as a way to assure the student has all the terms to set up an assessment for the students that
and knowledge to succeed on the summative assessment. didn't require them to complete any overt test.

Summative: A quiz that is actually a blank copy of the fill-in-the-blank

worksheet that they have already completed once.
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning
CRM Timeline fill-in-the-blank This lesson is relatively simple once the timeline
is created because it requires no technology. In
CRM (physical 40-60ft) Timeline an effort to make a tactile history lesson, I was
https://bit.ly/2HbJLxz - Teaching Tolerance CRM Timeline that able to forgo the need for laptops or Wifi
physical is based off of. completely. The individual learner also needs
very little to participate in the lesson that they
5X5 Bingo Sheets & markers for Bingo won't be explicitly given; perhaps just a writing
Large room/space utensil.

Rev 8/17
Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
Day 1: Pre-assessment with worksheet & recording scores I chose to set this lesson up in this manner
Move to larger space and explain timeline activity because it again engages different MIs that
Individual or group work time with the timeline aren't traditionally associated with history. I also
Once the worksheet is checked by facilitator, students are given bingo set it up so that the learning is, for the most part,
sheet and instructions on how to fill it out. independent or at least student-driven. This
gives me more time as the the teacher and
Day 2: Bingo Review game facilitator to manage the learning environment
Summative assessment and check for individual understanding.

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations)
The biggest accommodation I had to make for absent students was
a way for them to get the information at another time. I set up the
timeline during an ASB, a school-wide time students are available as
part of RTI, and then I took individual pictures of each card and sent
them to all students for review purposes and for those who were
unable to be in class or at the ASB session. Extensions were given to
all absent students as needed. For visually impaired students, I made
sure to use bright, bold colors on the cards to make the information as
visible as possible and was able to offer 1-on-1 support due to the
nature of the learning environment.
Logistically, this lesson was difficult to
accommodate for because of the unruly nature of
the timeline itself. It required a lot of back end
work after the lesson had already been taught,
but in the end it gave students multiple
opportunities to engage with the content in
different ways. I feel the accommodations
eventually grew to benefit all students.

Field Courses Only – Post lesson

Reflection
This has by far been my favorite lesson of my Student Teaching experience. The lesson engaged all but the most
apathetic of students because it got them up and moving, but didn't necessarily require peer interaction, which is a
difficult balance to hit, but one that I know makes for the optimal learning environment for a large chunk of my students.
If I was going to implement it again, I would find some way to try and make the pre-assessment more meaningful to the
students and not just for my own purposes. Generally though, the lesson's implementation went smoothly and I felt the
students enjoyed it thoroughly. When asked if they would like to do a similar timeline activity in the future for a different
event/era, most classes responded with a resounding yes.

Teaching Standards and Rationale

Standard 1 - Learner Development (b): This indicator asked for development of curriculum that takes into
account individual strengths. After noting that a large majority of my students were Bodily-Kinesthetic
learners, I created a hands-on lesson that would play to that strength. It also played to the level of social
interaction, or lack thereof, my students desire because the activity could be completed in groups or
independently.

Standard 2 - Learning Differences (g): The indicator wants and understanding of the different approaches to
learning. This lesson, in that regard, applies to many different multiple intelligences and can accommodate
for more as needed. The whole basis for the lesson was in fact to engage the majority of BK students I have
with the CRM content.

Standard 10 - Collaboration (n): Indicator n wants a collaborator who works with other adults appropriately
through different forms of communication. This lesson shows proficiency in that indicator because of the work
I did with my mentor teacher to create the optimal learning environment for the lesson. We both were able to
take over lead management at some point in the lesson and had an understanding of what level of work was
acceptable to move on to the next parts of the instruction.