Source of Evidence: Lesson Plan

Name ____Klaire Compton____Taylor Welch____Nathanie Lockard____Anastasia Pierce___

Date of Lesson: ____10/7/2019________ School: ___Madison Central __________________

Grade / Age: _____Sophomores_______________ Subject & Topic

_______________________________English________________

# of Students: 21 # IEP / 504 2 # G/T 1 # ELL 0

Lesson Title / Topic: Langston Hughes - “Mother to Son” and the Civil Rights Movement

_X_teach/observe __teach/assist __station teach __ Parallel teach ___ Supplemental teach

__ Alt. teach __ Team

1. Context: Describe the Students for which this Lesson is Designed (1B)a;
The students that this lesson is designed for are secondary students (Freshman and
Sophomores). This can be taught in both an advanced placement and general education
classroom.

2. Learning Target(s)/Objectives (1A; 1C)

List & number the lesson learning target(s)/objective(s) [connect each target/objective to the
appropriate state curriculum/content area standards] List the content standard then the specific
learning targets for each standard.
a. Current lesson’s learning targets / objectives:
HS.UH.I.UE.2 Gather information and evidence from credible sources representing a variety of
perspectives relevant to compelling and/or supporting questions in U.S. history.
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone

b. Next lesson’s learning targets / objectives:

HS.UH.I.UE.3 Use appropriate evidence to construct and revise claims and counterclaims
relevant to compelling and/or supporting questions in U.S. history.
RL.11-12. 4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone and on the text as a whole.
Students who did not meet this standard will be given an alternative assignment asking them to
write a paper on their thoughts on the poem. They will be provided with assistance before and
after school to complete this. Students will also be able to reach the teacher online through
email.
3. Students’ Baseline Knowledge and Skills (1B; 1F)
Describe and include the pre-assessment(s) used to measure student’s baseline
knowledge and skills for this lesson.
A bell ringer that asks students what they know about the civil rights movement and important
figures involved. Students will be asked specific questions (e.g., “What do you know about Ruby
Bridges? Jim Crow Laws? etc.) and answer aloud in class discussion.

4. Formative Assessment (1F)

Describe the formative assessment(s) to be used to measure student progress during
this lesson.
A Socratic circle discussing students' open-ended questions they had about the poem. Every
student would be required to present their question or advance the discussion in order to
receive credit. After discussions students will have an exit slip asking them one idea they
agreed with from their classmates and one they disagreed with that will be collected and graded
for completion.

Below Meeting Exceeding

Students were unable to discuss
the poem and provide insight
onto the poem
Students were able to discuss
the poem in context and work
around the problems of others
Students were clear and
argumentative. They were able
to apply their reading to their
lives and led discussion to
important points.

Below Meeting Exceeding

Students could not understand Students could understand Students could understand the
the poems and did not talk some of the poem and talked poem and talked about a lot of
about any connotative or about some connotative or connotative or denotative
denotative meanings denotative meanings meanings in the poem

5. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate
students’ learning (including appropriate technology).
Each student would need a copy of the poem to read over as they work. They would also need
a pencil/pen and paper to record their thoughts, including their socratic questions. A
chromebook will be needed for every student in the outer circle.

6. Lesson Procedures (1E)

Describe the sequence in which the differentiated strategies/activities and/or
assessments will be used to engage your students and facilitate attainment of the lesson
objective(s) and promote higher order thinking. Within this sequence be sure to:
• Describe the differentiated strategies/activities and/or assessments designed to
meet the students’ needs, interests, and abilities.
• identify the questions you will use to promote higher-order thinking and
understanding and encourage discussion
Engage:
1) Read the poem “Mother to Son” to the students.
Explore:
2) Ask them to split into two circles. One circle will be inside the other circle.
3) Allow five minutes for each student to jot down some opinions, questions, or statements
about the poem.
Explain:
4) The outer circle will be instructed to observe the students in the inner circle and take
notes on their conversation and the points that they raise. Each student will have a
Chromebook and required to be a part of a live discussion board with other students on
the outside in which they have to make at least 3 comments.
5) The inner circle will be instructed to propose questions or statements and discuss them
with the others in the inner circle. They should be respectful and calm, while still arguing
for their side, or explaining their perspective.
6) After 20 minutes, the circles will swap and those who were taking notes in the outer
circle will now be in charge of using their notes, as well as their original ideas, to hold
another discussion. Those who were in the inner circle will now move to the outer circle
and take notes and participate in the live discussion board.
Elaboration:
7) The teacher will discuss the historical implications of the poem and how the problems in
the poem can relate to such things as the struggle of the African community.
Evaluate:
8) Once the second discussion is over, the students will each receive an exit slip, which is
due before they leave. They will answer the questions: 1) Name one point you agree
with and explain why. 2) Name one point you disagree with and explain why?

Accommodations
We will make sure to constantly use verbal communication to bring the students with 504’s to
the lesson. The students will also receive a visual representation of what a Socratic Circle will
look like and also the outline for how a Socratic circle will work. The gifted and talented student
will have a way to express their ideas a lot more by including a conversation

7. Watch For-------
Identify anything that you would like specifically observed or noted about this lesson.
Include any questions you have for the observer or reviewer.
Watch for any student that doesn’t have a good handle on the poems main theme. Make sure
that the students don’t have any misconceptions of the meaning of the poem and the racial
background of the poem.