Final Thematic Unit

Thematic Unit: Civil Rights vs.
Human Rights
Antonia Benetti, Juniper Kleinsmith, Jessa Magbanua, Alicia Taylor
December 4th, 2019
Teaching & Learning 322
Dr. Barbara Ward
Alicia
Juniper
Antonia
Jessa
Juniper & Jessa
Alicia & Antonia
Antonia & Jessa
Alicia & Juniper
All of us
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Table of Contents
Rationale …………………………………………………………………………………… 4
Standards …………………………………………………………………………………… 4
Learning Objectives ………………………………………………………………………... 7
Accommodations …………………………………………………………………………... 9
Goals ……………………………………………………………………………………….. 10
Books ……………………………………………………………………………………….. 11
Content Sequence …………………………………………………………………………... 12
Assessments ……………………………………………………………………………….... 14
Parent Letter ………………………………………………………………………………… 17
Alternate assignments ………………………………………………………………………. 18
Week 1 ……………………………………………………………………………………… 19
● Day 1 ……………………………………………………………………….. 19
● Day 2 ……………………………………………………………………….. 23
● Day 3 ……………………………………………………………………….. 27
● Day 4 (Lesson Plan)…..…………………………………………………….. 32
● Day 5 ……………………………………………………………………….. 53
Week 2 ……………………………………………………………………………………… 57
● Day 1 (Lesson Plan)..……………………………………………………….. 57
● Day 2 ……………………………………………………………………….. 76
● Day 3 ……………………………………………………………………….. 83
● Day 4 ……………………………………………………………………….. 86
● Day 5 ……………………………………………………………………….. 90
Week 3 ……………………………………………………………………………………… 92
● Day 1 ……………………………………………………………………….. 92
● Day 2 ……………………………………………………………………….. 96
● Day 3 (Lesson Plan)..……………………………………………………….. 100
● Day 4 ……………………………………………………………………….. 113
● Day 5 ……………………………………………………………………….. 117
References …………………………………………………………………………………. 120
Alicia’s Reflection …………………………………………………………………………. 122
Antonia’s Reflection ……………………………………………………………………….. 125
Jessa’s Reflection ……………………………………………………………………………127
Juniper’s Reflection ………………………………………………………………………… 129
Thematic Unit Plan
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Unit Plan: Civil Rights vs. Human Rights Grade Level: 6th
Rationale: The Civil Rights Movement was a turning point in America’s recent history. The
Civil Rights Movement lasted from 1954 to 1968. During this time, African Americans were
fighting for their rights as citizens of the United States. The rights that were being fought for,
should have been basic human rights, but instead, America saw these rights as only belonging to
white people. Segregation was very prevalent, and the final goal was for all African Americans
to gain their rights as U.S citizens, and to have our nation finally be fully integrated. In this unit,
we wanted to explore three different activists from the given time period; we focused on Dr.
Martin Luther King Jr., Rosa Parks, and Malcolm X. All three activists made a monumental
impact with the final outcome of the movement. As teachers, it is important that we teach
students about historical events like these, because it has helped shaped the nation that we are
today. Slavery and segregated were a huge part of our nation’s history, and it should not be
ignored. Throughout this unit, students will be taking a deeper look into the different events that
took place, and how our society has changed over time. They will end the unit with a deep
reflection about what they have learned over the past three weeks, and their opinions on the
events that occurred. Allowing for deep reflection will invite students to look at their lives now,
and see how far our nation has come since the Civil Rights Movement.
Content Standards:
Reading:
CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-LITERACY.RL.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone
CCSS.ELA-LITERACY.RI.6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in
a text (e.g., through examples or anecdotes)
Determine an author's point of view or purpose in a text and explain how it is conveyed in the
text.
Compare and contrast one author's presentation of events with that of another (e.g., a memoir
written by and a biography on the same person).
Writing:
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CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.6.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to convey
experiences and events.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally and logically.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Speaking and Listening:

CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and
expressing their own clearly.
CCSS.ELA-LITERACY.SL.6.1.C
Pose and respond to specific questions with elaboration and detail by making comments that
contribute to the topic, text, or issue under discussion.
CCSS.ELA-LITERACY.SL.6.1.D
Review the key ideas expressed and demonstrate an understanding of multiple perspectives
through reflection and paraphrasing.
CCSS.ELA-LITERACY.SL.6.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively,
orally) and explain how it contributes to a topic, text, or issue under study.
Social Studies:
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies
Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).
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Distinguish among fact, opinion, and reasoned judgment in a text.
Art
Performance Standard (VA:Cr2.1.6)
a. Demonstrate openness in trying new ideas, materials, methods, and approaches in making
works of art and design
Performance Standard (VA:Cr2.3.6)
a. Identify and interpret works of art or design that reveal how people live around the world and
what they value.
Performance Standard (VA:Cn11.1.6)
a. Analyze how art reflects changing times, traditions, resources, and cultural uses.
Media and Technology
1.d. Students are able to navigate a variety of technologies and transfer their knowledge and
skills to learn how to use new technologies.
2.a. Students manage their digital identities and reputations within school policy, including
demonstrating an understanding of how digital actions are never fully erasable.
3.a. Students demonstrate and practice the ability to effectively utilize research strategies to
locate appropriate digital resources in support of their learning.
3.b. Students practice and demonstrate the ability to evaluate resources for accuracy, perspective,
credibility and relevance.
3.c. Students locate and collect resources from a variety of sources and organize assets into
collections for a wide range of projects and purposes.
Music
Performance Standard (MU:Pr6.1.6)
a. Perform the music with technical accuracy to convey the creator’s intent.
Performance Standard (MU:Re7.1.6)
a. Select or choose music to listen to and explain the connections to specific interests or
experiences for a specific purpose.
Performance Standard (MU:Re7.2.6)
b. Identify the context of music from a variety of genres, cultures, and historical periods.
Language Standards:
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CCSS.ELA-LITERACY.L.6.1: Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.6.2: Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.6.3: Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
CCSS.ELA-LITERACY.L.6.4.A: Use context (e.g., the overall meaning of a sentence or
paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or
phrase.
CCSS.ELA-LITERACY.L.6.5: Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.L.6.6: Acquire and use accurately grade-appropriate general academic
and domain-specific words and phrases; gather vocabulary knowledge when considering a word
or phrase important to comprehension or expression.
Learning Targets/Objectives:
Reading:
- SWBAT determine the theme and ideas of the text read in class through details then
provide a summary through projects, worksheets, and assignments (CCSS.ELA-
LITERACY.RL.6.2)
- SWBAT determine the meaning of words and phrases of the vocabulary words as they
are used in the class read aloud books (CCSS.ELA-LITERACY.RL.6.4)
- SWBAT analyze in detail how key events and individuals (MLK, Rosa Parks, Malcolm
X) are illustrated and introduced in a text through unit projects, class work, and activities
(CCSS.ELA-LITERACY.RI.6.3)
- SWBAT determine the author’s point of view of the read aloud books and explain how it
is conveyed through projects and class work (CCSS.ELA-LITERACY.RI.6.6)
- SWBAT compare and contrast two or more books written on the same activists (MLK,
Rosa Parks, Malcolm X) (CCSS.ELA-LITERACY.RI.6.9)
Writing
- SWBAT produce clear and coherent writing in which the development, organization, and
style are appropriate to the tasks and purpose of the activities throughout the unit
(CCSS.ELA-LITERACY.W.6.4)
- SWBAT use content specific vocabulary and details to convey experiences and events of
the Civil Rights Movement (CCSS.ELA-LITERACY.W.6.3.D)
- SWBAT organize an event sequence in chronological order during the movement
(CCSS.ELA-LITERACY.W.6.3.A)
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- SWBAT use unit-specific vocabulary to explain a topic (CCSS.ELA-
LITERACY.W.6.2.D)
Speaking & Listening

- SWBAT actively participate in one-on-one, group, and teacher-led collaborative
discussions with diverse partners on the topics introduced throughout the unit by building
on others' ideas and expressing their ideas clearly. (CCSS.ELA-LITERACY.SL.6.1)
- SWBAT create and respond to specific questions based on topics from the unit with
relevant details during a class discussion (CCSS.ELA-LITERACY.SL.6.1.C)
- SWBAT demonstrate their understanding of different perspectives addressed through
course material through reflection and paraphrasing (CCSS.ELA-LITERACY.SL.6.1.D)
- SWBAT interpret information presented in YouTube videos, readings, powerpoints,
lessons, and other presentations and explain how it contributes to the Civil Rights
Movement. (CCSS.ELA-LITERACY.SL.6.2)
Social Studies
- SWBAT determine the central ideas or information of the sources provided in class such
as Youtube videos, readings, worksheets, Powerpoint presentations, and other materials
given in class. (CCSS.ELA-LITERACY.RH.6-8.2)
- SWBAT define given vocabulary words throughout the unit, as they are used in the texts
and materials, about the Civil Rights movement. (CCSS.ELA-LITERACY.RH.6-8.4)
- SWBAT identify the aspects of text that reveal an author’s point of view in the class read
aloud books throughout the unit. (CCSS.ELA-LITERACY.RH.6-8.6)
- SWBAT distinguish among fact, opinion, and reasoned judgement in the class read aloud
books throughout the unit. (CCSS.ELA-LITERACY.RH.6-8.8)
Art
- SWBAT create an artistic response that reflects the civil rights movement (VA:Re7.1.6)
(VA:Cr2.1.6)
- SWBAT look at images from the civil rights movement and understand what they
represent (VA:Re7.1.6) and (VA:Cn11.1.6)
Media and Technology

- SWBAT to navigate the Chromebooks to find necessary information throughout various
activities in the unit. (1.d.)
- SWBAT manage their digital identities and reputations within school policy to
demonstrate that they understand how their actions are not erasable. This includes the
Reader’s Theatre video, and other online posts. (2.a)
- SWBATdemonstrate and practice the ability to effectively utilize research strategies to
locate appropriate digital resources about the lives of Rosa Parks, Martin Luther King Jr.,
and Malcolm X. (3.a.)
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- SWBAT practice and demonstrate the ability to evaluate resources about the Civil Rights
movement for accuracy, perspective, credibility, and relevance. (3.b.)
- SWBAT locate and collect resources from a variety of sources, such as class resources
and outside resources, for projects and classwork throughout the unit. (3.c.)
Music
- SWBAT accurately perform the given music to the teacher’s liking. (MU:Pr6.1.6)
- SWBAT connect the given songs and music to the Civil Rights Movement and explain
their relevance during the time period. (MU:Re7.1.6)
- SWBAT identify the time period of the music being played. (MU:Re7.2.6)
Language Objectives:
- SWBAT demonstrate command of the conventions of standard English grammar and
usage when writing and speaking in presentations, video projects, class discussions, and
small group discussions as well capitalization, punctuation, and spelling when writing in
classwork, projects, quizzes, and any other work over the course of the unit. (CCSS.ELA-
LITERACY.L.6.1) (CCSS.ELA-LITERACY.L.6.2)
- SWBAT complete written work throughout the unit that demonstrates knowledge of
language and its conventions when reading, speaking, writing, and listening.
(CCSS.ELA-LITERACY.L.6.3)
- SWBAT will complete classwork, projects, assignments, and all written work throughout
the unit that uses context as a clue to the meaning of a vocabulary word. (CCSS.ELA-
LITERACY.L.6.4.A)
- SWBAT complete vocabulary quizzes and readings in which students demonstrate that
they understand figurative language in word meaning. (CCSS.ELA-LITERACY.L.6.5)
- SWBAT acquire unit-specific and grade-appropriate vocabulary from the lessons of Rosa
Parks, MLK Jr., and Malcolm X. (CCSS.ELA-LITERACY.L.6.6)
Accommodations: It is very important to accommodate all students and their learning needs.
Throughout the unit, we have ensured that we have included different ways to present the
information, as well as different types of activities to go along with the lesson. For any lesson
that includes students writing in their either writing, reading, or history notebook, students who
have trouble with writing, can type their notes to put in their notebooks. Or, notes can be typed
up by the teacher ahead of time to give the students. Students can also do speech to text on the
chrome books if typing proves to be difficult. When powerpoint presentations are being given to
the class, the slides can also be printed out and given to the students who need extra time for
assignments. For our ELL students, when it comes time to do the timeline activities with a
partner, ELL students can be partnered with a student who is proficient in the English language.
The student who is proficient in English can easily help the ELL student with some English
terms and making sense of America’s history. In terms of any books that need to be read for
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assignments, or for the class read-aloud book, audio books can be found and given to students
who are hard of hearing. Audiobooks can also be available for students who were absent during a
day that the class read-aloud was read. During movies and videos, we will also turn on the
subtitles for students who are hard of hearing/ for our ELL students. We have also
accommodated for different types of learners in our class. For our visual learners, we have used a
lot of videos to show more about that time period, and the events that have occurred. For our
auditory learners, we will be having a lot of class discussions based off of videos and talking
through questions as a class, as well as powerpoint presentations. For our kinesthetic learners, we
have the reader’s theatre activities that students will be acting out during the whole week. For
our gifted students, we have included some assignments and activities that ask students to use
their deep and critical thinking skills to discuss the time period. Our lesson plans are more about
critical thinking and synthesizing the information being presented. For our students with IEPs or
504 plans, we will make the appropriate accommodation based off the individually discussed
plans. We want to make sure that each of our students have equal opportunities to learn in the
classroom.
Goals:
Teacher Goals:
The main goal of our unit is to be able to show the class a piece of our history that has shaped
our society today. We also wants students to be able to look back on the whole unit and reflect
on the events that took place from 1954 to 1968; the true impact of the movement needs to be
recognized by all our students. We want all our students to be able to reach all of the designated
goals by the end of the unit through all the activities and assignments planned. In our unit, we
have planned lessons that are easily accessible to students of all learning types with the correct
modifications and accommodations. We tried to make our lessons according to the UDL
principles as well. We did not want our students to feel like they are just sitting down filling out
a worksheet the entire time, without a purpose. Our lessons are fun, interactive, and allow our
students to think in new avenues that they might not have thought of before. By including a
diverse variety of assignments in the lesson, students are exposed to various means of learning,
gaining experience with the content, and connecting to the experiences and content within the
unit.
Student Goals:
By the end of the unit, students will have a better understanding of the Civil Rights Movement
through a series of activities and lessons. All the lessons included in the three week long unit
were designed to have students take a deeper look into the events that occurred during the given
time period. By the end of the unit, students will have a better understanding of Martin Luther
King Jr. is, Rosa Parks, and Malcolm X, as well as their impacts on the movement. Once the unit
has concluded, students will be asked to reflect back on the unit and see what they have learned
in the past 3 weeks. Students will be able to take all the different events that they learned about,
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to create a mixed timeline in chronological order. This will also serve as an opportunity to reflect
on everything that they learned about during the three weeks.
Books:
Rosa written by Nikki Giovanni and illustrated by Bryan Collier
● This book is a marvelous look into the day that Rosa Parks did not give up her seat on the
bus, and the movement that followed after her actions. The author gives a detailed
background of who Rosa Parks was before she single-handedly changed the direction of
the Civil Rights Movement. The illustrations in this book help to develop the words
written on the pages. The illustrations are watercolors.
Who was Rosa Parks? written by Yona Zeldis McDonough and illustrated by Nancy Harrison
and Stephen Marchesi
● Rosa Parks was known as the “Mother of the Civil Rights Movement”. This book tells
the story of how Rosa got involved in the movement, and the impact she made.This book
is written in the form of a biography. Included in the book are black and white
illustrations.
A Dream of Freedom: the Civil Rights Movement from 1954 to 1968 by Diane McWhorter.
● This book provides a deeper look at the world during the Civil Rights Movement.
McWhorter focuses on monumental events that occurred during the time period of 1954
to 1968. The author divulges into the major events that happened during the movement,
starting with the Brown vs. Board of Education court case in 1954, and ending with the
assassination of Martin Luther King Jr. in 1968. McWhorter has produced an
emotionally-charged and comprehensive account of defining moments in African
American history.
A Place to Land written by Barry Wittenstein and illustrated by Jerry Pinkney

● There is tons of information written about the famous March on Washington in 1963.
But, there isn’t a lot of information about Martin Luther King’s speech, “I Have a
Dream”, and how he came to write it. MLK was once asked if that hardest part about
preaching, was knowing where to start; MLK thought the hardest part was knowing
where to end because you don’t want to be circling with no place to land. Those famous
words were never supposed to be heard that day, not even written down, not even once.
Martin’s Big Words: The Life of Martin Luther King Jr. written by Doreen Rappaport and
illustrated by Bryan Collier
● This book is a stunning tribute to civil rights activist, Martin Luther King Jr. It tells the
story of how King grew up in a “White Only” world and about his efforts as a civil rights
crusader, ending with his assassination. The story talks about how King heard “big
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words” when he was younger and how they influenced him to inspire others when he
grew up. This book is a great introduction to Martin Luther King Jr.’s legacy.
If A Bus Could Talk: The Story of Rosa Parks by Faith Ringgold
● This book tells the story of how when Rosa Parks was a little girl, she would walk miles
to get to school and the white children would get to ride the bus to school. When Rosa
became an adult, she got to ride the bus, but it was segregated and she had to ride in the
back, and give up her seat when a white man wanted to sit, they had to get up and move.
This book also tells the story of what happened when Rosa refused to give her seat up
one day.
When Rosa Parks Went Fishing written by Rachel Ruiz and illustrated by Chiara Fedele
● Everyone knows the story of Rosa Parks, but not a lot of people know Rosa as a child.
This story follows Rosa Parks through her time in a one-roomed schoolhouse, fishing
down at the creek, wearing homemade clothes, and wondering what white water tastes
like. Readers will be inspired by the experiences that shaped the woman she became.
Malcolm Little: The Boy Who Grew Up To Become Malcolm X written by Ilyasah Shabazz and
illustrated by A.G. Ford
● Before Malcolm X became one of America’s most influential activists of the civil rights
movement, he was Malcolm Little. Malcolm Little was always seen as a natural born
leader, but when threatened with intolerance and tragedy, Malcolm’s faith was
threatened. He has to learn to become independent, strong, and hold onto his
individuality. This story is written by his daughter.
Content Sequence:
Day 1: Day 2: Day 3: Day 4: Day 5:

-Beginning -Channel 1 news -A Place to Land -”I Have A -Vocab Quiz
reflection videos with read aloud Dream” speech
discussion work time -Speech
-Intro to Civil questions -”I Have A presentations
Rights Movement
Dream” speech -MLK
-Crash Course
-Classifying video inferencing -Music class
History Videos events activity lesson
-Intro to first -MLK Story on
-Letter from the -Paragraph share small project: -Music class Youtube
Outside activity with the class remade “I Have
A Dream” -Class read aloud -Class read aloud
-Music class -Music class speech
-Independent -Final Project
-Mini-bio video -Vocab writing -Speech writing vocab review introduced to
in notebook lesson class
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-History Timeline -Continue
activity -Persuasive -Music class practicing
writing about speech
-Class read aloud MLK with -Class read aloud
graphic
organizer -Speech research
and worktime

- Beginning - Class read aloud - Class read aloud - Class read aloud - Class read aloud
reflection
- Rosa Parks class - Fill out class - Fill out class - Fill out class
- Class discussion poster poster poster poster
- Rosa Parks - Intro to vocab - Rosa Parks - Vocab word - Vocab quiz
Youtube video collage spelling test
- Class read aloud - Class read aloud
- Starting class - Class read aloud - Class read aloud
growth poster - Reader’s Theatre - Book cover
work time - Reader’s Theatre - Rosa Parks Bio activity
- Intro to Reader’s work time poem
Theatre - Music class - Music class
- Music class - Music class
- Class read aloud - Reader’s Theatre - Finish timeline
- Music class check-in - Reader’s Theatre - Reader’s Theatre and discussion
script check-in check-in
- Add Rosa Parks - Intro to Reader’s - Reader’s theatre
to Timeline Theatre script - Final draft of - Reader’s Theatre video
script rehearsals and presentations
- Reader’s Theatre - Exit slip/journal filming
graphic organizer write - Exit slip/journal - Group
& notes write - Group reflection collaboration form
- Exit slip/ journal - Exit slip/journal - Exit slip/journal

write write write
- Intro to Malcolm - Vocab quiz - Malcolm X and - Discussion of -Collage of civil
X MLK Youtube Civil Rights rights movement
- Class read aloud video movement
- Intro to vocab -Share artistic
- Research time - Video worksheet - Start final project response
- Malcolm X for timeline discussion of unit
video -Work time on
- Class read aloud - Letter reading - Intro to written reflection and
- Malcolm X discussion part of final timeline
Powerpoint - Music class project
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- Letter writing -Music class
- Music class - Finish Malcolm activity draft - Music class
X timeline -Finish timeline
- Intro to Malcolm - Music class - Timeline work and reflection
X timeline project - Malcolm X letter time
reading activity - Final draft letter -finish Malcolm X
- Class read aloud with questions to Malcolm X - Malcolm X movie
movie
- Exit slip - Start Malcolm X -Post assessment:
movie exit slip
Assessments:
Pre-Assessment: For our pre-unit assessment, we will be having student will out a KWL chart in
their history notebooks. This will be done the Friday before the start of the unit. The teacher will
be having students create a KWL chart to fill out before the unit begins to see what students
know and want to know during the unit. Students will not be filling out the “what I have learned”
section of the chart until the end of the unit post-assessment. The “what I have learned” section
will be done in the form of an exit ticket. The KWL chart will be looked at as a form of
participation, but will also guide the teacher through the units in terms of what the class already
knows, and what they want to learn during the unit. The teacher will take all things mentioned by
the students, into account when planning the lessons.
In terms of student voice, the final project of the unit is a reflection paper. This is where we will
be able to see what students have learned and their opinions on the whole unit. We also have a
small project where students will write about what they think freedom is, and what it looks like.
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Post-Assessment: For the post assessment of this unit, students will be asked to fill out an exit
slip. This exit slip reflects back to the pre-assessment where students would now fill out “what I
have learned” section. Students will also be asked to answer the questions; “What was your
favorite part about this unit? What was the biggest thing you took away from this unit? What is
one thing you want to learn more about?”. These questions will be given to the students in the
last 10 minutes on the last day of the unit.
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* Students who do not have parent permission to watch the Malcolm X movie will be given
the opportunity to complete an alternate activity. Students will be asked to create a book
containing at least 8 pages, that represents the life of Malcolm X. Students can choose what
kind of book they would like to create, whether they create a graphic novel, a picture book,
a book of poems, or a chapter book. Students may also use this time as work time for any
projects they need to complete, once they finish their book activity.*
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Sequence of Lessons:
Week 1, Day 1
Goal: The goal of the timeline lesson is to allow students to explore the different impacts that
Martin Luther King Jr. had during the Civil Rights Movement. This activity will help students to
put Martin Luther King Jr.’s life events and accomplishments in chronological order for
relevance.
Overview: This activity will be led by the teacher after watching a mini-bio video on Martin
Luther King Jr. Students will be given a blank timeline worksheet that they will fill out with a
partner. On the timeline, students are to include important life events of MLK regarding his
personal life and his activism with the Civil Rights Movement. Since this activity is taking place
on the first day of the unit, students will not have enough background knowledge on MLK to do
this activity without some help, so, students will have access to chromebooks for help. Once
worksheets have been passed out, the teacher will go over a couple of examples with the whole
class. The teacher will place the day of MLK Jr.’s birth and death on the timeline, and the day he
gave his famous “I Have a Dream” speech. These examples will give the students a good idea of
the type of events that are expected to be placed on the timeline. Students must have a mix of
both personal life events, and events regarding the work he did for the Civil Rights Movement.
Included with each event, students will have to write a sentence or two explaining the event they
are placing on the timeline. There will be a minimum requirement of 15 events to be placed on
the timeline. During the work time, the teacher will be walking around the class to check on
groups, and answer any questions that students may have. This activity is to be completed during
class, and will be collected by the teacher and recorded as a participation grade. This activity
helps students with being able to research Martin Luther King Jr., as well as creating a
chronological order of events of someone’s lifetime.
Materials:
● 24 copies of a timeline template
● Chromebooks (1 per person)
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Instructional Strategy: Students will be working with a partner to complete the timeline
activity. This will allow students to collaborate and decide which 15 events are considered
important in MLK Jr.’s life. Students will have access to a chromebook to complete this activity.
Each student in the pair will turn in their own paper for a participation grade.
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Assessment: Students will be given full participation points if they have turned in their timeline,
and have included the required 15 events on the timeline. If students do not have all 15 events on
the timeline, they will receive partial participation points for the activity.
CLASS LIST: Did they complete the timeline?

Allison
Peter
Owen
Paisley
Taylor
Zain
Hailey
Sam
Alexa
Jillian
Robert
Sophia
Paxton
Avery
Jackson
Natalie
Kevin
Garrett
Harrison
Anaya
Ellie
Alex
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Emily
Chris
Other Daily Activities:

8:25 to 8:40
(15 min) Beginning of the day-- Students come into the class and put their stuff away. They will
sit in their assigned seats and listen to the morning announcements. Afterwards the teacher will
discuss the daily schedule.
8:40 to 9:40
(60 minutes) Introduction to Civil Rights Unit. The teacher will present a powerpoint
presentation to introduce an overview of the 3 week long unit.
9:40 to 10:10
(30 minutes) Crash Course history videos (2). Students will watch a Crash Course history video
on civil rights in the 1950s and the 1960s.
https://www.youtube.com/watch?v=S64zRnnn4Po&t=360s
https://www.youtube.com/watch?v=lkXFb1sMa38
10:10 to 10:55
(45 minutes) “Letters from the outside” activity-- Students will be doing a writing assignment
where they think about a time where they were excluded from something on an unfair basis.
They will write a letter to the person or persons who excluded them, and write about how it made
them feel. This will be done in their writing notebooks.
10:55 to 11:00
(5 minutes) Students clean up and walk to lunch.
11:00 to 11:35
(35 minutes) Lunch/Recess
11:35 to 12:30
(55 minutes) Students will be in music class for 55 minutes. During music, students will
separate into band and choir classes, where they will learn to sing and play songs that were
popular during the Civil Rights Movement. Students will be learning “Daydream Believer” by
The Monkees, “Stand By Me” by Ben E. King, “Hey Jude” by The Beatles, “A Change Is Gonna
Come” by Sam Cooke, and “Happy Together” by The Turtles. All songs will be performed at the
end of the unit.
12:35 to 12:40
(5 minutes) Students will watch a mini-bio youtube video on Martin Luther King Jr. This will be
the introduction to the rest of the week learning about MLK Jr.
https://www.youtube.com/watch?v=3ank52Zi_S0
12:40 to 1:30
22
(50 minutes) History: After watching the mini-bio video, students will be asked to create a
timeline of MLK’s life regarding his activism. Students will be working with a partner to fill out
important dates throughout his life/activism. Partners will be using chromebooks for research.
Once completed, students will turn in their timelines for a participation grade.
1:30 to 2:20
(50 minutes) Throughout the 3 week long unit, the teacher will be reading a chapter book aloud
to the class (A Dream of Freedom; The Civil Rights Movement from 1954 to 1968 by Diana
McWhorter). Students will listen and take notes in their reading notebooks to help them with the
final project due during the last week of the unit.
2:20 to 2:30
(10 minutes) Students will do their classroom jobs and pack up for dismissal.
Week 1, Day 2
Goal: The goal of this lesson is to share with students the influence that MLK Jr. had on history
and the Civil Rights Movement. Students will be able to learn more about MLK Jr. and the
movement, and use their skills to persuade others to share their views about the most influential
part of MLK Jr.’s life.
Overview: Once students have watched a short video on Martin Luther King Jr., the teacher will
pass back their timelines from the previous day. Students will be asked to add any other
significant events to their timeline that they learned from the video. Once students have added to
their timelines, the will get with the same partner that they worked on the timeline with, to
complete the next activity. The activity will ask students to take the items that they placed onto
their timelines, and classify them into three categories: Academic Achievements & Awards, Key
Moment in the Civil Rights Movement, and Personal Life. Students will do this in their history
notebooks. The teacher will draw on the whiteboard, and example of how the graphic organizer
should be laid out in their notebooks. Once the class had copied the graphic organizer into their
notebooks, the teacher will go over a few examples with the class so they fully understand what
is being asked of them. The teacher will use an event discussed in the video, and place it in one
of the three categories on the organizer. After a few examples have been shown, the class will
have time to work with their partner at a reasonable noise level. Once each group has finished
classifying the life events, the teacher will call on a couple groups to share out what they
classified the events under and why. After sharing, the teacher will ask the class to each choose
an event out of any category, that they see as the most influential in the Civil Rights Movement.
Students will then be asked to independently write a small paragraph in their notebooks on why
they think that event is the most influential. Students will then turn in their paragraphs for a
grade, and graphic organizers for participation credit.
23
Materials:
● Youtube Video https://www.channelone.com/blog_post/a-lesson-plan-for-martin-luther-
king-jr-day/
● History notebooks
● Timelines from day 1
● Whiteboard
Example graphic organizer:
3 2 1
24
Content Student stayed Students writing Students writing
focused on the somewhat stays does not match the
prompt given. focused on the given prompt given.
prompt.
Organization Student clearly Opinion is a little Opinion is not stated

states what their hard to find in the in the writing and
opinions is, and has writing and had has no facts
facts to back up some facts to back it included.
their opinion. up.
Accuracy Information Information Information

provided was well provided was provided was not
researched and somewhat accurate. accurate.
accurate.
CLASS LIST: Did they complete the graphic organizer?

Allison
Peter
Owen
Paisley
Taylor
Zain
Hailey
Sam
Alexa
Jillian
Robert
Sophia
Paxton
Avery
Jackson
25
Natalie
Kevin
Garrett
Harrison
Anaya
Ellie
Alex
Emily
Chris
Instructional Strategy: Students will be working both independently and with their partner
from the previous day. Students will be working together to classify the events on their timeline
into 3 categories. Once students have classified MLK’s life events, they will be asked to
individually choose an event that they thought was most influential to the Civil Rights
Movement, and write a small paragraph explaining what the event is, and why they think it is
influential.
Assessment: Students will be assessed on their ability to complete the graphic organizer, and
their ability to back up their opinion with facts. If students complete the graphic organizer, they
will receive full credit for this part of the activity. The teacher will use a rubric to grade students
on their paragraphs, and their ability to back up their opinions with facts.

8:25 to 8:40
(15 min) We begin the day with the students putting their stuff away, listening to morning
announcements and going over the daily schedule.
8:40 to 9:00
(20 min) Students will watch Channel 1 News video about MLK Jr. and answer the following
questions about the video: What are Jim Crow laws? What was the Civil Rights Act and when
was it passed? How and when did MLK Day become a national holiday? Students will then
discuss answers and findings as a whole class.
9:00 to 9:40
(40 min) Students get their timelines back and revisit them. They work with a partner to classify
the timeline events into three categories in 3 columns: Academic Achievements & Awards, Key
26
Moments in the Civil Rights Movement, and Personal Life. They may also add additional events
to the categories.
9:40 to 10:00
(20 min) Independently, students will decide which event out of the three categories was the
most influential to the Civil Rights movement, and write a short paragraph explaining why they
chose this event.
10:00 to 10:30
(30 min) Students will each share their paragraph with the class
10:30 to 11:00
(30 min) Class discussion about the choices each student made. Why they chose that event and
why it makes it the most influential over the other events.
11:00 to 11:35
11:35 to 12:30
(55 minutes) Students will be in choir and band class. They will be exploring the music of the
time period.
12:30 to 1:00
(30 minutes) Students will write down bring out their writer's notebook and write down the
vocabulary learned that that day. Words such as: Jim Crow Laws, Civil Rights Movement, and
March on Washington.
1:00 to 2:30
(90 minutes) Students will write a persuasive piece to convince others to believe their argument
as to the most influential thing that MLK Jr. has done.
Students will use their graphic organizer as well as any notes to plan their writing.
Week 1, Day 3
Goal: The goal of this activity is to introduce a small project to the class. Once the class has seen
a video of Martin Luther King Jr.’s famous “I Have a Dream” speech, they will be asked to
create their own speech of what they think freedom is, and what it looks like. Once students have
written their speeches, they will present them in front of their peers and families at the end of the
week. This will work on students’ abilities to write and present a speech to an audience.
Overview: Students will begin the day by being read to by the teacher, a book called A Place to
Land by Bary Wittenstein. This book introduces the “I Have a Dream” speech to the students, as
well as tells the story behind the words that MLK spoke that day at the Washington Monument.
After reading the book, the teacher will show the students the video of MLK giving the speech.
While they are watching the video, students will be asked to take note of what makes the speech
so impactful, and why it is seen as such a moving speech that is remembered so greatly..
27
Following the video, students will participate in a class discussion about the speech and what
they noticed during the video. The teacher will then introduce the project to the class, which is to
write their own speeches about what freedom is to them and what it looks like. The teacher will
also go over what students will be graded on when they present their speeches at the end of the
week. Students will be graded on Once the project has been introduced, a mini lesson will be
presented to the class about how to write speeches the different aspects of what makes an
effective speech. Once students are given the presentation, they will be given time to start
writing their speech.
Materials:
● 24 copies of speech instructions
● Speech Rubric
● Document camera
“I Have a Dream” Speech Remake
28
Instructions:
Now that you have seen Martin Luther King Jr. give his famous “I Have a Dream” speech, it is
your turn to make your own speech about freedom. In this speech, I want you to write about
cover a few things. I want to know what freedom is, what it means to you, and what it looks like
in our world today. Down below is a checklist of things that I want you to include in your
speech. It should not exceed 5 minutes in length, and should be completely original. Meaning
that no lines should be copied from MLK’s speech. We will present these on Friday in front of
our peers and parents.
Checklist:
o Speech must be original (I will be checking!!)
o What is freedom?
o What does freedom look like?
o What does it mean to you?
o How is your world better because of freedom?
o Speech must be 5 minutes or less.
o Information included will be accurate.
We will have time to work on our speeches during class today and Thursday. Speeches will be
given Friday morning. Everyone’s parents and families will be invited to come watch our
speeches. You are required to dress up in more professional attire for their speech. You will be
graded on your accuracy, originality, creativity, oral presentation, and your grammar and
spelling.
This speech will be worth 80 points.
4 3 2 1
Accuracy Information Information Information No signs of

discussed in the discussed was discussed was research done to
29
(20 points) speech was very well researched poorly researched prepare.
well researched with some with many Information
and accurate. All inaccuracies. inaccuracies. presented is
facts included mostly
were correct. inaccurate.
Originality Student did not Student used 1 Student used 2 Student used 3 or
use any lines line from another lines from more lines from
(15 points) from other speech. another speech. another speech.
speeches.
Everything was
written in their
own words.
Creativity Presentation was Presentation was Presentation was Presentation was

creative and it creative and uncreative and uncreative and
(15 points) was easy to highlighted shows signs of showed signs of
understand their information in an little preparation little to no
view of what interesting way. to make speech preparation for
freedom is/what Some evidence interesting. the speech
it looks like. A that the student presentation.
lot of evidence was prepared.
was shown that
the student was
prepared.
Oral Student spoke Student spoke Student spoke Student spoke

Presentation very clearly and clearly and with a few unclearly and
concisely. Voice concisely. Voice fumbles, and a was unable to get
(20 points) was projected was slightly little unclear. the message
throughout the projected. Sometimes was across. Student
entire room for hard to hear what was asked to
all to hear. was being said. speak up a bit
more to hear.
Grammar & All written Written Written Written

Spelling information had information had information had information had
little to no 2-4 3-5 more than 6
(10 points) spelling/grammar spelling/grammar spelling/grammar spelling/grammar
errors. errors. errors. errors.
30
Instructional Strategy: Students will be working on this assignment independently. Every
student has a different vision of what freedom is, and what it looks like. By working
independently, they will have the opportunity to express their thoughts and opinions to their
peers without potentially clashing views with their peers.
Assessment: Students will be assessed according to the rubric and checklist that has been created
specifically for their own version of MLK JR.’s speech. They will be assessed on their oral
presentation, accuracy of facts used, creativity, originality, and grammar/spelling. The speech
and presentation of the speech will be worth 80 points.

8:25 to 8:40
8:40 to 9:00
(20 minutes) Teacher will read the book, A Place to Land by Barry Wittenstein to the class as a
quick read aloud. This will act as an introduction to the first project.
9:00 to 9:20
(20 minutes) A video of Martin Luther King Jr.’s famous speech, “I Have A Dream”, will be
shown to the class. During the speech, students will be prompted to take note of why they think it
was a good speech, and have a small class discussion afterwards.
https://www.youtube.com/watch?v=vP4iY1TtS3s&t=2s
9:20 to 9:35
(15 minutes) The teacher will introduce to the class their first small project of the unit. Students
will be asked to create their own version of Martin Luther King Jr.’s famous speech. This speech
should be their own representation of what they think freedom is and looks like. Students will
then dress up and present their speeches at the end of the week in front of their peers and parents.
Speeches should not exceed 5 minutes in length.
9:35 to 10:00
(25 minutes) A lesson will be given about how to write a speech and the different components.
10:00 to 11:00
(60 minutes) Students will have time to work on their speeches.
11:00 to 11:35
11:35 to 12:30
(55 minutes) Students will be in choir and band class.
12:30 to 1:00
(30 minutes) One chapter will be read aloud from the class read aloud book. The teacher will
also be showing students the images included in the book under the document camera.
1:00 to 1:30
31
(30 minutes) Students will have time to research MLK’s “I Have A Dream” speech on the
computers.
1:30 to 2:20
(50 minutes) Students will have the opportunity to work on their own interpretation of MLK’s
speech.
2:20 to 2:30
(10 minutes) Clean-up and dismissal.
Week 1, Day 4
Overview
The information included in this document is to support faculty in teaching about and supporting
students with the T&L (and edTPA) Instructional Plan. While there are many variations of lesson
plans, this format meets departmental requirements and is aligned with the 2014 edTPA as well.
Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate:Jessa Magbanua, Juniper Kleinsmith, Alicia Taylor, and Antonia Benetti
Date: 11/17/19
Cooperating Teacher: Mrs. Lippay Grade: 6th
School District: Pullman School District School: Franklin Elementary School
University Supervisor: Lori White
Unit/Subject: Reading (Comprehension)
Instructional Plan Title/Focus: Inferencing
Section 1: Planning for Instruction and Assessment
a. Instructional Plan Purpose:Teacher candidates explain how this instructional plan

develops students’ conceptual understanding of overall content goals. This is
sometimes also called a “rationale” and includes a “what, why, how” general statement
(see also Central Focusin edTPA)
Additionally, explain where in a unit this lesson would be taught. What lesson topic
came prior to this one (yesterday) and what related lesson will come after this one
(tomorrow)?
The lesson will focus on the comprehension technique of inferencing and making predictions
while reading. Students will be working with the book, Martin’s Big Words: The Life of Martin
Luther King Jr.. They will be given a worksheet where they will be making inferences of the book
before, during, and after it’s done. At the same time, they will be looking for answers to their
predictions and perhaps even making new ones throughout the process. Students will use the
cover of the book to make inferences about the content and message of the book. These
32
predictions and inferences will include what characters that may be involved and when they
think the book took place. Students will also be asked to answer questions about what they
think it means to have “civil rights” to help go deeper into their predictions. Students will discuss
their predictions and thoughts to further practice inferencing orally both in small groups and with
the entire class.
Being able to make inferences and forming questions about a book is important, because it not
only helps them measure their comprehension but also help them understand when information
is not directly stated. It’s almost like a building block for higher-order of thinking. This will help
them in the real world, because it’s almost a natural thing to do but to do it well is a skill they will
have to practice. For example, if they were to have a job that required them to hire individuals.
It’s important for them to make inferences about who they’re planning on hiring through their
resumes. Inferencing can be done both orally and written, throughout this unit they will be
required to do both either with whole class discussions, small groups, and individually on
various activities. The book, Martin’s Big Words: The Life of Martin Luther King Jr., will be used
to give them the opportunity to practice it on their own without our help. We will often bring back
this book as an example to remind them of their early stages of inferencing.
This lesson will be towards the beginning of the unit. Students should already have an idea
about what civil rights and a background of the events pertaining the civil rights movement.
Yesterday, students had a mini lesson of what inferencing was and were given several
sentences (EX: "My wife and I tried to pack light but we made sure not to forget our bathing
suits and sunblock. I wasn't sure if I would get seasick again so I made sure to pack some
medicine for upset stomachs.") just to practice how to inference.
Today, students will see the cover and the title of the book. Using what they see on the cover,
and the predictions that they have about the content of the story, they will fill out a worksheet
about various aspects of the book and what they know about Martin Luther King Jr. The teacher
will begin to read the book out loud to the class as students are prompted to answer the
questions that the teacher will ask at various points, and discuss their answers and predictions
as a class. After the book is finished, students will discuss at their table groups whether or not
their predictions were accurate, and how they made the predictions that they did. After students
have discussed their predictions, they will discuss what they learned from the book, how their
ideas about the topic have been formed or changed, and what they can do to uphold the words
and legacy of Martin Luther King Jr.. Students will then share their thoughts aloud with the
class, after discussing in small table groups.
Tomorrow, the class will make a huge poster that will have “Before, During, and After”
inferences and then a section on how their view has changed from the beginning and end.
2. State/National Learning Standards:Teacher candidates identify relevant grade level

concepts/content and align them to Content Standards—Common Core Standards or
Washington State EALRs, or National.
· CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text
33
Determine a theme or central idea of a text and how it is conveyed
through particular details; provide a summary of the text distinct from
personal opinions or judgments
Explain how an author develops the point of view of the narrator or
speaker in a text.
Compare and contrast the experience of reading a story, drama, or
poem to listening to or viewing an audio, video, or live version of the
text, including contrasting what they "see" and "hear" when reading the
text to what they perceive when they listen or watch
3. Content Objectives (to be copied in Assessment Chart below) and alignment to State
Learning Standards:
1.
● SWBAT support their inferences and predictions from the text with direct quotes from the
text.
Aligned standard: CCSS.ELA-LITERACY.RL.6.1

Cite textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text
● SWBAT answer questions about the story using inferences and predictions to
determine the theme and message of the story.
Aligned standard:CCSS.ELA-LITERACY.RL.6.2 Determine a theme or central

idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
● SWBAT understand the role that Martin Luther King Jr. had in the Civil Rights
movement and how that influenced his point of view.

Explain how an author develops the point of view of the narrator or speaker in a
text.
● SWBAT understand how the presentation of the book and it’s cover (including
pictures, text, and cover art and pictures) shape the message of the story.
34
Compare and contrast the experience of reading a story, drama, or poem to
listening to or viewing an audio, video, or live version of the text, including
contrasting what they "see" and "hear" when reading the text to what they
perceive when they listen or watch.
1.
● SWBAT have discussions about their inferences and the results of their inferences in a
discussion with their table groups, as well as with the whole class.
Aligned standard:CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others'
ideas and expressing their own clearly.
● SWBAT share their findings and summarize what they discussed in their table group
discussions to share what they found with the class, in a whole class discussion
Aligned standard: CCSS.ELA-LITERACY.SL.6.6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for
specific expectations)
4. Previous Learning Experiences: Teacher candidates should explain what students

know and have learned that is relevant to the current lesson topic and process.
● The day before, students discussed the civil rights movement, and their thoughts about
the movement and the way that the movement is impactful now, in 2019. Students have
learned about slavery and the history behind the way that African Americans have been
treated throughout history.
5. Planning for Student Learning Needs(accommodations, student experiences, prior

learning and experiences):
● Students will have experience with small group discussions as well as whole class
discussions from prior activities in class.
● If students are unable to participate in either of the group discussions in the class, they
will have the opportunity to get credit for the conversation by writing out their answers
and discussion points as the discussions are taking place (this will be put into their
everyday journals).
● Students who are unable to complete the written portion of this lesson will be able to
discuss their answers with a teacher, who will write their answers for them or be given
the opportunity to use the laptops for voice to text accommodations. Students can use
the written points in the group discussions in their table groups and as a whole class.
35
● Students who have trouble understanding questions asked in class, teacher will touch
basis with them to give a more in-depth explanation.
f. Assessment Strategies(Informal or formal) (Formative or Summative)

Teacher candidates should attach questions, worksheets, tests or any additional
documentation related to their assessment strategies, including accommodations or
modifications for students with disabilities as stated in their IEPs. They may also attach
appropriate marking rubrics, criteria lists, expectations, answer keys, etc. Consideration
for multiple means of expression should occur here. That is, how will teacher candidates
allow for K-12 students to express their learning in different ways? Will K-12 students be
given some choice?
Content/Language Assessment Strategies

Objectives
Content
example:SWBAT
create an input-
output diagram, and
explain reasoning in
writing.
SWBAT support Figure 1.0 & Figure 2.0 (Formative)

their inferences and When students fill each worksheet out, it will tell me whether or not
predictions from the they are understanding how to infer to a text, as well as, be able to
text with direct quote examples to deepen understanding.
quotes from the text. After looking through the worksheets, if it looks like a lot of the
students are not understanding how to make inferences or find
examples, I’m going to backtrack and give more examples (more so
orally) and ask students to make an inference and ask for an
example. This will be done as a class discussion. I will also give
them the opportunity to make corrections to their worksheets so that
when they go back, they are able to see a good and bad example of
inferencing.
SWBAT answer Questions orally given during class discussions & (Figure 2.1)
questions about the (Formative)
story using Depending on how students answer the questions during class
inferences and discussion and on their exit slips will really help with knowing how in
predictions to depth their understanding is. During class discussions, the questions
determine the theme that are asked will help the students go deeper into their inferences
and message of the and perhaps get a well thought out answer that they come up with
story. on their own.
If I’m not getting the responses I’m hoping for, the questions I’m
asking will change to steer them in the right direction. Their exit slips
36
will also determine how I’ll go about the lesson the next day whether
it be a better explanation or maybe more examples.
SWBAT understand Figure 2.0, 2.1, 2.2

how the Since the students will be working with a book during these figures, I
presentation of the will possibly see this represented in all three. The worksheet
book and it’s cover especially, because they are required to give examples.
(including pictures,
text, and cover art
and pictures) shape
the message of the
story.
(Add rows as needed)

*In the right column, describe whether the assessment you’ll collect is formative or
summative. Note: most assessment is considered formative when thinking about day-to-
day lessons. Summative is related to mastery. An exception might be having a “formal” quiz
mid-way in a unit to assure that students are on track with a certain degree of proficiency.
Should the quiz indicate students are not progressing, and adjustment of timing in the
instructional “unit” will be required.
g. Student Voice: Student voice is a term used to describe students expressing their
understanding of their own learning process. For your lesson, respond to the three
required components of student voice and identify how students will reflect and/or
communicate on their learning or progress toward meeting the goals. (Use the
following table.)
Student-based Description of how students will reflect on their
K-12 students evidence to be learning.
will be able collected
to: (things
produced by
students:
journals, exit
slips, self-
assessments,
work samples,
projects,
papers, etc.)
37
● Journal ● Students will show their understanding of
1. Writing the learning targets through completing the
Explain ● Exit Slips worksheet in which they will answer
student questions after making inferences. They
learning will complete an exit slip each day of the
targets and lesson and include the exit slip in their
what is journal for their reference as well as the
required to teacher’s. Over the course of the unit, they
meet them will be able to reference their exit slips and
(including their improvement in this area over the
why they course of the lesson.
are ● Students will reflect on how they believe
important they have met the learning targets on an
to learn). exit slip that rates their understanding of
inferencing and making predictions. They
will rate their understanding of answering
questions using the content, based on the
predictions and inferences that they made,
as well as any questions that they may
have had.
● Inference · Students will have questions that will

2. Workshe guide them through the reading, as well as
Monitor et guide them through the inferring process,
their own ● Exit Slips before they begin to read the book.
learning · Students will complete an exit slip at
progress the end of the lesson that will ask them to
toward the revisit their thoughts and opinions before
learning the lesson. They will then reflect on how
targets what they inferred from the cover of the
using the book, connects to what they learned after
tools they finished reading.
provided · Students will complete an exit slip at
(checklists, the end of the class that will help the
rubrics, teacher to understand how students have
etc.). connected their inferences to their findings
from the reading. The exit slip will help the
teacher understand how the students view
the importance of inferencing and making
predictions prior to reading a text.
● Martin’s · Students will reflect on what they

3. Big have learned using an exit slip and a
Explain Words worksheet during instruction. Students will
38
Book reflect on the resource that they used,
how to ● Past Exit Martin’s Big Words, and how it has helped
access Slips them to deepen their understanding of civil
resources ● Past rights and MLK Jr.’s impact on history.
and Journal · Students will be made aware of the
additional entries learning targets and goals prior to the
support ● Inference lesson. Students will understand that their
when Workshe main resource is the book, Martin’s Big
needed et Words. Students will be using information
(and from the book to further their knowledge of
how/why the history of MLK Jr. as well as develop
those inferencing skills.
resources
will help
them).
h. Grouping of Students for Instruction: Describe why, how, and where in the
lesson students will be divided into groups, if applicable (e.g., "why" could be to support
language learners, for reciprocal teaching, and/or to use jigsaw, and "how" might include
random, ability-based, interest, social purposes, etc.). Recognize that some lessons or
parts of a lesson may call for grouped work or individualized work or both.
● Students will be at their small table groups that contain no more than 4 students at each
table. Class work will be independent. Students will be asked to discuss their findings in
their table groups when prompted by the teacher. Students will also participate in whole
class discussions after finishing the small group discussions with their table groups.
Section 2: Instruction and Engaging Students in Learning
1. Introduction: Teacher candidates identify how they are going to introduce the concept,
skill or task in a way that gains students’ attention and gets them involved (the lesson
“hook”).
Teacher: Good morning students! I’m going to do an action and with silent hands you’re
going to tell me what you think I’m doing.
**Teacher pretends to eat an ice cream cone and the ice cream falls down. Teacher
becomes sad.
Teacher: Turn to your neighbor and tell them what you think I was doing.
Students: **Tells each other their predictions**
Teacher: Okay, Suzy tell me what you and your partner thoughts on what I was doing.
Student: You were happy you were eating ice cream and it fell and became sad.
39
Teacher: Yes! Tell me what made you think that?
Student: Well you were fanning yourself like it was hot and then pretended to lick the
air and became cool so I predicted that you got ice cream. You then pretended to trip
and it looked like your ice cream fell and you made a sad face.
Teacher: Very good! Can someone tell me what that “predicting” process is called?
Student: Inferencing!
Teacher: YES! Yesterday we went over inferencing. With quiet hands, please tell me
what it means to infer through text?
Student: To make a prediction based on what you read?
Teacher: Right! It’s to form your own opinion on what you have read. Do you think you
can make an inference on pictures?
Student: Yes. Those ones are fun because we can make our own prediction on what’s
happening and there’s no right or wrong answer.
Teacher: Loved that answer! You definitely can make inferences on pictures.
2. Questions: Questions teacher candidate will ask during the lesson that drive thinking
and learning and engagement (5 or more questions) and in parentheses, indicate Bloom level
and/or question type to ensure that you are posing questions that push critical thinking and
engagement (e.g. Analysis/Divergent)
Can someone tell me what that “predicting” process is called? (Knowledge)

Since you know how MLK feels seeing those signs, how do you think kids of color would react
if they saw those signs today? (Analysis)
How do you think it made people of color feel seeing the WHITE ONLY signs? (Analysis)
What do you think “Hate cannot drive out hate. Only love can do that.” (Analysis)
How can you use inferencing on a picture? (Application)
3. Learning Activities: Describe what the teacher will do and say and students will do
during the lesson. Write it as a procedural set of steps in the left column of table below. On the
right, refer to a supporting learning theory or principle driving that activity and/or your rationale
for doing what you are doing.
Prompts for right hand column—supporting theories/principles. In the right column, use
references from texts, research/peer reviewed journals, or other learning theories to
support your choice of activities. You might draw from your 301 and/or your methods
courses here.
o Connections between students’ own lives, experiences, cultures, interests and the
content.
o Active learning over passive learning (e.g. SCI Learning Experiences ladder—
simulation over verbal)
o Theoretical support for learning activities (e.g. Culturally responsive strategy, or

processing)
40
o Multiple means of representation for the K-12 students (UDL principle)
o Multiple means of engagement for the K-12 students (UDL principle)
o Multiple means of expression of learning by the K-12 students (UDL principle)
o Accommodations and modifications for students with diverse needs, including

those with disabilities (as stated in their IEPs)
o How the teacher candidate will assess the learning of the students (from table
above)
Learning Steps and Activities Supporting

Theories/Principles
(Why are you doing what
you are doing?)
Example: Transition from introduction by asking students Supports multiple means

to look at “inputs” and in pairs, create a list of additional of engagement, and
community assets/contributions (inputs) for social change allowing students to
diagram. Circulate around groups to observe students’ generate their own inputs
progress. from experience; is more
culturally responsive than
teacher generated ideas
only.
41
1. Intro (Whole group discussion) Piaget- Scheme, schemes,
Teacher: Good morning students! I’m going to do an action schema
and with silent hands you’re going to tell me what you think à Basic Structures for
I’m doing. Organizing information;
**Teacher pretends to eat an ice cream cone and the ice concepts. Mental systems
cream falls down. Teacher becomes sad. or categories of perception
Teacher: Turn to your neighbor and tell them what you think and experiences.
I was doing. By asking questions, I’ll be
Students: **Tells each other their predictions** able to figure out their prior
Teacher: Okay, Suzy tell me what you and your partner knowledge and in the
thoughts on what I was doing. process help them build
Student: You were happy you were eating ice cream and it what they already know in
fell and became sad. order to help them later
Teacher: Yes! Tell me what made you think that? when they fill out their
Student: Well you were fanning yourself like it was hot and inference sheet as I read
then pretended to lick the air and became cool so I the book to them.
predicted that you got ice cream. You then pretended to trip
and it looked like your ice cream fell and you made a sad Ausabel & Mayer-
face. Advanced Organizers
Teacher: Very good! Can someone tell me what that à Statement of inclusive
“predicting” process is called? concepts to introduce and
Student: Inferencing! sum up material that
Teacher: YES! Yesterday we went over inferencing. With follows.
quiet hands, please tell me what it means to infer through The goal is to help them
text? realize the relationship
Student: To make a prediction based on what you read? between being able to
Teacher: Right! It’s to form your own opinion on what you inference text, a picture, to
have read. Do you think you can make an inference on real action. That they are
pictures? able to do it with anything.
Student: Yes. Those ones are fun because we can make
our own prediction on what’s happening and there’s no right Bandura- Observational
or wrong answer. Learning
Teacher: Loved that answer! You definitely can make à Learning by observation
inferences on pictures. and imitation of others—
vicarious learning
By acting out a scene, I
gave the kids the
opportunity to observe me
and make their own
inferences of what is going
on.
Vygotsky- Importance of
42
language
à Talking through a
problem, audibly,
internally, or with a
partner.
By giving my students the
opportunity to talk to each
other about their
inferences, it allows them
to practice using their
vocab, as well as, let’s the
practice how to infer orally.
43
2. Teacher: Since we practiced how to inference text and Vygotsky- Importance of
pictures yesterday, today we’re going to put that skill to the language
test. I’m going to read you guys a book called, Martin’s Big à Talking through a
Words: The Life of Martin Luther King Jr., but before I read problem, audibly,
it I’m going to have you all make your first inferences just internally, or with a
from the cover of the book. Use the worksheet that Cindy partner.
Who passed out on your desk to keep track of them. Don’t By giving my students the
forget to use evidence to back up your prediction. opportunity to talk to each
Teacher: Alrighty, as I read the book, continue to make other about their
inferences from the text and pictures that you’ll see in this inferences, it allows them
book. to practice using their
**Teacher starts to read book** vocab, as well as, let’s the
Possible questions that will be asked while reading: practice how to infer orally.
Teacher: Why do you think MLK’s mom would say “you are
as good as anyone?” Paivio- Dual Coding
Student: So that he doesn’t feel like he isn’t enough to go à Information is stored in
into the store. long term memory as
Teacher: Why do you think MLK felt bad seeing those either visual images or
signs? verbal units. Both.
Student: He probably felt different. I made sure for the
Teacher: Since you know how MLK feels seeing those students to reference the
signs, how do you think kids of color would react if they saw pictures to make an
those signs today? inference on both the
Student: Not good. I don’t see those signs being up in this cover and the pictures in
day of age. the book.
Teacher: How do you think it made people of color feel
seeing the WHITE ONLY signs?
Student: Like they aren’t welcomed.
Teacher: What do you think “Hate cannot drive out hate.
Only love can do that.”
Student: It means that only love can get rid of hate.
Teacher: What does MLK speech mean to you?
Student: It means I could be with my friends no matter who
they are.
**Teacher finishes reading the book**
Teacher: Okay, talk within your groups and discuss how
your inferences has changed from beginning to end of the
book. Talk about how you as a person changed after
hearing about MLK.
3.
4.
44
2. Closure: Closure is the signal to students that the lesson is now coming to an end. In
closure, teachers review the learning targets (what was taught) for the day and refocus on what
is important.
· You all did a great job today making inferences and predictions about this
very important book. We learned about Martin Luther King Jr. and all the hard
work that he did to fight for civil rights of African Americans in the United States.
Before we even started reading, we were talking about Martin Luther King Jr..
We talked about what we know about him, what we want to know, and what we
think the book will contain information about. If we can have discussions about
the book before we even start reading it, then we can learn even more about the
topic once we finally start reading it. The next time you read a book, try asking
yourself a question about the book. As you learned today, this will help you to
understand the big picture and message of the story, and can keep you focused
on the main ideas while you are reading. Tomorrow, we will be using our
inference sheet to make a class poster of our before, during, and after
predictions.
3. Independent Practice: Describe how students will extend their experiences with the
content and demonstrate understanding in a new and different context (perhaps even outside of
the classroom). Include possible family interaction(identify at least one way in which you might
involve students’ families in this instructional plan.)
● After the lesson, students will go home and ask their parents/guardians what they
remember about Martin Luther King Jr.. Their parents may have lived through a time
when Martin Luther King Jr. was alive, or they may have learned about him when they
were in school. Students will take notes on what their parents remember about Martin
Luther King Jr. and report back to the class the following day to continue conversation.
4. Instructional Materials, Resources, and Technology: Attach a copy of ALL materials

the teacher and students will use during the lesson; e.g., handouts, worksheets, multi-media
tools, and any assessment materials utilized.
(Figure 1.0) Inference Worksheet Practice
45
(Figure 1.2) Exit Slip #1
46
(Figure 1.3) Journal Entry
Journal Entry 10/5/2020
The exit slip (Figure 1.2) will be taped underneath the date.
“What did you learn about today’s lesson
(Figure 2.0) Inference Worksheet: Martin’s Big Words: The Life of Martin Luther King Jr..
47
48
49
(Figure 2.1) Exit Slip #2
(Figure 2.2) Journal Entry

Journal Entry 10/6/2020
50
The exit slip (Figure 2.1) will be taped underneath the date.
“What did you learn about today’s lesson?”
5. Acknowledgements: Acknowledge your sources
Rappaport, D. (2001). Martin's Big Words: The Life of Martin Luther King Jr. Hyperion Book.
Common Core Standards (2011)

8:25 to 8:40
9:15 to 10:10
(55 minutes) Students will have time to work on their own interpretation of MLK’s “I Have a
Dream” speech. They will work on finalizing and practicing giving the speech.
10:10 to 11:00
(50 min) MLK LESSON PLAN
11:00 to 11:35
11:35 to 12:30
(55 minutes) Students will be in choir and band class. Students will focus on learning music
from the time period.
12:25 to 1:10
(45 min) Students will read a chapter from the class read-aloud book.
1:15 to 2:00
(45 min) Students will have time to review their vocabulary words for tomorrow’s vocabulary
quiz.
2:00 to 2:20
(20 min) Students will continue to practice reciting their “I Have a Dream” speech, to be ready
to present them tomorrow to the class.
2:20 to 2:30
(10 min) Clean up and dismissal.
51
Week 1, Day 5
Goal: The goal of today is for students to test their knowledge of the vocabulary words that have
been learned so far in the unit. Students will be taking a vocabulary test to see if they fully
understand some of the commonly used words during the Civil Rights Movement.
Overview: Students begin the day by taking a vocabulary quiz that includes all the important
vocabulary that they have learned thus far in the unit. Students will be asked to complete the quiz
independently and silently. On the quiz, there will be 10 words given; students must match the
words with the correct definition, then write an accurate sentence using the word. The quizzes
will be graded based on how many of the matching they got correctly, and if they were able to
create a sentence using the given vocabulary word.
Materials:
● Vocabulary quiz
Name: _______________________________ Date: _____________
52
MLK Vocabulary Test
Match the word to the definition. Write the number of the word next to the correct definition.
1. Civil Liberties
2. Civil Rights Movement
3. Martin Luther King Jr.
4. Jim Crow Laws
5. Racial Discrimination
6. Boycott
7. Integration
8. March on Washington
9. Desegregation
10. Segregation
____ a. A peaceful march of 250,000 people on Washington D.C to call for a passage of a civil
rights act. This is when MLK gave his “I Have a Dream Speech”.
____ b. System of racial segregation in the South, separted blacks from whites in all aspects of
public life.
____ c. The freedom of a citizen, the basic rights given to them.
____ d. African American activist who became the most visible spokesperson and leader in the
Civil Rights Movement.
____ e. Discriminatory or abusive behavior towards members of another race.
____ f. Separated people of different races as a form of discrimination
____ g. Withdrawing social relations in the form of a protest
____ h. Combining different races
____ i. Movement in the U.S in the 1950’s and 60’s, led by African Americans to give equal
rights to their citizens.
____ j. A process to end segregation in public areas based on race.
Create a sentence for each of the words listed above.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name: __ANSWER KEY__________________ Date: _____________
53
MLK Vocabulary Test
1. Civil Liberties
2. Civil Rights Movement
3. Martin Luther King Jr.
4. Jim Crow Laws
6. Boycott
7. Integration
8. March on Washington
9. Desegregation
10. Segregation
__8__ a. A peaceful march of 250,000 people on Washington D.C to call for a passage of a civil
rights act. This is when MLK gave his “I Have a Dream Speech”.
_4__ b. System of racial segregation in the South, separted blacks from whites in all aspects of
public life.
__1__ c. The freedom of a citizen, the basic rights given to them.
__3__ d. African American activist who became the most visible spokesperson and leader in the
Civil Rights Movement.
__5__ e. Discriminatory or abusive behavior towards members of another race.
__10__ f. Separated people of different races as a form of discrimination
__6__ g. Withdrawing social relations in the form of a protest
__7__ h. Combining different races
__2__ i. Movement in the U.S in the 1950’s and 60’s, led by African Americans to give equal
rights to their citizens.
__9__ j. A process to end segregation in public areas based on race.
Create a sentence for each of the words listed above. *SENTENCES TO BE GRADED*
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Instructional Strategy: This is a quiz, so it will be done independently.
54
Assessment: Students will be assessed on their vocabulary test by the amount of words that they
have matched to the definition correctly, as well as their ability to use the words in a sentence. .
The teachers can use this as evidence as to whether the students understand the vocabulary, and
if additional instruction is needed. Throughout the unit, students will be tested on the words over
and over again, as well as the new words added that week.

8:25 to 8:40
8:40 to 9:00
(20 minutes) Vocabulary quiz for the week. Students will need to match the definition to the
word, and write a sentence using the word. Only the words given this week will be tested on.
9:00 to 11:00
(120 minutes) Students will be presenting their versions of MLK’s “I Have a Dream” speech to
their peers and families. Each student will stand at the front of the class and read their speech to
the audience. The teacher will stand in the back and grade the students on their speeches for a
grade.
11:00 to 11:35
11:35 to 12:30
12:30 to 1:30
(60 minutes) The class will watch a movie on MLK’s life called “Martin Luther King Story” on
Youtube. The movie will have been watched by the teacher ahead of time to check for
appropriateness. https://www.youtube.com/watch?v=cUNzUHlPqSY&t=280s
1:30 to 2:00
(30 minutes) The teacher will read one chapter aloud from the class read aloud book.
2:00 to 2:20
(20 minutes) The final project regarding the class read aloud will be shared with the class. The
final project will consist of students creating a timeline of events of the Civil Rights Movement
(done with partner), as well as writing a reflection paper on the unit. Students will look back at
the list of things they knew/wanted to know about the time period, and write a reflective paper
about what they learned, and their opinions on the events that occurred during the movement.
The reflection piece will be done individually. Before students pack up, their exit ticket will be
writing down the name of the person they want to complete the timeline portion of the project
with, and writing down one time they will meet to work on the project.
2:20 to 2:30
(10 minutes) Clean-up and dismissal.
55
Week 2, Day 1
T&L Instructional Plan Template
(Updated 4/17/15)
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and
supporting students with the T&L (and edTPA) Instructional Plan. While there are many
variations of lesson plans, this format meets departmental requirements and is aligned with
the 2014 edTPA as well.
Teacher Candidate: Jessa Magbanua, Juniper Kleinsmith, Antonia Benetti, Alicia Taylor
Date: _9/17/19
Cooperating Teacher: Mrs. Lippay_ Grade:_6th_
School District: Pullman School District
School: Franklin Elementary _
University Supervisor: Dr. Barbara Ward
Unit/Subject: Reader’s Theatre
Instructional Plan Title/Focus: Organizer/Outline
a. Instructional Plan Purpose:Teacher candidates explain how this instructional

plan develops students’ conceptual understanding of overall content goals. This is
sometimes also called a “rationale” and includes a “what, why, how” general
statement (see also Central Focusin edTPA)
Students will be reading different books depending on what their group chooses and will be
asked to create a reader’s theatre on a scene from their chosen novel. Throughout reading
the book, students will be asked to write examples of sensory details that they find in the
book, as well as development of characters, and character traits of Rosa Parks and the
other main characters. In the graphic organizer, students will be assigned to organize their
thoughts about Rosa and other key characters into a cohesive script that includes main
ideas, plot, setting/background, as well as props. The examples that students found while
reading the book will be used when they are asked to fill out their organizers as well as their
draft. Eventually, they will have to type out a final script before they are to film their scenes
to be presented in front of the class on the last day.
56
Being able to outline would help an individual be successful at organizing their thoughts and
ideas. It’s also a good tip on how to keep a well organized life. Self correction or the ability
to correct other people’s work is sometimes daunting to do. Learning how to draft correctly
will not only be helpful to the corrector, but also to the person whose work is being
corrected. Reader’s theatre is a great strategy that combines reading practice and
performing. The goal is to enhance students' reading skills and confidence by having them
practice reading with a purpose. This will help learn how to speak clearly and fluently.
This lesson would be during the 2nd week of the unit (Unit will last 3 weeks). Yesterday,
students had just finished Martin Luther King week and now have the background
knowledge of the civil rights. It sets up for today, which is the teacher giving an introduction
to Rosa Parks, as well as, an introduction of reader’s theatre. Their organizer was then
passed out and gone over. Tomorrow’s students will be given the opportunity to meet with
their group mates to finish their organizer before having a check in with the teacher to go
over what they have so far. This will transition into the introduction of their draft.
2. State/National Learning Standards:Teacher candidates identify relevant grade

level concepts/content and align them to Content Standards—Common Core
Standards or Washington State EALRs, or National.
Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator
and/or characters; organize an event sequence that unfolds naturally and logically
Use precise words and phrases, relevant descriptive details, and sensory language
to convey experiences and events.
3. Content Objectives (to be copied in Assessment Chart below) and alignment to

State Learning Standards:
1. SWBAT…
1. SWBAT write a script that is connected to one of the Rosa Parks books, using similar
sensory details, and a writing style that is consistent with the book.
Aligned standard:
Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
Use precise words and phrases, relevant descriptive details, and sensory language
to convey experiences and events.
3. SWBAT create conclusion/ending to the story that relates to Rosa Parks.
57
Aligned standard:
CCSS.ELA-LITERACY.W.6.3.E
Provide a conclusion that follows from the narrated experiences or events.
SWBAT
1. SWBAT…
1. SWBAT create writing that contains standard English Conventions
Aligned standard(s):
CCSS.ELA-LITERACY.L.6.1
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.6.2.A
Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive/parenthetical elements.

1. Students should already know how to use narrative techniques, such as
dialogue, description, and pacing, to develop experiences and events or show
the responses of characters to situations.They should know how to refer back
to the original story by adding details to tie in their script to the text. Students
should already know how to correctly use conventions in their writing and in
language orally when speaking to their classmates.
5. Planning for Student Learning Needs(accommodations, student experiences, prior

1. Students who aren’t at level reading: Will touch basis with them during silent
reading to see where they are at in terms of comprehension and
understanding of their novel.
2. ELL Students: Will provide an audio version for them to listen to and follow
along with the text.

modifications for students with disabilities as stated in their IEPs. They may also
attach appropriate marking rubrics, criteria lists, expectations, answer keys, etc.
Consideration for multiple means of expression should occur here. That is, how will
58
teacher candidates allow for K-12 students to express their learning in different ways?
Will K-12 students be given some choice?
Content/Language Assessment Strategies

Objectives
Content example:SWBAT
create an input-output
diagram, and explain
reasoning in writing.
SWBAT write a script that is Figure 1.0 Outline (Formative)

connected to Rosa Parks, Students will be filling out the organizer/outline. They will
using similar sensory details, be having group/teacher check-ins and that’s when the
and a writing style that is teacher will be using the the checklist (Figure 3.3) is how
consistent with the book. the teacher will determine if the student has completed it
or not. The teacher will also be using the content rubric
(Figure 3.2) to assess the script and the content used for
the scenes.
SWBAT create Teacher will use the Rubric (Figure 3.2) to refer to when
conclusion/ending to the story assesing the students content knowledge of Rosa Parks.
that relates to Rosa Parks. This will let the teacher know if they need more
information or possibly more reources to help build a
more accurate script.
Language example: SWBAT

use conditional forms
correctly 90% of the time
when describing their input-
output diagram.
SWBAT create writing that (Formative) Figure 3.0 & Figure 3.2
contains standard English Student will be assessed on conventions during their final
Conventions Reader’s Theatre script by the teacher.
They will be using the same rubric to self assess their
59
draft, as well as, using the teacher’s corrections to make
the necessary changes.
SWBAT use appropriate (Formative) Figure 3.0 & Figure 3.2

tenses within their writing Student will be assessed on conventions during their final
to indicate when an event Reader’s Theatre script by the teacher.
took place. They will be using the same rubric to self assess their
draft, as well as, using the teacher’s corrections to make
the necessary changes.
Figure 3.0 (Reader’s Theatre Rubric)
60
Figure 3.2 (Content Rubric)
61
Figure 3.3 (Participation List)
62
summative. Note: most assessment is considered formative when thinking about day-
to-day lessons. Summative is related to mastery. An exception might be having a
“formal” quiz mid-way in a unit to assure that students are on track with a certain degree
of proficiency. Should the quiz indicate students are not progressing, and adjustment of
timing in the instructional “unit” will be required.
g. Student Voice: Student voice is a term used to describe students expressing

their understanding of their own learning process. For your lesson, respond to
the three required components of student voice and identify how students will
reflect and/or communicate on their learning or progress toward meeting the
goals. (Use the following table.)
63
Student-based evidence Description of how students will
K-12 students will to be collected (things reflect on their learning.
be able to: produced by students:
journals, exit slips, self-
assessments, work
samples, projects,
papers, etc.)
Exit Slips Students will reflect on their

1. Explain learning by completing an exit slip
student at the end of the unit that
learning targets encompasses what they have
and what is learned throughout the unit.
required to Student will complete end-of
meet them chapter quizzes as well, to provide
(including why evidence that they have read the
they are assigned chapters, and to show
important to understanding of what they have
learn). read.
Reader’s Theatre Students will take notes as they

Organizer read their book, and then use the
notes to complete a graphic
organizer of characters, character
traits, and sensory details
throughout the book. They will
then use this information to start
their draft for their reader’s theatre
draft. In order to meet the learning
targets, students will have to be
comfortable taking notes while
reading a text. They will need to
know how to write a script with the
help of a graphic organizer. These
skills are important to learn
because students can use graphic
organizers to organize their writing
throughout middle and high school
as well. The student-based
64
evidence includes student notes
and graphic organizers.
Check list Students will follow the rubric and

2. Monitor their the student checklist that aligns
own learning with the rubric with which they
progress will be scored. Using the
toward the checklist, students will be aware
learning targets of the steps that they need to
using the tools complete in order to complete the
provided assignment.
(checklists,
rubrics, etc.).
Rubric Using the rubric, students will be

able to understand what they
need to do in order to receive the
highest score.
Past exit slips Students will complete an exit

3. Explain how slip that explains how they found
to access the information that they did, and
resources and how they can use these skills in
additional the future and in other areas of
support when study.
needed (and
how/why those
resources will
help them).
Rosa Park books: Having their books there for them

- Rosa by Nikki is very helpful, because they’re
Giovanni able to go back and reread the
- Who was Rosa Parks story. They’re able to reflect back
by Yona McDonough to the characters, as well as, use
- When Rosa Parks the images for inspiration for
went fishing By possible props to use in their
Rachel Ruiz reader’s theatre.
- If a bus could talk:
65
The story of Rosa
Parks
Past notebook entries It’s important for the students to

have access to background
knowledge. So being able to go
back to their notebooks with notes
from MLK week when they first
learned about the civil rights
movement will be very beneficial
to their scripts because they’ll
have a better understanding of
what is going on during that time.
Also, since the class will be doing
a growth poster about Rosa Parks,
those notes will be in their
notebook that will also be
beneficial to look back on.
h. Grouping of Students for Instruction: Describe why, how, and where in

the lesson students will be divided into groups, if applicable (e.g., "why" could be to
support language learners, for reciprocal teaching, and/or to use jigsaw, and "how"
might include random, ability-based, interest, social purposes, etc.). Recognize that
some lessons or parts of a lesson may call for grouped work or individualized work or
both.
-Students will be doing this project in their assigned groups. They will be
filling out their own organizer, but they are to work together to complete it. The
introduction of the organizer and the reader’s theatre will be done as a class for class
discussion.
1. Introduction: Teacher candidates identify how they are going to introduce the
concept, skill or task in a way that gains students’ attention and gets them involved
(the lesson “hook”).
What do we know about cars?
**Students answer
66
- Exactly! Cars have many moving parts and if one is missing, it wont work.
- Can someone tell me what an outline is?
- What can it be used for writing?
- What important parts should be included in an outline?
**Students answer
- Right! Just like a car, an organizer/outline have different parts that are equally important for
an overall product to work and make sense. Earlier today, we watched a video of the
different parts of what goes into a reader’s theatre. Can someone tell me what they are?
**Students answer
- YES! Characters, plot, main idea, setting/background are all parts of what goes into a
reader’s theatre outline.
- Let’s break into our groups and start filling out your outline.
2. Questions: Questions teacher candidate will ask during the lesson that drive
thinking and learning and engagement (5 or more questions) and in parentheses,
indicate Bloom level and/or question type to ensure that you are posing questions
that push critical thinking and engagement (e.g. Analysis/Divergent)
- Can someone tell me what an outline is? (Knowledge)

- In what ways can it be applied to writing? (Application)
- What important parts should be included in an outline? (Analysis)
- Have you ever used an outline for writing before? (Knowledge)
- How does this help with the rough draft process? (Application)
3. Learning Activities: Describe what the teacher will do and say and students will
do during the lesson. Write it as a procedural set of steps in the left column of the
table below. On the right, refer to a supporting learning theory or principle driving
that activity and/or your rationale for doing what you are doing.
Prompts for right hand column—supporting theories/principles. In the right column,

use references from texts, research/peer reviewed journals, or other learning
theories to support your choice of activities. You might draw from your 301 and/or
your methods courses here.
o Connections between students’ own lives, experiences, cultures, interests and

the content.

processing)
67

above)
Learning Steps and Activities Supporting Theories/Principles

(Why are you doing what you are doing?)
Example: Transition from Supports multiple means of engagement,

introduction by asking students to and allowing students to generate their own
look at “inputs” and in pairs, create a inputs from experience; is more culturally
list of additional community responsive than teacher generated ideas
assets/contributions (inputs) for social only.
change diagram. Circulate around
groups to observe students’ progress.
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1. Intro (Whole group Piaget- Scheme, schemes, schema
discussion) By asking questions, I’ll be able to figure out
- What do we know about cars? their prior knowledge and in the process help
**Students answer them build what they already know in order to
- Exactly! Cars have many moving help them on their outline worksheet.
parts and if one is missing, it Ausabel & Mayer- Advanced Organizers
wont work. The goal is to help them realize the
- Can someone tell me what an relationship between the graphic organizer,
outline is? outline, draft, and eventually the final product
- What can it be used for writing? (Reader’s theatre).
- What important parts should be
included in an outline?
**Students answer
- Right! Just like a car, an
organizer/outline have different
parts that are equally important for
an overall product to work and
make sense. Earlier today, we
watched a video of the different
parts of what goes into a reader’s
theatre. Can someone tell me what
they are?
**Students answer
- YES! Characters, plot, main idea,
setting/background are all parts of
what goes into a reader’s theatre
outline.
- Let’s break into our groups and
start filling out your outline.
2. Partner think-pair-share Vygotsky- Importance of language

- Partner up among your group and Partnering students will allow students to
discuss what you have on your practice their vocabulary such as
outline so far. Introduction, setting, characters, rising
- Talk about your ideas and what action, climax, resolution, conclusion. It also
life you chose for Stanley and his allows students to practice their language by
friends. giving them the opportunity to share their
ideas and their decision behind it.
Vygotsky- Importance of language
Partnering students will allow students to
practice their vocabulary such as setting,
characters, setting/background, main idea. It
69
also allows students to practice their
language by giving them the opportunity to
share their ideas and their decision behind
it.
2. Closure: Closure is the signal to students that the lesson is now coming to an end.
In closure, teachers review the learning targets (what was taught) for the day and
refocus on what is important.
“Okay, everyone let’s re-group and review what we have learned today.
Today we have learned about how to complete an outline based on a text that
we have read. Can I please get a volunteer to fill out this outline on the board
by naming the aspects of the outline?
Now, how can we use these graphic organizers in other writing projects?
Please turn to a neighbor and discuss the ways that outlines such as this one
can be used in future pieces of writing that you will do inside as well as
outside of this class”.
content and demonstrate understanding in a new and different context (perhaps
even outside of the classroom). Include possible family interaction(identify at least
one way in which you might involve students’ families in this instructional plan.)
1. Reader’s Theatre has a lot to do with role play and being able to tap yourself
into another character by reading off a script. A Possible interaction activity
that students can do with their families, is to practice their own scrpit infront of
them and involve family members to play other characters.
4. Instructional Materials, Resources, and Technology: Attach a copy of ALL

materials the teacher and students will use during the lesson; e.g., handouts,
worksheets, multi-media tools, and any assessment materials utilized.
Figure 1.0 (Organizer)
70
Figure 2.0 (Draft)
71
72
73
Rosa written by Nikki Giovanni and illustrated by Bryan Collier
Who was Rosa Parks? written by Yona Zeldis McDonough and illustrated by Nancy Harrison
and Stephen Marchesi
If A Bus Could Talk: The Story of Rosa Parks by Faith Ringgold
When Rosa Parks Went Fishing written by Rachel Ruiz and illustrated by Chiara Fedele
Common Core Standards (2011)
Teachers Pay Teachers

8:25 to 8:40
(15 min) Beginning of the day-- Students come into the class and put their stuff away. They will sit in
their assigned seats and listen to the morning announcements. Afterwards the teacher will discuss the
daily schedule.
8:40 to 9:05
(25 minutes) Beginning reflection: Students will write down what they know/want to know about Rosa
Park. (Daily journal)
https://youtu.be/B4AurGX5vGs Video on Rosa Parks
→ Class will be starting the class growth poster
9:05 to 9:35
(30 minutes) Reader’s Theatre Introduction
→ Show examples, Talk about what are the parts of a reader’s theatre.
https://youtu.be/drAkevTIZMY
https://youtu.be/Bq0Ohvo_b1U Example on three little pigs
9:35 to 9:45
(10 minutes) Students will get into their assigned groups to choose a book on what they’re going to do
their Reader’s Theatre on. The books below are the books that will be read every day (one per day) but
the students will choose between them.
Rosa by Nikki Giovanni
Who was Rosa Parks by Yona McDonough
When Rosa Parks went fishing By Rachel Ruiz
If a bus could talk: The story of Rosa Parks
9:45 to 10:25
(40 minutes) Reader’s theatre organizer Introduction
→ Explanation on how to fill it out. (I do you watch- I do you help- I watch you do)
10:25-10:55
(30 minutes) One chapter will be read aloud from the class read aloud book.
10:55 to 11:00
11:00 to 11:35
74
11:35 to 12:30
12:35 to 1:05
(30 minutes) Looking back on MLK timeline and adding what we know about Rosa Parks.
1:05 to 1:55
(50 minutes) Reader’s Graphic Organizer and notes
→ Students will read their book together and figure out what scene they want
to do their reader’s theatre.
1:55 to 2:20
(20 minutes) Exit slips/Journal Write
2:20 to 2:30
Week 2, Day 2
Goal: The goal for today is for students to go over new vocabulary words for the week that will
be around civil rights specifically towards Rosa Parks. They will be filling out a vocab study
sheet and then they will be given a vocab homework sheet where they will have the opportunity
to finish in class. Whatever they don’t have done will be taken home and will be due the next
day.
Overview: The teacher will begin the day with the class poster on what they know about Rosa
Parks, what questions they would like to know about her, and a section where they put the
answer. Afterwards the teacher will read aloud Rosa by Nikki Giovanni where the students will
take notes in their notebooks with details, comments, and questions from the book. This is a
good introduction to the vocabulary list. Teacher will pass out the study sheets and the vocab
homework. As a class, they will fill out the study sheet together and discuss the definitions. Later
in the day, they will have the opportunity to work on their homework individually.
Materials:
● Vocab Study sheet
● Vocab homework
● Spelling test (Will be done on notebook paper)
● Vocab quiz
● Document camera
Name: ____________________________ Date: ______________
75
Vocab Study Sheet:
Vocab Word: Definition:
76
Rosa Parks Vocabulary Homework
Match the word to the definition. Draw a line to the right definition.
1. Civil Rights a. A boycott of the Montgomery, Alabama

2. Rosa Parks buses held to protest racial segregation.
3. Racial Discrimination Began when Rosa Parks was arrested for not
4. Discrimination giving up her seat to a white passenger.
5. 13thAmendment b. Unfair treatment of a person or group
6. 15thAmendment based off prejudice
7. Freedom Riders c. It protects the voting rights of African
8. Montgomery Bus Boycott American men
d. civil rights activist who refused to give up
her seat to a white passenger
e. People who rode the buses and sat in the
wrong seat on purpose
f. Officially prohibited slavery in the U.S
g. discriminatory or abusive behavior
towards members of another race.
h. the rights of full legal, social, and
economic quality extended to blacks in the
13thand 14thAmendment
Write a paragraph using 4 of the vocab words:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Rosa Parks Vocabulary Homework

Match the word to the definition. Draw a line to the right definition.
1. Civil Rights (I) a. A boycott of the Montgomery, Alabama buses held

2. Rosa Parks (D) to protest racial segregation. Began when Rosa Parks
was arrested for not giving up her seat to a white
3. Racial Discrimination (G)
passenger.
4. Discrimination (B) b. Unfair treatment of a person or group based off
5. 13thAmendment (F) prejudice
6. 15thAmendment (C) c. It protects the voting rights of African American
7. Freedom Riders (E) men
d. civil rights activist who refused to give up her seat
8. Montgomery Bus Boycott (A)
to a white passenger
e. People who rode the buses and sat in the wrong
seat on purpose
f. Officially prohibited slavery in the U.S
g. discriminatory or abusive behavior towards
members of another race.
h. the rights of full legal, social, and economic quality
extended to blacks in the 13thand 14thAmendment
Write a paragraph using 4 of the vocab words: THIS WILL BE GRADED
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Rosa Parks Vocabulary Test

1. Civil Rights
2. Rosa Parks
4. Discrimination
5. 13thAmendment
6. 15thAmendment
7. Freedom Riders
8. Montgomery Bus Boycott
____ a. A boycott of the Montgomery, Alabama buses held to protest racial segregation. Began
when Rosa Parks was arrested for not giving up her seat to a white passenger.
____ b. Unfair treatment of a person or group based off prejudice
____ c. It protects the voting rights of African American men
____ d. civil rights activist who refused to give up her seat to a white passenger
____ e. People who rode the buses and sat in the wrong seat on purpose
____ f. Officially prohibited slavery in the U.S
____ g. discriminatory or abusive behavior towards members of another race.
____ h. the rights of full legal, social, and economic quality extended to blacks in the 13thand
14thAmendment
79
Create a sentence for each of the words listed above.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name: ____________________________ Date: ______________
Rosa Parks Vocabulary Test

Match the word to the definition. Write the number of the word next to the correct
definition.
1. Civil Rights
2. Rosa Parks
4. Discrimination
5. 13thAmendment
6. 15thAmendment
7. Freedom Riders
8. Montgomery Bus Boycott
__8__ a. A boycott of the Montgomery, Alabama buses held to protest racial segregation.
Began when Rosa Parks was arrested for not giving up her seat to a white passenger.
__4__ b. Unfair treatment of a person or group based off prejudice
__6__ c. It protects the voting rights of African American men
__2__ d. civil rights activist who refused to give up her seat to a white passenger
__7__ e. People who rode the buses and sat in the wrong seat on purpose
__5__ f. Officially prohibited slavery in the U.S
__3__ g. discriminatory or abusive behavior towards members of another race.
__1__ h. the rights of full legal, social, and economic quality extended to blacks in the
13thand 14thAmendment
Create a sentence for each of the words listed above. SENTENCES WILL BE GRADED
80
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Instructional Strategy: Students will be filling out the vocab study sheet together as a class
where the teacher will say the word and put it up on the document camera. The teacher will ask
the students what they think the vocab word means and after a few guesses the teacher will give
them the actual definition to write down. The homework will be done individually.
Assessment: Students will be given a spelling test on Day 4 to test their ability to spell the
vocabulary words and on Day 5 students will be given a vocab quiz to test their comprehension.
The homework will be graded as comprehension as well as participation. When the homework is
collected, the teacher will be looking at comprehension and participation.

8:25 to 8:40
8:40 to 9:05
(25 minutes) Teacher will read Rosa by Nikki Giovanni. As teacher is reading this, students are writing
in their journal details from the book that stood out to them.
9:05 to 9:15
(10 minutes) Fill out class poster about Rosa Parks
9:15 to 9:50
(35 minutes) Intro to Vocab. Teacher will give students new vocab, vocab study sheet, and a vocab
homework sheet.
9:50 to 10:20
10:20 to 10:55
(35 minutes) Students will have the opportunity to get into their groups and work on their
reader’s theatre organizer. Final opportunity to finish before check-ins.
→ If students are finished they should be finishing their vocab study
sheets/homework sheet OR silent reading.
10:55 to 11:00
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11:00 to 11:35
11:35 to 12:30
(55 minutes) Students will have choir and band
12:35 to 1:05
(30 minutes) Each group will be checking in with the teacher to check to see how they’re doing.
Teacher will do a participation checklist to make sure each student is represented and every
group has their organizer done.
1:05-1:55
(50 minutes) Reader’s Theatre Draft Script Introduction
1:55 to 2:20
(25 minutes) Exit slips/Journal write
2:20 to 2:30
Week 2, Day 3
Goal: The goal for day 3 is for the students to create a collage with images and words from
magazines of what they think about Rosa Parks and what she stood for. This will be an indication
on their knowledge about Rosa Parks and what she has done that makes it significant to the civil
rights movement. This gives the students the opportunity to self reflect on their own feelings
about Rosa. If there is time, students will be able to share their collage with their peers.
Overview: The teacher will begin the day with the class poster on what they know about Rosa
Parks, what questions they would like to know about her, and a section where they put the
answer. Afterwards the teacher will read aloud Who was Rosa Parks by Yona McDonough where
the students will take notes in their notebooks with details, comments, and questions from the
book. This is a good introduction to the collage, because by then, students should already have a
good indication on who Rosa Parks was and what makes her so significant to the civil rights
movement. Teacher will show students an example of what a possible collage will look like and
give reasons for a few things on the paper. Afterwards, the teacher will let students go off and
make their collage. After a little while, students will have the opportunity to share what they
came up with. These collages will be hung around the classroom.
Materials:
● Tape
● Glue
● Magazines
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● Markers/colored pencils/crayons
● Scissors
Instructional Strategy: This will be done independently and will be introduced and discussed as
a group.
Assessment: Students will get automatic participation points for doing the assignment.
Participation
CLASS LIST: Did they complete collage?
Allison
Peter
Owen
Paisley
Taylor
Zain
Hailey
Sam
Alexa
Jillian
Robert
Sophia
Paxton
Avery
Jackson
Natalie
Kevin
Garrett
Harrison
Anaya
83
Ellie
Alex
Emily
Chris

8:25 to 8:40
(15 min) Beginning of the day-- Students come into the class and put their stuff away. They
will sit in their assigned seats and listen to the morning announcements. Afterwards the
teacher will discuss the daily schedule.
8:40 to 9:05
(25 minutes) Teacher will read Who was Rosa Parks by Yona McDonough. As teacher is reading this,
students are writing in their journal details from the book that stood out to them.
9:05 to 9:15
(10 minutes) Fill out class poster
9:15 to 9:55
(40 minutes) Collage about Rosa Parks. Students will be cutting pictures and words from magazines to
describe what they think about Rosa Parks and what she stood for. They will share this with the class.
9:55 to 10:25
10:25 to 10:55
(30 minutes) Students will have the opportunity to get into their groups to finalize their draft.
10:55 to 11:00
11:00 to 11:35
11:35 to 12:30
12:35 to 1:05
(30minutes) Each group will be checking in with the teacher to check to see how they’re doing.
group has their draft done.
1:05 to 1:55
(50 minutes) Students will use chrome books to type out their final draft & sign up for a time for
their group to film. During this time, students would be able to practice and talk about props and
how they want to dress.
1:55 to 2:20
84
2:20 to 2:30
Week 2, Day 4
Goal: The goal for day 4 is for the students to work on a Bio Poem about Rosa Parks. This will
be an indication on their knowledge about Rosa Parks. Students will be able to use their notes
from the books the teacher has read so far to help them on this poem. If they need extra help,
they’re able to use a chrome book to find out more information.
Overview: Teacher will introduce the bio poem, what it is, and how to fill it out. The teacher
will use themselves as an example to fill out the worksheet so that students will have a better
understanding. The students will have the opportunity to work on their bio poems about Rosa
Parks independently and then they can use the chrome books to type it out after they fill in the
worksheet. If there’s time, students can do one about themselves. Students will be able to share
their poems with the class.
Materials:
● Bio Poem worksheet
● Chrome books
85
Instructional Strategy: The introduction of the poem will be a class discussion. Students will
work on their poems individually.
Assessment: Students will get participation points for doing the assignment.
Participation
86
CLASS LIST: Did they complete the Bio Poem?
Allison
Peter
Owen
Paisley
Taylor
Zain
Hailey
Sam
Alexa
Jillian
Robert
Sophia
Paxton
Avery
Jackson
Natalie
Kevin
Garrett
Harrison
Anaya
Ellie
Alex
Emily
Chris
87
8:25 to 8:40
8:40 to 9:05
(25 minutes) Teacher will read When Rosa Parks went fishing by Rachel Ruiz . As teacher is reading
this, students are writing in their journal details from the book that stood out to them.
9:05 to 9:15
(10 minutes) Fill out class poster
9:15 to 9:40
(25 minutes) Spelling test on vocab words
9:40 to 10:10
10:10 to 10:55
(45 minutes) Bio Poem on Rosa Parks
Students will use the notes that they have been taking in their journal to fill out the Bio Poem
about Rosa Parks and then they will use that same template to make one for themselves. If there
is time, students will share with the class.
10:55 to 11:00
11:00 to 11:35
11:35 to 12:30
12:30 to 12:45
(15 minutes) Each group will be doing their final check in with the teacher on their final draft.
group has their final done.
12:45 to 1:45
(60 minutes) Filming → Groups will be filming at this time. Those who aren’t
filming are rehearsing their reader’s theatre and waiting for their turn.
1:45 to 1:55
(10 minutes) Groups will get together for group reflection
1:55 to 2:20
2:20 to 2:30
88
Week 2, Day 5
Goal: The goal for day 5 will be focused on the students making a book cover of their specific
books that they chose for their reader’s theatre. This would indicate the students comprehension
on their novels and their point of view on what they felt was most important to them. They
would also have to explain their reasons behind their choice, which helps the students practice
presenting and speaking in front of their peers. This will be beneficial when they film their
reader’s theatre.
Overview: Teacher will introduce what the activity is and show an example so the students will
have a better understanding of what is expected. Students will be able to sit with their reader’s
theatre group to talk about different scenes that stood out to them, but every student will have to
make their own book cover. After students are finished, they will present in front of the class, as
well as, compare their covers to their group mates to compare and contrast.
Materials:
● Construction paper
● Markers/crayons/colored pencils
● Paint
● Rosa Parks books
Instructional Strategy: Introduction will be a whole class discussion. When students break out
into their groups, they are able to have discussions on what they’re going to do their cover on,
but they have to do it on their own.
Assessment: Students will be given participation points for doing the project.
CLASS LIST: Did they participate?

Allison
Peter
Owen
Paisley
Taylor
Zain
Hailey
89
Sam
Alexa
Jillian
Robert
Sophia
Paxton
Avery
Jackson
Natalie
Kevin
Garrett
Harrison
Anaya
Ellie
Alex
Emily
Chris

8:25 to 8:40
8:40 to 9:05
(25 minutes) Teacher will read If a bus could talk: The story of Rosa Parks By Faith Ringgold . As
teacher is reading this, students are writing in their journal details from the book that stood out to
them.
9:05 to 9:15
(10 minutes) Final fill out of class poster on Rosa Parks.
9:15 to 9:40
90
(25 minutes) Vocab Quiz
9:40 to 10:10
10:10 to 10:55
(45 minutes) Book Cover
Students will have the opportunity to make their own interpretation on the book they chose for
their reader’s theatre.
10:55 to 11:00
11:00 to 11:35
11:35 to 12:30
12:30 to 1:00
(30 minutes) Finish Timeline and Discussion
1:00 to 1:45
(45 minutes) Presentation of the Videos
Students will give 2 stars and a wish after every video. Each group will talk about why they
chose their specific scene and their thought process behind it.
1:45 to 1:55
(10 minutes) Groups will get together to do a group collaboration form.Teacher will be doing
participation points for this.
1:55 to 2:20
2:20 to 2:30
Week 3, Day 1
Goal: The goal of the first day of week 3 is to introduce Malcolm X and new vocabulary words
to the students. The students will start to become more familiar with terminology that represents
the time frame and the events during the civil rights movement. Students will also become more
familiar with the events by creating a timeline that focuses around Malcolm X’s life and
accomplishments.
Overview: The vocabulary words will be introduced to students after discussing who Malcolm
X is. The students will be given certain vocabulary words that represent civil rights movement.
They will then search for the definitions using different resources such as computers, textbooks,
readings, etc… Students will be writing the definitions in their journals. After the time is
91
completed for this assignment, we will come back together as a class and define each of the
words so they have the correct meaning. After completing the new vocabulary definitions, we
will be learning more in-depth about Malcolm X by watching a short youtube clip and watching
a powerpoint with images and descriptions of events in Malcolm’s life.
Materials:
● Vocabulary List
Muslim: a follower of the religion of Islam
Black nationalism: political thought that seeks to promote, develop, and maintain a black race
identity for people of black ancestry
Ku Klux Klan: white supremacist hate group who main targeted African Americans
Mecca: Islam’s holiest city and birthplace of Muhammad
Revile: Spread negative information about
Galvanize: to get people excited, to make them want to act
Pilgrimage: a journey to a holy place
Nation of Islam: An African-American political and religious movement, founded in 1930
● Computers
● Youtube clip
(https://english.colostate.edu/news/black-history-month-malcolm-x/)
Powerpoint (https://www.channelone.com/blog_post/black-history-month-lesson-plan-
malcolm-x/)
● Discussion questions that will be talked about as a whole class
How were Malcolm X’s views similar to those of MLK and how did they differ?
How did Malcolm X’s view of race relations change when he traveled to Mecca? How did
people react to his changed views?
If Malcolm X were alive today, what political or social movements do you think he would be
involved with? What methods do you think he’d use to fight for his cause?
(https://www.channelone.com/blog_post/black-history-month-lesson-plan-malcolm-x/)
Instructional Strategy: For the vocabulary, students can work together in pairs to find the
definitions and then we will come back as a class to create a discussion about the different
definitions. For the powerpoint, students will be answering the discussion questions as a class.
Assessment:
Participation
CLASS LIST: Did they complete vocabulary?
92
Allison
Peter
Owen
Paisley
Taylor
Zain
Hailey
Sam
Alexa
Jillian
Robert
Sophia
Paxton
Avery
Jackson
Natalie
Kevin
Garrett
Harrison
Anaya
Ellie
Alex
Emily
Chris
93
Day 1.
8:25 to 8:40
8:40 to 9:05
(25 minutes) Introduce Malcolm X by showing pictures of him and asking students who they
think he is. Start a discussion about what the week will include such as reading about his
accomplishments and his impact he had on the civil rights movement.
9:05 to 9:40
(35 minutes) Introduce new vocabulary words and their meanings. Have the students write down
words and their meanings in notebook.
9:40 to 10:10
(30 minutes) Show students 4 minute video on Malcolm X. Have them think-pair-share about
what his accomplishments. Come back as a class and have a discussion.
https://english.colostate.edu/news/black-history-month-malcolm-x/
10:10 to 10:55
(45 minutes) Show students the powerpoint of Malcolm X
https://www.channelone.com/blog_post/black-history-month-lesson-plan-malcolm-x/
Start discussion on comparing and contrasting Malcom X to MLK.
10:55 to 11:00
11:00 to 11:35
11:35 to 12:30
popular during the Civil Rights Movement.
12:35 to 12:40
(5 minutes) Transition from music to regular classroom
12:40 to 1:30
(50 minutes) Introduce timeline project of Malcolm X life. Have students start researching.
1:30 to 2:20
(50 minutes) Throughout the 3 week long unit, the teacher will be reading a chapter book aloud
to the class (A Dream of Freedom; The Civil Rights Movement from 1954 to 1968 by Diana
McWhorter). Students will listen and take notes in their reading notebooks to help them with the
final project due during the last week of the unit.
2:20 to 2:30
Week 3, Day 2
94
Goal: For day two of week three the students will complete a timeline of Malcolm X. The goal
of the timeline is for the students to explore major events of Malcolm X’s life. These events
should be ones that focus around Malcolm X and his impact on the civil rights movement.
Overview: This activity was introduced to students on Monday where they were given 50
minutes to research Malcolm X. Before researching, students would have a simple understanding
of who he is and some of his accomplishments from discussions and short video clips. This
activity is designed to have students dive deeper into his life and understand the sequence of
events that occurred during this time frame and how he influenced the civil rights movement.
Students will have multiple times throughout the day to work on this timeline for which they will
complete it with a partner, similar to the previous weeks timelines. After students take the
vocabulary quiz, they will be given 30 minutes to continue working on the timeline whether it be
continuing researching or starting to fill out the timeline. For this timeline, students must have a
mix of Malcolm X’s personal life and also his accomplishments. Students will learn more about
his personal life also during a read aloud of the book “Malcolm Little” by Illaysha Shabazz
which will be read aloud before the students continue their research. Similar to the previous
timelines, students will included with each event a sentence or two explaining the event they are
placing on the timeline. There will be a minimum requirement of 15 events to be placed on the
timeline. During the work time, the teacher will be walking around the class to check on groups,
and answer any questions that students may have.
Materials:
● 24 copies of a timeline template
● Chromebooks (1 per person)
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Instructional Strategy: Students will be working with a partner to complete the timeline
activity. This will allow students to collaborate and decide which 15 events are considered
important in Malcolm X’s life. Students will have access to a chromebook to complete this
activity. Each student in the pair will turn in their own paper for a participation grade.
Assessment:
Students will be given full participation points if they have turned in their timeline, and have
included the required 15 events on the timeline. If students do not have all 15 events on the
timeline, they will receive partial participation points for the activity.
CLASS LIST: Did they complete the timeline?

Allison
Peter
Owen
Paisley
Taylor
Zain
Hailey
Sam
Alexa
Jillian
Robert
Sophia
Paxton
Avery
Jackson
Natalie
Kevin
Garrett
Harrison
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Anaya
Ellie
Alex
Emily
Chris

Day 2:
8:25 to 8:40
8:40 to 9:05
(25 minutes) Vocabulary quiz from the words learned the day before
9:05 to 9:40
(35 minutes) Read aloud picture book “Malcolm Little” by Illaysha Shabazz. Review what we
learned from the previous day.
9:40 to 10:10
(30 minutes) Students continue their research on Malcolm X to complete timeline. The students
need to have at least 15 events that includes one or two sentences describing the event.
10:10 to 10:55
(45 minutes) Finish A Dream of Freedom; The Civil Rights Movement from 1954 to 1968 by
Diana McWhorter
10:55 to 11:00
11:00 to 11:35
11:35 to 12:30
12:35 to 12:40
12:40 to 1:30
(50 minutes) Students finish up their timeline of Malcolm X and display on classroom wall.
1:30 to 2:20
(50 minutes) Working in pairs, students will read a letter from Malcolm X and answer
discussion questions. This will be the introductory to the next activity which is a letter to
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Malcolm X. They will also fill out an exit slip that answers one question about what they
learned.
http://www.malcolm-x.org/docs/let_mart.htm
2:20 to 2:30
Week 3, Day 3
T&L Instructional Plan Template
(Updated 4/17/15)
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and
supporting students with the T&L (and edTPA) Instructional Plan. While there are many
variations of lesson plans, this format meets departmental requirements and is aligned with
the 2014 edTPA as well.
Teacher Candidate: Alicia Taylor, Antonia Benetti, Jessa Magbanua, & Juniper Kleinsmith
Date: November 30, 2019
Cooperating Teacher: Grade: 6th
School District: Pullman School: Franklin Elementary School
University Supervisor:
Unit/Subject: Civil Rights or Human Rights
Instructional Plan Title/Focus: A Letter to Malcolm X
a. Instructional Plan Purpose:Teacher candidates explain how this instructional

plan develops students’ conceptual understanding of overall content goals. This is
sometimes also called a “rationale” and includes a “what, why, how” general
statement (see also Central Focusin edTPA)
Additionally, explain where in a unit this lesson would be taught. What lesson topic
came prior to this one (yesterday) and what related lesson will come after this one
(tomorrow)?
- Students will be learning about Malcolm X, the impact he had on the Civil
Rights movement, and the influential and impactful actions that he took during
his lifetime. Students will be learning about him throughout the week, and
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developing an understanding of how and why he was influential. Students are
encouraged to ask questions, to be critical, and to develop beliefs and
opinions about what they are learning throughout the unit and the week. To
further encourage students to develop their own beliefs and opinions, not only
within this unit, but in life, and in other aspects of school, students will be
writing a letter to Malcolm X, as if they were living during his lifetime. The
letter will be written to respectfully thank Malcolm X for what he has done for
the Civil Rights movement. Students will then decide if they feel they agree
with Malcolm X’s philosophy, and if they agree with what Malcolm X is doing.
They will also offer suggestions, advice, and any other words that they would
have for Malcolm X during this time. The purpose of this activity is to
encourage students to create opinions about what they are learning. After
students write their letters, students will have the opportunity to read their
letters aloud to the class, and have a class discussion about how we form
opinions and perspectives. As teachers, we will be able to assess students’
understanding of Malcolm X’s influence on the Civil Rights movement.
Depending on the content of the letters that the class provides, the teachers
will be able to adjust lessons to fit areas of needed additional instruction.
2. State/National Learning Standards:Teacher candidates identify relevant grade

level concepts/content and align them to Content Standards—Common Core
Standards or Washington State EALRs, or National.
- CCSS.ELA-LITERACY.W.6.1: Write arguments to support claims with clear reasons
and relevant evidence.
- CCSS.ELA-LITERACY.W.6.1.B: Support claim(s) with clear reasons and relevant
evidence, using credible sources and demonstrating an understanding of the
topic or text.
- CCSS.ELA-LITERACY.W.6.1.D: Establish and maintain a formal style.
- CCSS.ELA-LITERACY.W.6.2.B: Develop the topic with relevant facts, definitions,
concrete details, quotations, or other information and examples.
3. Content Objectives (to be copied in Assessment Chart below) and alignment to

State Learning Standards:
● SWBAT use their knowledge, as well as classwork completed thus far to write a
formal letter to Malcolm X thanking him for his work in the civil rights movement.
Aligned standard:
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● SWBAT create an argument to support their claim about their beliefs about the
actions of Malcolm X within a letter that contains relevant details and evidence from
the time period of Malcolm X.
Aligned standard:
● SWBAT use credible sources to create an argument
Aligned standard:
- CCSS.ELA-LITERACY.W.6.1.B
● SWBAT write a letter to Malcolm X that demonstrates appropriate use of standard
English conventions.
Aligned standard:
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
● SWBAT write a letter to Malcolm X that uses unit-specific language and

vocabulary.
Aligned standard:
Acquire and use accurately grade-appropriate general academic and domain-

specific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
● SWBAT use standard conventions of capitalization, punctuation, and spelling

in their letter.
Aligned standard:
Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

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- Students will have watched a video about Malcolm X’s accomplishments,
have compared him and his accomplishments to those of MLK Jr., have read
a letter from Malcolm X during the time period, and have created a timeline of
his life and accomplishments. Students will have learned about what Malcolm
X did in his lifetime, why he believed and did the things that he did, and what
factors were influencing his actions and beliefs. Students will also have a
general understanding of the Civil Rights movement from 1954-1968 by this
time in the unit.
5. Planning forStudent Learning Needs(accommodations, student experiences, prior
- Students will have access to all of the worksheets, resources, and information
that we have received thus far in the unit. Students who need extra
assistance will be seated closer to the teacher so they can receive any
additional support that they will need. Students may use the Chrome Books
or their notebooks to write the letter, depending on their preference. Students
have acquired the skills and knowledge necessary to write a formal letter, and
organize their writing appropriately.

modifications for students with disabilities as stated in their IEPs. They may also
attach appropriate marking rubrics, criteria lists, expectations, answer keys, etc.
Consideration for multiple means of expression should occur here. That is, how will
teacher candidates allow for K-12 students to express their learning in different ways?
Will K-12 students be given some choice?
Content Objectives Assessment Strategies
SWBAT use their knowledge, as Formative: Letter to Malcolm X -

well as classwork completed thus
far to write a formal letter to This serves as evidence that students
understand the purpose and importance
Malcolm X thanking him for his
of writing a letter to someone if there is
work in the civil rights movement. ever a time that they share differing
opinions.
Letter will be graded via the rubric.
SWBAT create an argument to Formative: Letter to Malcolm X

support their claim about their
beliefs about the actions of This serves as evidence that students are
able to support an argument with details
Malcolm X within a letter that
and facts. This is important because
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contains relevant details and students will be required to do this in
evidence from the time period of other assignments across the unit as well
Malcolm X. as outside of the unit during the school
year.
SWBAT use credible sources to Formative: Letter to Malcolm X

create an argument
This serves as evidence that students are
able to find credible sources using their
resources, such as books in class and
they resources that they have received in
the unit thus far.

summative. Note: most assessment is considered formative when thinking about day-
to-day lessons. Summative is related to mastery. An exception might be having a
“formal” quiz mid-way in a unit to assure that students are on track with a certain degree
of proficiency. Should the quiz indicate students are not progressing, and adjustment of
timing in the instructional “unit” will be required.
g. StudentVoice: Student voice is a term used to describe students expressing their

understanding of their own learning process. For your lesson, respond to the three
required components of student voice and identify how students will reflect and/or
communicate on their learning or progress toward meeting the goals. (Use the
following table.)
Student-based evidence to Description of how
K-12 students will be able be collected (things students will reflect on
to: produced by students: their learning.
journals, exit slips, self-
assessments, work
samples, projects, papers,
etc.)
Students are expected to Students will use the

1. Explain student write a respectful letter to exit slip at the end of
learning targets and Malcolm X that follows the lesson to explain
what is required to standard English rules of what they feel they
meet them (including
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conventions, grammar, and learned, and whether
why they are important spelling. It is important that they feel the
to learn). by writing this letter students assignment was
will learn that their voices worthwhile. They may
and opinions are important also include any
and that their are ways that suggestions that they
they can voice their views have for the lesson, so
academically. as teachers we can
understand what can
be done better.
Students will be given a Students will reflect on

2. Monitor their own rubric that will help them to their learning from the
learning progress understand what is letter writing activity by
toward the learning expected of them in their completing the exit
targets using the tools final product of the letter. slip. Students can also
provided (checklists, Students can follow the use the rubric to reflect
rubrics, etc.). rubric as they are writing on their work because
their letter to ensure that they will be able to
they are following the understand the points
expectations and including they will receive for
all the necessary each component.
components in their final
product.
Students will be made Students will reflect on

3. Explain how to aware of the resources that their learning in this
access resources and are available to them in the portion of the unit by
additional support when classroom, such as Chrome completing an exit slip
needed (and how/why Books for research, as well at the end of this
those resources will as dictionaries and activity, that asks them
help them). encyclopedias. Students to reflect on their
will also be able to use the experience with writing
work that they have the letter, and how
completed thus far in the they chose the side
unit to help them finding that they did, as well
information to include in as why they chose to
their letters. Students may include the information
also use any handouts, that they did.
powerpoints, and notes that
have been given to
students in the Malcolm X
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portion of the unit.
h. Grouping of Students for Instruction: Describe why, how, and where in the
lesson students will be divided into groups, if applicable (e.g., "why" could be to
support language learners, for reciprocal teaching, and/or to use jigsaw, and "how"
might include random, ability-based, interest, social purposes, etc.). Recognize that
some lessons or parts of a lesson may call for grouped work or individualized work or
both.
- Students will be working individually at their desks for the entirety of this lesson.
Students who need additional writing support will sit near the front of the class, near
the teacher. Students will be assigned seats for each week. This will allow students
to have experience working with different students often, and to have the opportunity
to socialize with new people.
1. Introduction: Teacher candidates identify how they are going to introduce the
concept, skill or task in a way that gains students’ attention and gets them involved
(the lesson “hook”).
- “Hello students. So far in the unit we have learned a lot about Malcolm X and
the things that he did for our country and for civil rights during his lifetime. We
know that Malcolm X did a lot during his lifetime, and that he made a large
impact on the rights of African Americans in our country, but we all don’t have
to agree with everything that he did. Some of us will have differing opinions in
the unit about the way that he went about acting on his beliefs. In this unit,
and in life, it’s important that we recognize the impact and influence that these
figures had, while also developing our own beliefs and opinions about certain
aspects of the Civil Rights movement.
2. Questions: Questions teacher candidate will ask during the lesson that drive
thinking and learning and engagement (5 or more questions) and in parentheses,
indicate Bloom level and/or question type to ensure that you are posing questions
that push critical thinking and engagement (e.g. Analysis/Divergent)
- Using Bloom’s taxonomy we have created questions to prompt students to think about
specific things as they are beginning to write their letter. The questions will help to guide
their letters and the information that they include in the letter.
1. What would you argue is the most influential thing that Malcolm X did
in his lifetime?
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2. Tell Malcolm X what you believe to be the most impactful thing that
happened during his time period, and what you would have done in
reaction to it.
3. Apply your knowledge of the Civil Rights movement to explain why you
think that Malcolm X did the things that he did.
4. Discuss what you would do differently than Malcolm X. If you wouldn’t
do anything differently, explain why this is the case.
5. Recall a time you had a difficult decision to make. What did you have
to consider before you made the decision that you did? Consider what
played a role in the decisions that Malcolm X made.
3. Learning Activities: Describe what the teacher will do and say and students will
do during the lesson. Write it as a procedural set of steps in the left column of table
below. On the right, refer to a supporting learning theory or principle driving that
activity and/or your rationale for doing what you are doing.
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Prompts for right hand column—supporting theories/principles. In the right column,
use references from texts, research/peer reviewed journals, or other learning
theories to support your choice of activities. You might draw from your 301 and/or
your methods courses here.
o Connections between students’ own lives, experiences, cultures, interests and

the content.

processing)

above)
Learning Steps and Activities Supporting Theories/Principles

(Why are you doing what you are
doing?)
Example: Transition from introduction Supports multiple means of

by asking students to look at “inputs” engagement, and allowing students
and in pairs, create a list of additional to generate their own inputs from
community assets/contributions experience; is more culturally
(inputs) for social change diagram. responsive than teacher generated
Circulate around groups to observe ideas only.
students’ progress.
1. Introduce the lesson to students This part of the lesson provides

and explain the importance of students with multiple means of
letter writing and sharing your representation. Students will have
voice and opinions. Tell students accumulated a collection of
that today we will be writing a information about the Civil Rights
107
letter to Malcolm X that shares movement over the course of the
our opinions about the way he unit, and this week they have learned
went about his actions in the Civil specifically about Malcolm X.
Rights movement. Explain why Students decide how they want to
and how this activity is going to use the information and resources
be done. that they have collected.
2. Transition from introduction by This is the “why” behind the activity,

going over expectations and explaining to students the reasons
guidelines of the lesson. Explain why we are doing this activity. This is
to students that they are expected where students will ask questions
to be respectful and constructive about the assignment, and the
in their letter, and that it is not an teacher will reinforce the importance
opportunity to be critical, but a of the assignment.
time to offer advice, suggestions,
and support to Malcolm X.
3. Transition into independent Students will connect their own lives

writing time. Circle the room as and personal experiences with
students are working on rough human and civil rights to develop and
drafts and final drafts to check for justify their opinions and decisions
understanding and to offer any that they have made about the Civil
additional support that is needed. Rights movement and Malcolm X.
This is a culturally responsive activity
in which students are encouraged to
relate the movement to their own
experiences in their culture. Students
generate their own ideas and
opinions independent from those of
the teacher and the rest of their
classmates.
4. Check to make sure that students This portion of the lesson is supported
are done with their writing, and by the constructivism learning theory
transition into read-aloud of letters because students are being asked to
and class discussion of the choices activate their prior knowledge of the
that each student made, and how subject of Malcolm X, which is all that
they feel about the Civil Rights they have learned thus far during the
movement as a whole, based on week. They then are developing their
the information that they have own ideas and views on the subject,
gained so far in this unit. as they pertain to Malcolm X and his
movement. By hearing the letters that
their classmates wrote, students will
108
learn the ways that opinions and
beliefs manifest in other people, and
what influences what people believe.
2. Closure: Closure is the signal to students that the lesson is now coming to an end.
In closure, teachers review the learning targets (what was taught) for the day and
refocus on what is important.
- “Great job writing your letters today, and thank you so much for having the courage
to share your experiences and opinions in front of the class. We learned that there is
a constructive way to disagree or agree with the things that someone is doing, and I
saw that through hearing what you wrote today. We can use the skills of writing a
letter in so many other parts of our lives, when we face an issue that we are
passionate about.”
content and demonstrate understanding in a new and different context (perhaps
even outside of the classroom). Include possible family interaction(identify at least
one way in which you might involve students’ families in this instructional plan.)
- Students are encouraged to share their letters with their families. This will give
students the opportunity to discuss these topics with their families, as well as have a
civil discussion about any disagreements that they might have. Students are
encouraged to continue writing letters in any situation in which they feel the need to
share their opinion and their thoughts about something that they are passionate, or
something that is controversial.
4. Instructional Materials, Resources, and Technology: Attach a copy of ALL

materials the teacher and students will use during the lesson; e.g., handouts,
worksheets, multi-media tools, and any assessment materials utilized.
Letter writing exit slip:
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Letter writing rubric:
Rubric: https://web.troy.k12.oh.us/~boe/PDF/CI/Rubrics/Writing-6-F.pdf

8:25 to 8:40
8:40 to 9:05
(25 minutes) Watch short clips on Malcolm X and MLK that compares and contrasts. Students
will fill out compare and contrast worksheet while they watch.
https://www.youtube.com/watch?v=b__lO8lN1Yg
https://www.youtube.com/watch?v=h4PqLKWuwyU
9:05 to 9:40
(35 minutes) Students discuss their compare and contrast worksheets.
9:40 to 10:10
(30 minutes) Have a discussion about the letter the students read yesterday from Malcolm X to
MLK.
10:10 to 10:55
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(45 minutes) Students start their draft of letter activity. The rough draft will thank him for what
he has done for the Civil Rights movement. Students will then decide if they feel they agree with
Malcolm X’s philosophy, and if they agree with what Malcolm X is doing. They will also offer
suggestions, advice, and any other words that they would have for Malcolm X during this time.
10:55 to 11:00
11:00 to 11:35
11:35 to 12:30
12:35 to 12:40
(5 minutes) Transition from music class to regular class
12:40 to 1:30
(50 minutes) Students start their final draft of letter to Malcolm X
1:30 to 2:20
(50 minutes) Start Malcolm X movie
2:20 to 2:30
Week 3, Day 4
Goal: The goal of this lesson is to test students on their comprehension of civil rights movement
from the past 3 weeks. We want the students to show their understanding of what lead to the civil
rights movement, what events took place during the movement, and how MLK, Rosa Parks and
Malcolm X had an impact on the movement. We want the students to show their understanding
of the time period and how each of the activists impacted the movement.
Overview: On day four of this week, students will start their final project. This project will
include a timeline that consists of 30 different events with 10 events being from each activist.
Students will then work on their reflection piece where they will look back at the list of things
they knew/wanted to know about from the time period and write a paper about what they
learned, and their opinions on the events that occurred during the movement. This part of the
project will be done individually.
Materials:
● 12 poster papers
● Directions for the reflection paper
● Rubric for the paper
● Rubric for poster
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Reflection Paper
Civil Rights Movement through MLK, Rosa Parks, and Malcolm X
For this reflection paper, make sure to include the following:
1. At least 1 significant event from each activist in detail.

2. Use evidence from “A dream of freedom; the Civil Rights Movement from 1954 to 1968”
by Diane McWhorter in your explanation
3. Your opinion on the significant events you choose to talk about
4. How those events make you feel
5. How those events shaped our world today.
6. Uses at least three sources
This paper needs to be at least 2 pages long and written in APA format.
Instructional Strategy: The reflection paper will be done independently where students will be
working both in class and at home. They will be expected to have 2 pages completed by Friday
at the end of the day.
Assessment: Rubric for reflection paper

Skills 5 4 3 2 1
Depth of Demonstrates a Demonstrates a Demonstrates a Demonstrates a Demonstrates

reflection conscious and thoughtful basic limited little to no
thorough understanding understanding understanding understanding
understanding of subject of subject of subject of the subject
of subject matter matter matter. matter.
Reflection Reflection
needs revision needs revision
Use of Uses specific Uses relevant Uses examples Use incomplete No examples
textual and convincing examples from from the text to or vaguely from the text
evidence examples from the texts support most developed are used and
the texts studied to claims in your examples to claims made in
studied to support claims writing with only partially your own
support claims in your own some support claims writing are
in your own writing, connections with no unsupported
writing, making made between connections and irrelevant
making applicable texts made between to the topic at
insightful and connections texts. hand
applicable between texts
connections
between texts.
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Language Use language Use language Use basic but Use language Use language
Use that is precise that is fluent appropriate that is vague or that is
and engaging, and original language, with imprecise for unsuitable for
with notable with a sense of a basic sense of the audience or the audience
sense of voice voice voice, some purpose, with and purpose,
awareness of awareness of awareness of little sense of with little or no
audience and audience and audience and voice, and awareness of
purpose and purpose, and purpose and limited sentence
varied sentence the ability to some attempt awareness of structure.
structures. vary sentence to vary how to vary
structure. sentence sentence
structure structure
Conventions Demonstrate Demonstrate Demonstrate Demonstrate Demonstrates

control of the control of the partial control limited control little or no
conventions convention, of the of the control of the
with exhibiting conventions, conventions, conventions,
essentially no occasional exhibing exhibiting making
errors, even errors only occasional frequent errors comprehension
with when using errors that do that make almost
sophisticated sophisticated not hinder comprehension impossible.
language language comprehension difficult
3 2 1
Accuracy Information included Most information Most of the

on the timeline is included is accurate information provided
accurate and in detail. and some detail is is incorrect with no
provided, detail to support
claims.
Organization All information is Some information on Most information on

organized in a legible the timeline is the timeline is
fashion. It is easy to unorganized. There is unorganized and it is
know where the an obvious start and hard to tell when it
timeline starts and finish, but it is hard to starts and ends.
ends, and which know which event
events go in which comes first.
place.
Presentation Timeline looks Timeline looks a little Timeline is

professional and unorganized, and is completely
organized. Easy to hard to read. unorganized and is not
read. legible.
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8:25 to 8:40
8:40 to 9:05
(25 minutes) Students get out all their work they have done for the past three weeks and with a
partner, discuss three of the most interesting/most important things they have learned about the
civil rights movement.
9:05 to 10:10
(65 minutes) Students will start the final project of the unit which is a timeline that consists of at
least 30 different events that occured between through all three activists lives. They will work in
pairs. The timeline should include pictures and 1 to 2 sentences that explain the event.
10:10 to 10:55
(45 minutes) Introduce the written piece of the final project. This activity will be a reflection
that will have students look back at the list of things they knew/wanted to know about the time
period, and write a reflective paper about what they learned, and their opinions on the events that
occurred during the movement. The reflection piece will be done individually.
10:55 to 11:00
11:00 to 11:35
11:35 to 12:30
12:35 to 12:40
12:40 to 1:30
(50 minutes) Students will continue to work on their timelines.
1:30 to 2:20
(50 minutes) Malcolm X movie
2:20 to 2:30
(10 minutes) Students will do their classroom jobs and pack up for dismissal
Week 3, Day 5
Goal: The goal for this lesson is for students to think artistically about the civil rights movement.
We want the students to think of words and images that represent the time frame and of what the
movement means to them.
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Overview: The students will create a collage that represents the civil rights movement. They
should show their understanding of the events and of activists of the civil rights movement by
finding words and images that represent the time frame. Students will work individually on this
project and will be completed in class. Once students finish their artistic response, then the
posters will be hung outside the classroom.
Materials:
● Magazines
● Poster paper
● tape/glue
Instructional Strategy:
For this project, the instructor will explain the directions to the class as a whole. The students
will then be able to pick from piles of old magazines to search for words and images that
represent the movement. The instructor will be walking around and observing the students to
make sure they are on task and progressively working.
Assessment:
For this project, students will be graded by their participation.
CLASS LIST: Did they complete the collage?

Allison
Peter
Owen
Paisley
Taylor
Zain
Hailey
Sam
Alexa
Jillian
Robert
Sophia
116
Paxton
Avery
Jackson
Natalie
Kevin
Garrett
Harrison
Anaya
Ellie
Alex
Emily
Chris

8:25 to 8:40
8:40 to 9:40
(60 minutes) Introduce artistic response project. Students will create a collage where they cut
out images and words from magazines that represent the civil rights movement, focusing on the
three activists that were talked about through the past three weeks. This project will be done on
poster boards and then hung up outside the classroom.
9:40 to 10:10
(30 minute) Students will share their artistic responses with the class
10:10 to 10:55
(45 minutes) Students will continue to work on their reflection paper and timeline.
10:55 to 11:00
11:00 to 11:35
11:35 to 12:30
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12:35 to 12:40
(5 minutes) Transition from music to regular class
12:40 to 1:30
(50 minutes) Time where students can finish their timeline and/or reflection
1:30 to 2:20
(50 minutes) Finish Malcolm X movie
2:20 to 2:30
(10 minutes) Students will complete their exit slip and do their classroom jobs and pack up for
dismissal
References:
2018 Educational Technology Standards . (n.d.). Retrieved from https://www.k12.wa.us/student-

success/resources-subject-area/edtech-k–12-learning-standards/2018-educational-technology-
standards.
This website was used to find media and technology standards in Washington for 6th graders.
118
A Lesson Plan for Martin Luther King, Jr. Day. (n.d.). Retrieved from
https://www.channelone.com/blog_post/a-lesson-plan-for-martin-luther-king-jr-day/.
This website was used for a lesson plan for Martin Luther King Jr.
Arts K-12 Learning Standards . (n.d.). Retrieved from https://www.k12.wa.us/student-

success/resources-subject-area/arts/arts-k–12-learning-standards.
This website was used to find art and music standards for 6th graders in Washington.
Biography. (2010, Jan. 8). Martin Luther King, Jr. – Minister & Civil Rights Activist |Mini Bio|
BIO. https://www.youtube.com/watch?v=3ank52Zi_S0
This video will be used to introduce who Martin Luther King Jr. was to the class through a mini
bio.
Black History Month Lesson Plan: Malcolm X. (n.d.). Retrieved from

https://www.channelone.com/blog_post/black-history-month-lesson-plan-malcolm-x/.
This website was used for a lesson plan for Malcolm X.
CrashCourse. (2013, Nov. 21). Civil Rights and the 1950s: Crash Course US History #39.
https://www.youtube.com/watch?v=S64zRnnn4Po&t=360s
This video will be used during week 1 to introduce the time period to the class.
CrashCourse. (2013, Dec. 6). The 1960s in America: Crash Course US History #40.
https://www.youtube.com/watch?v=lkXFb1sMa38
This video will be used during week 1 to introduce the time period to the class.
English Language Arts Standards " Reading: Literature " Grade 6. (n.d.). Retrieved from
http://www.corestandards.org/ELA-Literacy/RL/6/.
This website was used to find reading standards for 6th grade.
English Language Arts Standards " Speaking & Listening " Grade 6. (n.d.). Retrieved from
http://www.corestandards.org/ELA-Literacy/SL/6/.
This website was used to find the standards for 6th graders regarding speaking and listening.
English Language Arts Standards " Writing " Grade 6. (n.d.). Retrieved from
http://www.corestandards.org/ELA-Literacy/W/6/.
This website was used to find writing standards for 6th graders.
Malcolm X - Civil Rights Activist . (2012). Retrieved from https://youtu.be/9a3hT8f6Kkk
We chose this video but it a short, yet informational video about the life of Malcolm X, and
provides students with more information about Malcolm X.
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Malcolm X Official Trailer . (2014). Retrieved from https://youtu.be/sx4sEvhYeVE
We chose to show the movie, Malcolm X because it is an opportunity to watch Malcolm X’s
life during the Civil Rights movement. This is an educational opportunity yet is entertaining.
Martin Luther King and Malcolm X compared. (2019). Retrieved from

https://www.youtube.com/watch?v=b__lO8lN1Yg
We chose this video because it offers a different perspective on the Civil Rights movement, and
connects the lives and actions of two leaders who were influential in the Civil Rights
movement.
Martin Luther King Story . (1994). Retrieved from https://www.youtube.com/watch?
v=cUNzUHlPqSY&t=280s
We chose this movie because we believe it tells an accurate story of the life of Martin Luther
King Jr. and allows students to see his life from a new perspective.
RARE FACTS. (2017, Nov. 7). I have a dream speech by Martin Luther King. JR HD
(subtitled). https://www.youtube.com/watch?v=vP4iY1TtS3s&t=2s
This video will be used to show the class, the famous “I Have a Dream” Speech from Martin
Luther King Jr. at the Washington Monument.
Rosa Parks for Kids! (2015). Retrieved from https://youtu.be/B4AurGX5vGs

This video was chosen because it’s educational, yet entertaining in informing students about the
life of Rosa parks, and will keep students engaged.
Standards Grades 6-8. (n.d.). Retrieved from https://www.k12.wa.us/student-success/resources-

subject-area/social-studies/learning-standards.
This website was used to find the standards for social studies in 6th grade in Washington.
Troy City Schools. Friendly letter writing rubric [PDF File]. Retrieved from
https://web.troy.k12.oh.us/~boe/PDF/CI/Rubrics/Writing-6-F.pdf.
Reflections:
Alicia:
This thematic unit has cause we a lot of different emotions. I was stressed, anxious,
excited, happy, and feeling accomplished all at once. I knew from the beginning that this was
going to be a beneficial project, but I did not expect it to take so long. My group was pretty good
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about meeting together outside of class to work on things, as well as working individually over
Thanksgiving break. When had discussed previously about different topics to have as our central
theme, but we all felt that Civil Rights Movement would be an interesting one that would be easy
to come up with different lessons and activities. Once we figured out what our theme was going
to be, we started bouncing ideas off of each other about how we wanted to structure the unit
between the three weeks; we finally agreed on focusing on a different activist each week of the
unit. We wanted to pick activists that a lot of the students may have already heard of, and some
that students might not have heard of, or don’t know a lot about. We decided to choose two that
were popular and well-known (MLK and Rosa Parks), and one that would most likely be a new
introduction to the students (Malcolm X). I think the most fun part of this assignment was
coming up with different activities to fill the fifteen days. Once we got started, ideas kept
flowing and we ended up having a long list of different lesson ideas. I also enjoyed creating all
of my own worksheets and rubrics. I had some practice making rubrics in the assessment course
from Block I, but that was the extent. I enjoyed being able to get more practice in making rubrics
for different subjects, as well as making different types of worksheets on my own. Throughout
this entire process, we did have a couple trials and tribulations as well. We had a really hard time
with figuring out how we were going to format our unit plans. Most of the work that we did was
over Thanksgiving break, so we did a lot of communicating over text. There was a little bit of
miscommunication between all of us, but once we figured everything out, we all worked well
together. This project has taught me a lot about myself and my work ethic. I don’t think I have
ever stressed and consistently worked on a project this hard in my entire life.
The entire thematic unit is centered around a central theme. Our theme was the Civil
Rights Movement from 1954 to 1968. It is important for our students to have a deeper
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understanding of the content surrounding the movement has truly shaped our nation into the
society that we have today. Even though our world is still dealing with acts of hate against other
races, in my opinion, it is not as bad as it was during the 1950s and 60s. The Civil Rights
movement is important for students to know because it led to a greater social and economic
mobility for African Americans across the U.S. With the help of many activists, racial
discriminations and segregation were eventually outlawed, which produced many great
opportunities for not only African Americans, but women. With some subjects that students learn
in school, they easily forget the information they learned in school once the unit is over. We
wanted to produce a unit that allowed students to keep all their and be able to use it in the future,
not only in school, but in the real world. While creating this unit plan, it was a little harder than I
thought to make some sort of accommodations for our students and their learning needs. In our
special education class, we learned a lot about disabilities, but not necessarily a lot about
accommodating our students. But, after much discussion with my group members, we found
ways to structure our lessons so that every type of learner is accommodated. We wanted to have
different ways of presenting the information to the students; we included lot of videos (with
subtitles), speeches, reader’s theatre, powerpoint presentations, artistic responses, etc. If we have
any students who need accommodations or modifications, those can be done to align with their
504 plan or IEP. We wanted our unit to follow the UDL principle pretty close because we feel
that it is important for all students to have an equal opportunity to learn.
In terms of making time to re-teach concepts, we have allowed for a lot of extra work
time throughout the day for students. During individual work time, students who are struggling,
will be pulled aside to work one-on-one with the teacher on understanding concepts. If more than
a handful of students are in need of help, that extra work time can be dedicated to going over a
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lesson one more time so students are gaining extra instruction on something they might be
confused about. Our main goal to try and ensure that we do not have to go back to re-teach
anything, is to be thorough in all of our explanations and presentations to the class. It would be
helpful to allow as much time as possible for questions from the class. If need be, our schedule
can easily be fixed to add in more instruction time for different lessons.
Something that I understand more about teaching now, than I did before the thematic unit
is that a lot of different components go into making a whole unit plan. When thinking about
lesson planning, you need to think about making accommodations for students, making sure the
assignments align with standards, alternate lesson plans if your plan A doesn’t work out, how
you want to grade the assignments, how you want to present the info to the class, if it is
considered appropriate, etc. Doing that for 15 days was a little exhausting not going to lie. There
are so many different components that go into making one lesson plan that is going to last maybe
45 minutes. But, this was really good practice for me for when I have my own classroom in the
near future. While this assignment certainly was hard, it was very beneficial for me. I can easily
use this unit plan in a future classroom. I want to teach upper elementary school so this lesson
will be easy to change to align with any upper grade level.
Antonia:
Reflection
Thematic Unit
From this project I learned that the definition of literacy is a broad one that can be taken
in many directions and used for multiple purposes. When teaching literacy, teachers are able to
create an endless amount of ideas for lessons that engage and interest their students so they are
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able to learn at their best of their abilities. This project taught me that literacy can be used
throughout everyday despite the lesson or subject. For example we incorporate this unit to music
class where students will be singing and listening to music from the civil rights movement that
represent events that occurred.
With a deep understanding of content knowledge then the better I will be at teaching. The
way I think of it is that the more I know than the more I can teach! A deep understanding of
content knowledge on a subject can change the difference in how much students learn. In order
for students to understand the lesson, then the teacher does also. The more we know on a topic
then the more we can help them deepen their own understanding. Going off of that, in order for
students to be able to learn, we have to create accommodations that allow them the full access of
a lesson that they deserve. Not all students learn the same and because of that, we created
accommodations that will help them succeed. Examples of this include typing instead of
handwriting, watching movies with subtitles for ELL students or students of hard of hearing,
listening to audio books, creating visuals such as PowerPoints and much more other
accommodations.
To ensure that I have the opportunity to reteach if need be, I created work time
throughout each day. These times are designed to give students time to complete activities but
they may also be used to go over any questions or concerns the students have. Having this time
in the schedule gives students reassurance that we will retouch on anything that might have been
confused about in the lesson.
One thing that I learned from this lesson is how thoughtful you have to be when creating
lessons and the amount of time you want to dedicate towards each lesson. Creating the daily
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schedule taught me how to find the right amount of time for different types of assignments. I
learned that we have to create time for students to not only learn a lesson but also to ask
questions and have time for other subjects. I also learned that teaching is a group effort. We can’t
do it alone and by using other resources, we can accomplish a lot more. I could use this unit as a
resource for teaching about the civil rights movement. We have a list of picture books that would
be great to use for grades other than 6th! I may also use this thematic unit as a guideline for
creating my own lesson plans. I know my future lesson plans will not be as in depth as this unit
but it will work as a way to guide ideas.
Jessa:
This thematic unit journey I embarked on with my fellow classmates was not short in stress and
possibly some metal breakdowns. Mostly on my part, but wow was it educational. Figuring out a
theme for our thematic unit seemed to be difficult because we wanted to make sure we picked
something we felt like would give students a deeper understanding of not only themselves, but
for their peers. So we thought about basing our unit around black history month and naturally we
went for the civil rights movement. Having a deep understanding of content knowledge was
important, because it made the planning in terms of figuring out what activities would work best
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for each week easier. We still struggled, but having that background knowledge and reading
various of books in class on civil rights really helped us. I truly believe that our understanding on
our topic heavily contributes to helping our students bridge their knowledge on the concepts and
skills we’re introducing in our unit. I feel like as a teacher, I want to be able to teach my students
things that they can use in the real world and possibly allow them to reflect on the type of person
they want to be. I believe that I can only succeed in this, if I myself, understand what my goals
are in presenting this unit in my classroom.
Through this process, I really challenged myself to think outside of the box and do activities that
I didn’t really see myself doing in my own classroom. I think that if this semester taught me
anything is that art and having different types of fun projects will get students motivated to learn.
I never really saw myself as someone who would only use one teaching strategies, but I do think
that I wasn’t so open to finding new strategies to use in my lessons. I think that’s what changed
the most about my understanding of coming up with this unit. I had so much fun looking at
different strategies from the strategies book, that I found myself changing them out depending on
what I wanted the flow of the week to be. I definitely learned how to tap into my inner Barb, by
figuring out different activities that would benefit everyone and could easily be modified for
those who need accommodations. I found that to be a challenge as well. I wanted to make sure
that the lessons I was planning on doing would challenges the students who were on all
spectrums of learning. For example, for the reader’s theatre, I felt that it would be challenging
even for the brightest of students to tap into a character they have never known. At the same
time, I made sure that the outline/organizer and the draft worksheet were easy to understand for
students who were ELL. I also made sure that I dedicated 30 minutes to have group check-ins
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that way I can easily check-in with the students who need it, as well as, time to do any
clarifications on what they may not have gotten or understand fully.
Doing the thematic unit definitely proved to be one of the most challenging things I had to do
this semester, but it was a good challenge. I definitely learned that there’s more that goes into a
unit than just a few worksheets and assessments. It’s well thought through and everything needs
to be placed with a purpose or else it won’t make sense. I didn’t understand this fully in Dustin’s
class, but now I do. I also didn’t realize how much goes into thinking about the parent’s role into
the lessons. We often talk about parents being present or active in the child’s education, but I
never really thought about the extent to it. I really enjoyed making the newsletter. That was
pretty fun, especially because I looked at it in a parent’s view. “What type of letter would I want
to get from Elena’s teacher?”
I definitely think I can use this thematic unit in my classroom on the future. My teammates and I
worked diligently to make this cohesive and teachable as possible. It would be so much fun
doing it in the classroom with some modifications to fit my classroom and the students in it.
Outside of this theme, I will definitely be taking away the structure and the ability to think on my
toes of what I would do if something were to come up. I like knowing that lessons and activities
are not set in stone and I got that the most making this lesson. It was a great experience. An
emotional experience, but a great one.
Juniper:
Completing the thematic unit has been a new and very interesting process for me. I have been
able to explore a lot of aspects of planning for teaching that I haven’t gotten the opportunity to
explore this deeply in any other class. Not only have I learned about the work and planning that
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it takes to create a thematic unit, but I have learned a lot about myself through the process.
Through this process, I have learned that I really care about teaching, and that this is something
that I am passionate about. Though this is hard, time consuming work, that may be frustrating at
times, it is worthwhile in ensuring that students are getting instruction that is effective,
meaningful, and interesting for students. My main goal as a teacher is to make sure that students
know that the work that they are doing is going to benefit them. We have purposefully included a
variety of different kinds of assignments that allow our students to experience different types of
activities, such as videos, timeline activities, artistic activities, oral presentations, and creative
responses. A triumph for me in this project has been my ability to organize my thoughts and
ideas about the lessons included in the unit thoroughly, and translate them into writing, ensuring
that all ideas connect. This has been a struggle for me in the past, to make sure that everything
connects correctly, and I feel that it was an area of success for me in this project, since I have
gotten so much practice doing so throughout the course of the semester. A struggle for me,
however, has been trying to make sure that no activities repeat themselves, and that all activities
are created to be worthwhile, and that they all have meaning and a place within the unit. This
was difficult for me since I have only ever planned lessons for days at a time, whereas this has
required us to plan for three weeks of instruction, so it requires more lessons, which in turn,
required that we input a wide variety of types of lessons, so students remain engaged.
I think that it is important that students have a deep understanding of content because if
students get meaningful and in-depth instruction about a specific area, they will be able to apply
it to other content areas, as they continue throughout their years in school. I also feel that
students diving deep into the content of the Civil Rights movement, will keep them engaged and
interested in learning more about the time-period, even after the unit has ended. A deep
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understanding of content knowledge is important to me, because I want to make sure that
students are going to get the most out of the instruction. Ensuring that I have done my best to
create lessons that go deeper than surface level, such as activities that include self-reflection,
artistic expressions, and meaningful class and small-group discussions, will allow students to get
the most out of the content that is being taught.
By creating this thematic unit, I have learned that accommodations and learning needs go
deeper than just accommodating learning disabilities. Learning needs can range from students
have a learning disability, being below the grade level in a subject, or having a preferred learning
style, such as being a hands-on learner, an auditory learner, or a visual learner. Students learn in
different ways, and thrive in a variety of settings, and no student is the same. It’s very important
to address these differences whenever possible, and celebrate these differences through providing
diverse types of classwork that can accommodate and appeal to different learners. Students with
different learning needs can all meet the same goals, if they are presented with material that
supports their needs, and this is something that has become very evident to me throughout the
process of developing this thematic unit. Some of the things we have done to make learning
accessible to all students is creating different types of learning experiences for students. We have
minimized the amount of written work, such as essays, and instead, have included timeline
activities, presentations, and spoken discussions, as well as many other activities, so students can
be actively learning throughout the unit. We have also accommodated learning needs by creating
accommodations such as extra support from the teacher during writing activities, captions on
videos, and speech to text accommodations for writing and reading activities. We have included
these accommodations to allow all students to have the same learning opportunities and
experiences. Students have been given several periods of work time to finish up various projects
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throughout the unit. This is time that can also be used for re-teaching or to help struggling
students to get caught up on the material. During work time, small groups may need further
instruction or support, as well as the whole class or individual students.
Before completing the lesson plan, I knew that planning instruction is a timely activity
that takes thought and care. By doing this activity, however, I learned just how careful you need
to be when planning activities. To make sure that students are getting the most out of the
instruction, it is important that all activities connect to each other, and that everything feels
worthwhile to students. This is why we tried our best to include activities that all students would
enjoy, and would be able to participate in. Putting so much thought into this project, and creating
a finished product, has been very rewarding. Knowing that this project could be used in a
classroom in the future was a large motivator in doing this work to the best of my ability, and
making sure that I included activities that I could actually see my students wanting to do.
Because I want to teach 3rdgrade, I would consider using this thematic unit in my classroom, after
making some modifications to it. I might consider using some of the activities such as timeline
activities as class work, instead of individual work. Some of the videos that we have included for
6thgrade students may not be appropriate for all 3rdgrade viewers, so modifications to the videos
shown during the unit would also have to be made. Aside from those modifications, this unit
would be great to use in our classrooms in the future.
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Final Thematic Unit

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Final Thematic Unit

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Thematic Unit: Civil Rights vs.

Thematic Unit Plan

Speaking and Listening:

Speaking & Listening

Media and Technology

A Place to Land written by Barry Wittenstein and illustrated by Jerry Pinkney

Day 1: Day 2: Day 3: Day 4: Day 5:

Day 6: Day 7: Day 8: Day 9: Day 10:

- Exit slip/ journal - Exit slip/journal - Exit slip/journal

CLASS LIST: Did they complete the timeline?

Other Daily Activities:

Example graphic organizer:

Organization Student clearly Opinion is a little Opinion is not stated

Accuracy Information Information Information

CLASS LIST: Did they complete the graphic organizer?

Other Daily Activities:

“I Have a Dream” Speech Remake

o Speech must be original (I will be checking!!)

o What does freedom look like?

o What does it mean to you?

o How is your world better because of freedom?

o Speech must be 5 minutes or less.

o Information included will be accurate.

This speech will be worth 80 points.

Accuracy Information Information Information No signs of

Creativity Presentation was Presentation was Presentation was Presentation was

Oral Student spoke Student spoke Student spoke Student spoke

Grammar & All written Written Written Written

Other Daily Activities:

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:Teacher candidates explain how this instructional plan

2. State/National Learning Standards:Teacher candidates identify relevant grade level

Aligned standard: CCSS.ELA-LITERACY.RL.6.1

Aligned standard:CCSS.ELA-LITERACY.RL.6.2 Determine a theme or central

Aligned standard: CCSS.ELA-LITERACY.RL.6.6

Aligned standard: CCSS.ELA-LITERACY.RL.6.7

Aligned standard: CCSS.ELA-LITERACY.SL.6.6

4. Previous Learning Experiences: Teacher candidates should explain what students

5. Planning for Student Learning Needs(accommodations, student experiences, prior

f. Assessment Strategies(Informal or formal) (Formative or Summative)

Content/Language Assessment Strategies

SWBAT support Figure 1.0 & Figure 2.0 (Formative)

SWBAT understand Figure 2.0, 2.1, 2.2

(Add rows as needed)

● Inference · Students will have questions that will

● Martin’s · Students will reflect on what they

Section 2: Instruction and Engaging Students in Learning

Can someone tell me what that “predicting” process is called? (Knowledge)

o Theoretical support for learning activities (e.g. Culturally responsive strategy, or

o Multiple means of engagement for the K-12 students (UDL principle)

o Multiple means of expression of learning by the K-12 students (UDL principle)

o Accommodations and modifications for students with diverse needs, including

Learning Steps and Activities Supporting

Example: Transition from introduction by asking students Supports multiple means

4. Instructional Materials, Resources, and Technology: Attach a copy of ALL materials

(Figure 1.0) Inference Worksheet Practice

(Figure 2.2) Journal Entry

5. Acknowledgements: Acknowledge your sources

Common Core Standards (2011)

Other Daily Activities:

Name: _______________________________ Date: _____________

Create a sentence for each of the words listed above.

Name: __ANSWER KEY__________________ Date: _____________

Name: ___________________ Date: _

Name: ANSWER KEY____ Date: _

Name: ______________ Date:

Name: ______________ Date: