Stetson University Department of Education Daily Lesson Plan

Name: Jasmine Santiago Date: 2/27/2020 Time: 25 mins Lesson #: 1

Big Idea/Topic: Civil Rights Movement Grade/ Subject: 4th Grade SS / TECH
CPALMS/ Resource link: https://www.cpalms.org/Public/PreviewStandard/Preview/3017
Lesson Structure: Collaborative Groups
Standards: (CCSS/NGSSS)
SS.4.A.8.1
Identify Florida's role in the Civil Rights Movement.

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

Students will be able to…
 Research and discuss significant historical figures and events of the civil rights movement
 Sequence these significant events into a timeline

Language Objective(s): (Must include language skill/domain and function, may contain grammar, where
appropriate)

Key Vocabulary (academic/content-defined in kid friendly terms) Instructional

Segregation: an attempt to separate and isolate races in every area of Materials/Resources/Technology
life and achieve supremacy (include hyperlinks to videos & websites)
Supreme: authority or power
Scholastic Timeline
Copy Paper
Markers/Crayons
Computers/Laptops

Resource:
https://www.scholastic.com/teachers/lesso
n-plans/teaching-content/journey-civil-
rights/

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy http://www.enchantedlearning.com/graphic
http://www.edpsycinteractive.org/topics/cognition/bloom.html organizers/

Analyze
Students will analyze articles about their assigned events in the civil
rights movement.
Timeline of Walt Disney
Design
Students will design a timeline in order to put context into the
movement.

Lesson Portions: Pacin ESOL Support

 How will you introduce the lesson, assess or activate g For each level EL at each instructional
prior knowledge, motivate students to learn? step. (Add additional rows with Tab)
 How will the lesson develop or proceed? What steps
will you follow? What are the students expected to
do?
 Highlight differentiated strategies.
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Stetson University Department of Education Daily Lesson Plan

 Underline higher order/high quality questions in

lesson.
Introduction/Building Background: (Link to Prior B:
Knowledge) I: Write civil rights movement on the
On Tuesday we started talking about the Civil Rights 2 min. board.
movement. The Civil Rights Movement is a movement for A:
change, or a demand for change and it is supported by many
people. Black people in the 1960s were being mistreated due
to their race and we are going to create a timeline today and
tomorrow about the specific events that occur in the
movement.
Instructional Steps: B:
Step 1: 7 min. I: Have student repeat the word
Does anyone know what the civil rights movement is? Why segregation and supremacy
was it created? A:
Write the word "segregation" on the board. Have the class
say and spell the word. Explain that "segregation" means an
attempt to separate and isolate races in every area of life and
achieve supremacy. 

Next, write the word "supremacy" under the definition for

segregation and explain that it means supreme authority or
power. Like the supreme court has the most authority or
power over state courts.

Example Scenario:
Imagine that you and a friend have planned a special
Saturday afternoon at your favorite video arcade. As you
arrive at the entrance, you are told that only children who
have brown hair and brown eyes are allowed inside. You
happen to have black hair and brown eyes; therefore, you
cannot play inside. This would be considered segregation:
someone is separating you and keeping you from doing what
you would like to do because of something different like the
color of your hair and eyes. How would you feel? Ask
students if they have any other examples to share.

HOTS
Based on what we just learned about segregation, how do
you think that relates to the civil rights movement?
How do you think the Black people in America responded to
segregation?

Step: 2 I: Use the timeline to model and show an

Explain to students that today they will begin to research 5 min. example as you are explaining.
important facts and people associated with the civil rights
movement. They will work together to create a civil rights
movement timeline after researching specific events in small
groups. 

Show an example of a timeline on the board. Point out the

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Stetson University Department of Education Daily Lesson Plan

dates, events, and pictures displayed.

Now share the events and dates that students will research:

 1954: Brown v. Board of Education

 1955: Montgomery bus boycott
 1963: March on Washington
 1965: Voting Rights Act
 1968: Martin Luther King Jr. assassinated
 Virginia vs. Loving

Display the Timeline Graphic Organizer printable. Explain

that it provides them with a framework to use while they
conduct their research. Model by writing the dates on your
timeline: 1954, 1955, 1963, 1965, and 1968. Be sure to
space out each year so that specific dates can be added, and
information recorded.

Differentiation:
Students may work alone or with a partner. If any student
wants to work alone, they can get a more specific event from
the civil rights movement that is still different from the other
events being presented.
Step 3: I: Help student read research they find on
Students may begin their researching. 10 the computer.
min.
Once all groups have completed the research phase, inform
students that each group will contribute to the final timeline
featuring all of the dates and events researched.

Their timeline contribution should have:

A picture (printed or drawn)
2-3 sentences about the event
A year to go along with the event

Closures Pacin ESOL Support

g
Content: B:
Today we began our social studies class assignment of 1 min. I: N/A
creating a timeline. Timelines are good for understanding A:
the context of the time period we are learning about!
Procedural:
Great job being creative today! Clean up your space and line
up for specials.

ESE Modifications CPLAMS Access Points ESE Accommodations

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Stetson University Department of Education Daily Lesson Plan

http://www.cpalms.org/Standards/AccesspointSearch.aspx (content, product, process, environment)

(identify access point, if needed)
I will walk around to help researchers read
Independent: their articles.

Supported:

Participatory:
Assessment of Student Learning: (congruent with instructional
objectives)

Objective 1: Participating in research

Objective 2: Creating timeline

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include
evidence.)
I would include more important events from the civil rights movement and potentially have students work in pairs
instead of groups if they chose to collaborate with someone or not. Having more events would have allowed
students to get a bigger picture of the hard work that was put into the civil rights movement.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)
This lesson was amazing! Behavior was well managed since everyone had a different part in their group and
students were focused with researching their events.

Addressing Pre-PGP: INTEGRATED BLOCK ONLY

(Using the three Pre-PGP goals completed in EDUC 393, describe how you progressed, or not, toward improving
your practice within those Domains. Include a statement on how your efforts impacted, or not, students’ learning
experiences.) Complete this box after the 2nd social studies lesson, the 2nd math lesson, the 2nd reading lesson, and
one lesson within the science unit.
1.
2.
3.

Response to Feedback: INTEGRATED BLOCK ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you
will implement next steps going forward. Explain how these next steps will impact students’ learning experiences.)

Rev. Spring 2019

Stetson University Department of Education Daily Lesson Plan

Rev. Spring 2019

Stetson University Department of Education Daily Lesson Plan

Rev. Spring 2019