Elementary and Early Childhood Education Lesson Plan Two

Name: Bailiey Moore-Smith Date: April 27th 2021

Course: EECE 4402 Lesson Plan #: 1
Subject Area(s): Social Studies Grade Level/Time Frame: 2nd 2 days approx. 60 minutes

Step 1: Identify Learning Context Description of the learning environment(s) where the learning experience
Learners will take place
(Classroom  There will be a smart board located in the front center of the
Context) classroom. The desks are arranged in rows. All desks are individual
which means no desks are touching. There is one table with three
students located at the front of the room in front of all the desks. The
desks are arranged like this due to Covid-19. I was not allowed to
change this for any of my lessons. The students have flexible
seating. The students sit on chairs, stools, pillow pets, and
inflatables. Most of the “special” areas in the classroom got taken
out because of Covid-19. There is a mini library with book boxes
and a resource section that has markers, counters, dominos, rulers,
highlighters, geoboards, etc. The technology in the classroom
incudes the smart board and individual Chromebooks for each
student. In the school, there is a technology room called an iLab
which focuses on aeronautics.

Learner Description Number of students in class: 21

 Number of males: 13
 Number of females: 8
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 10 read aloud, preferential seating,
504 plans frequent breaks, paraphrased
directions, repeat directions, give
directions in small steps, visual
supports and aid, multi-sensory
approach, extended time, chunking
of assignments into small steps,
highlighters, word banks, help boxes
Students w/ EIPs 0
English learners 8 Visual aids and support, paraphrased
questioning, check lists, breaks,
manipulatives, repetition, first than
language, chunking of assignments
into small steps, read aloud, word
banks, sentence frames
Gifted 0
Students with gaps 0
in academic
knowledge
Other learning 3 EBD (emotional behavioral
needs disorder)
 BIP (behavioral intervention plan) 
ADHD 
ADD
Token economy (rewarded when
does well) 
Preferential seating 
Repetitive directions
Personal Assets,
Cultural, Assets,  Personal: I based this lesson around a historical figure my students’
Community Assets (also said was very important to them. Jackie Robinson was an easy
referred to as Funds of choice because he was involved in track, football, basketball, and
Knowledge) baseball. The majority of my students are interested in sports
especially baseball. Choosing Jackie Robinson pertains to my

1
 students’ interest because he was a major historical figure in the
sports community, specifically baseball. The girls in my class are
very interested in sports as well. Most of them play on a sports team.
I also chose to use the book Catching the Moon to keep their interest
of sports while teaching them about civil rights. I used a version of
Catching the Moon from Storyline Online. Storyline Online is a
website my students enjoy very much. They often ask to have stories
we are reading in class read played on the smart board on Storyline
Online. The Catching the Moon Story Online also has a child close
to their age reading it aloud which they enjoy even more.
 Cultural: My students are a majority African American, and I
centered this lesson around describing lives and contributions of
historical figures in Georgia History such as Jackie Robinson and
the women of the negro leagues to showcase history that
incorporates my students’ culture. Jackie Robinson broke through
the color barrier in the major leagues and is an influential historical
figure for the African American community. I also chose Jackie
Robinson because a few of my students have family traditions
surrounding baseball. The traditions surrounding baseball made it
easier to engage and relate to my students.
 Community: I used my knowledge of a few students’ baseball
league the East Marietta National Little League at Sewell Park to
help students make connections about what a baseball league is. I
also used the Atlanta Braves, a team my students are very familiar
with, to help them understand what a major league baseball team is.
The school is located relatively close to the Truist Park Braves
Stadium.

Step 2: Identify Georgia Standard (s) of SS2H1 Describing the lives and contributions of historical figures in Georgia
Curricular Excellence, WIDA History such as Jackie Robinson focusing on sportsmanship and civil rights
Priorities Standard(s), etc. from the perspective of women's role and importance as a part of the negro
leagues.

Prior Academic This lesson will activate prior knowledge of describing lives and contributions
Knowledge and of historical figures in Georgia History. This lesson will activate prior
Prerequisite Skills knowledge of core concepts such as sportsmanship and civil rights. Students
will need to know the meaning of sportsmanship and civil rights. Students will
need to know how the role of women and men were different. Students will
need to know what segregation is, and what role segregation played in society
in the 1940’s. For example, how it affected sports, such as baseball.
Overarching Goal, Big I want students to develop core concepts such as sportsmanship and civil
Idea, or Essential rights from the perspective of women's role and importance as a part of the
Question(s) negro leagues.

Learning Objective(s) or
Learning Target(s) SS2H1 Describing the lives and contributions of historical figures in Georgia
History such as Jackie Robinson focusing on sportsmanship and civil rights
from the perspective of women's role and importance as a part of the negro
leagues.
- Students will describe the lives and contributions of historical
figures in Georgia History such as Jackie Robinson.
- Students will focus on sportsmanship and civil rights from the
perspective of women's role and importance as a part of the negro
leagues.
- I can describe the lives and contributions of historical figures in
Georgia History such as Jackie Robinson
- I can focus on sportsmanship and civil rights from the perspective of
women's role and importance as a part of the negro leagues.

2
 Vocabulary: Includes
words, phrases and symbols
used within disciplines.
 Multiple meaning
words are words and
phrases with subject
specific meanings that
differ from meanings
used in everyday life
(e.g., table, ruler, force)
 General academic
vocabulary used across
disciplines (e.g.,
compare, analyze,
evaluate)
 Subject-specific
vocabulary defined for
use in the discipline
(e.g., vowel, numerator,
constitution,
photosynthesis)
Language Supports: instructional
supports that help students
understand and successfully use
the language function (e.g.,
sentence starters, graphic
organizers)
Step 3:
Design
Assessment Georgia Performance Standard(s)
Framework
SS2H1 Describing the lives and
contributions of historical figures
in Georgia History
Vocabulary Language Supports
Multiple meaning words (if
applicable): N/A
N/A
Academic vocabulary: Teacher will review learning
Describing targets and academic vocabulary
Contributions with students prior to the lesson.
History Students will add these words into
Perspective their vocabulary journal. Teacher
will repeat verbally when
necessary.
Subject-specific vocabulary: YouTube Video (video and audio
Historical Figures aid)
Racism Closed reading passages
Sportsmanship
Civil Rights
Negro Leagues
Segregated
Assessment Plan
Corresponding Format of Assessment(s)
Learning Objective(s)
or Learning Target(s)
Pre-assessment: Students will Think-Pair Share
SS2H1 Describing with their neighbor to discuss anything they
the lives and know about the lives or contributions of Jackie
contributions of Robinson, Toni Stone, Olivia Taylor, Connie
historical figures in Morgan, Effa Manley, or Mamie ‘Peanut’
Georgia History such Johnson.
as Jackie Robinson
focusing on Formative Assessment:
sportsmanship and Students will Think-Pair Share with their
civil rights from the neighbor to discuss how the lives and
perspective of contributions of Jackie Robinson and Marcenia
women's role and Lyle aka Toni Stone are alike and different. After
importance as a part students have had time to peer collaborate the
of the negro leagues. teacher will use questioning to assess student
- Students understanding while encouraging critical thinking
will and inquiry. The teacher will use students
describe the answers to fill in and complete a class Venn
lives and Diagram on the smart board.
contribution
s of Summative Assessment:
historical Students will have academic choice on whether
figures in to make a flip grid, infographic, Google
Georgia Jamboard or PowerPoint on describing the life
History and contributions of one of the following women:
such as Toni Stone, Olivia Taylor, Connie Morgan, Effa
Jackie Manley, or Mamie ‘Peanut’ Johnson.
Robinson.
- Students
will focus
on
sportsmans
hip and
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 civil rights
from the
perspective
of women's
role and
importance
as a part of
the negro
leagues.
- I can
describe the
lives and
contribution
s of
historical
figures in
Georgia
History
such as
Jackie
Robinson
- I can focus
on
sportsmans
hip and
civil rights
from the
perspective
of women's
role and
importance
as a part of
the negro
leagues.
Type of Assessment Format of Supports, Evaluation Criteria
Assessment (e.g., Accommodations, How will you know
quiz, test, checklist, Modifications or measure if the
KWL chart, (Differentiated students have met the
performance task) Assessments, learning objective(s)
Culturally Relevant or learning target(s)?
Assessment)
Pre-assessment Students I will know if the
will Think- Students with IEP’s or students met the
Pair Share 504 plans criteria if they
with their - read aloud, actively participate. I
neighbor to preferential will assess students
discuss seating, level of prior
anything frequent knowledge of Jackie
they know breaks, Robinson and the
about the paraphrased women of the negro
lives or directions, leagues on a scale 1-
contribution repeat 3. I will use a
s of Jackie directions, checklist with all the
Robinson, give students’ names on it.
Toni Stone, directions in I will circle one for
Olivia small steps, no knowledge, two
Taylor, visual for some knowledge,
Connie supports and and three for an in-
Morgan, aid, multi- depth understanding.
Effa sensory
Manley, or approach,
Mamie extended
‘Peanut’ time,
Johnson. chunking of
assignments
into small

4
 steps,
highlighters,
word banks,
help boxes
English Language
Learners
- Visual aids
and support,
paraphrased
questioning,
check lists,
breaks,
manipulatives
, repetition,
first than
language,
chunking of
assignments
into small
steps, read
aloud, word
banks,
sentence
frames
Other learning needs
- Token
economy
(rewarded
when does
well) 
- Preferential
seating 
- Repetitive
directions
Formative assessment(s) - Students Students with IEP’s or I will know If the
will Think- 504 plans students have met
Pair Share - read aloud, these criteria if they
with their preferential actively participate
neighbor to seating, during peer
discuss how frequent collaboration and the
the lives breaks, creation of the Venn
and paraphrased Diagram. I will assess
contribution directions, students’
s of Jackie repeat understanding and
Robinson directions, ability to critically
and give think about the lives
Marcenia directions in and contributions of
Lyle aka small steps, Jackie Robinson and
Toni Stone visual Marcenia Lyle aka
are alike supports and Toni Stone through
and aid, multi- observing and
different. sensory listening to students’
After approach, during peer
students extended collaboration. I will
have had time, have a checklist to
time to peer chunking of make a check or x for
collaborate assignments which groups are
the teacher into small using their critical
will use steps, thinking skills to
questioning highlighters, figure out how Jackie
to assess word banks, Robinson and
student help boxes Marcenia Lyle aka
understandi English Language Toni Stone lives and
ng while Learners contributions are alike
encouragin - Visual aids and different. I will
g critical and support, also assess students’

5
 thinking paraphrased ability to critically
and inquiry. questioning, think about questions
The teacher check lists, asked through the
will use breaks, students answers for
students manipulatives the class Venn
answers to , repetition, Diagram.
fill in and first than
complete a language,
class Venn chunking of
Diagram on assignments
the smart into small
board. steps, read
aloud, word
banks,
sentence
frames
Other learning needs
- Token
economy
(rewarded
when does
well) 
- Preferential
seating 
Repetitive directions
Summative assessment(s) Students will have Students with IEP’s or I will know if the
academic choice on 504 plans students have met the
whether to make a - read aloud, learning objective by
Flipgrid, infographic, preferential assessing whether
Google Jamboard or seating, they accurately
PowerPoint on frequent described the life and
describing the life and breaks, contributions of one
contributions of one paraphrased of the following
of the following directions, women: Toni Stone,
women: Toni Stone, repeat Olivia Taylor, Connie
Olivia Taylor, Connie directions, Morgan, Effa Manley,
Morgan, Effa give or Mamie ‘Peanut’
Manley, or Mamie directions in Johnson. Students
‘Peanut’ Johnson. small steps, will also be assessed
visual on whether they
supports and created their final
aid, multi- product from the
sensory perspective of their
approach, chosen women's role
extended and importance as a
time, part of the negro
chunking of leagues.
assignments
into small
steps,
highlighters,
word banks,
help boxes
English Language
Learners
- Visual aids
and support,
paraphrased
questioning,
check lists,
breaks,
manipulatives
, repetition,
first than
language,
chunking of

6
 assignments
into small
steps, read
aloud, word
banks,
sentence
frames
Other learning needs
- Token
economy
(rewarded
when does
well) 
- Preferential
seating 
Repetitive directions
Pre-Assessment Data Summary
I will assess students level of prior knowledge of Jackie Robinson and the women of the negro leagues on a scale
1-3. I will use the pre-assessment data to determine how much time I spend focusing on Jackie Robinson and
Marcenia Lyle aka Toni Stone. If the students have a solid understanding of Jacki Robinson, I can cover him
briefly and focus on sportsmanship and civil rights from the perspective of women's role and importance as a
part of the negro leagues. However, if the students are unfamiliar with Jackie Robinson I will need to spend time
up front going over Jackie Robinson in-depth in order to make connections between the lives and contributions
of Jackie Robinson and Marcenia Lyle aka Toni Stone.
Step 4: Materials Needed Teacher Resources (must include podcasts):
Create
Learning
Activities

Catching the Moon read by Kevin Costner and Jillian Estell

- https://youtu.be/9kTVtML08CE
Jackie Robinson: The First African American to Play in the MLB | Mini
Bio | BIO
- https://youtu.be/-VE0-ynbg4A

The women of the Negro Leagues

The history of the Negro Leagues is incomplete without women like Olivia
Taylor and Toni Stone.

- https://www.beyondtheboxscore.com/2021/2/19/22288587/wo
men-of-the-negro-leagues-effa-manley-olivia-taylor-mamie-
johnson-toni-stone-connie-morgan
Jackie Robinson Closed Reading Passages
- Attached PDF file
Jackie Robinson and Marcenia Lyle aka Toni Stone Venn Diagram

Sportsmanship and Civil Rights Venn Diagram

Jackie Robinson Marcenia Lyle Aka Toni
Stone

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 Student Resources:

The women of the Negro Leagues

The history of the Negro Leagues is incomplete without women like Olivia
Taylor and Toni Stone.

- https://www.beyondtheboxscore.com/2021/2/19/22288587/wo
men-of-the-negro-leagues-effa-manley-olivia-taylor-mamie-
johnson-toni-stone-connie-morgan
Sportsmanship and Civil Rights Venn Diagram
Jackie Robinson Marcenia Lyle Aka Toni
Stone

Technology Connection - I will incorporate technology into my lesson by using a smart

(OPTIONAL but should be
included as often as possible)
Connection to the Arts
board to incorporate audio and visual aids. I will use the Smart
board to display reading passages about Jackie Robinson. I will
incorporate two YouTube videos. One video is a read aloud of
the book Catching the Moon by Kevin Costner and Jillian Estell.
The second video is mini biography about Jackie Robinson: The
First African American to Play in the MLB. I will also use the
smart board to engage students in the creation of a Venn diagram
comparing and contrasting the lives and contributions of Jackie
Robinson and Marcenia Lyle aka Toni Stone. Students will also
be making a final product using technology of their choice.
Students make chose to create a Flipgrid, Google Jamboard,
PowerPoint, or infographic.
N/A

Supporting Diverse Learners
- I will support my students with IEPs or a 504 plan by
differentiating content through reading aloud directions for the
peer collaboration warm up activity. I will also differentiate
content by providing preferential seating, giving frequent breaks,
paraphrasing directions, repeating directions, giving directions in
small steps, extending time, chunking assignments into small
steps, and a word bank that explains the subject specific and
academic vocabulary. I will also support my students with IEPS
or 504 plans by using visual supports and aid and a multi-
sensory approach through the use of partner collaboration,
SMART board technology, graphic organizers, PowerPoints, cut
8

Culturally Responsive Teaching
Research and Theory, or
Principles of Child Development
Higher Order Thinking
Questions (HOTQs)
and paste activities. I believe these supports, accommodations,
and modifications benefit all learners because they incorporate
visual, auditory, and kinesthetic aspects designed to keep all
learners engaged and actively participating in the lesson.
 I will support my students who struggle with English
language by differentiating the content through using visual aids
and support such partner collaboration, SMART board
technology, graphic organizers, PowerPoints, cut and paste
activities. I will also support my students who struggle with
English language by paraphrasing questions, providing check
lists of task and directions to follow throughout the lesson,
providing breaks, using repetition, chunking of assignments into
small steps (see checklists for example), and providing word
banks for academic and subject specific vocabulary in English
and Spanish.
 I will support my students with other learning needs such as
EBD (emotional behavioral disorder), BIP (behavioral
intervention plan), ADHD (Attention Deficit Hyperactive
Disorder), and ADD (Attention Deficit Disorder) by
differentiating content through the use of Token economy which
means rewarding students when they’ve done well, preferential
seating and preferential think-pair-share partners, and repetitive
directions.
 Personal: I based this lesson around a historical figure my
students said was very important to them. The majority of my
students are interested in sports especially baseball. Choosing
Jackie Robinson pertains to my students’ interest because he was
a major historical figure in the sports community, specifically
baseball. I also chose to use the book Catching the Moon to keep
their interest of sports while teaching them about civil rights. I
used a version of Catching the Moon from Storyline Online.
Storyline Online is a website my students enjoy very much.
They often ask to have stories we are reading in class read
played on the smart board on Storyline Online. The Catching the
Moon Story Online also has a child close to their age reading it
aloud which they enjoy even more.
 Cultural: My students are a majority African American, and I
centered this lesson around describing lives and contributions of
historical figures in Georgia History such as Jackie Robinson
and the women of the negro leagues to showcase history that
incorporates my students’ culture. Jackie Robinson broke
through the color barrier in the major leagues and is an
influential role model. I also chose Jackie Robinson because a
few of my students have family traditions surrounding baseball.
The traditions surrounding baseball made it easier to engage and
relate to my students.
 Community: I used my knowledge of a few students’ baseball
league the East Marietta National Little League at Sewell Park to
help students make connections about what a baseball league is.
I also used the Atlanta Braves, a team my students are very
familiar with, to help them understand what a major league
baseball team is.
The research and learning theories that guide my instructional choices for
this lesson come from Welton chapter 10. “Student-centered teaching
strategies typically have a problem-solving or inquiry orientation. The goal
of these teaching strategies is to help students develop the ability to
manipulate and process information from various sources” (p. 273 Welton
Chapter 10). In this lesson students are taught sportsmanship and civil
rights from the perspective of women's role and importance as a part of the
negro leagues. Students are presented various videos, books, and articles to
process sportsmanship and civil rights from the perspective of women's
role and importance as a part of the negro leagues.
1)       How was the women's league different from the men's league?
9

Instructional Strategies and
Learning Tasks
(Blooms level 4)
2)       Why do you think it is important to hear different perspectives
of a story? (Blooms Level 3)
3)       Why were girls not encouraged to do things like sports?
(Blooms level 3)
4)   Do you think it was fair for men to be allowed to play in the
major leagues, but women were not? Why or why not? (Blooms,
level 4)
5)   How are the lives and contributions of Jackie Robinson and
Marcenia Lyle aka Toni Stone alike? (Blooms level 4)
6)   How are the lives and contributions of Jackie Robinson and
Marcenia Lyle aka Toni Stone different? (Blooms level 4)
7)   How does Marcenia overcome her obstacles? (Blooms level 3)
8)   What is Marcenia’s goal, and what obstacles are in her way?
(Blooms level 3)
9)   What was Jackie Robinson's goal? (Blooms level 3)
10) What obstacles got in Jackie Robinson's way? (Blooms level 3)
11) How did Jackie Robinson overcome his obstacles?(Blooms level
3)
1)
Opening:
The teacher will ask the students if they are familiar with women’s role in
Baseball. The Teacher will read an informational passage on women’s
baseball. After reading, the teacher will introduce the idea of perspective.
The teacher will ask the students if they think the women’s perspective of
baseball is the same as males’ perspective of baseball. Students will think-
pair-share with their neighbor to discuss how the perspective of men and
women are different and similar pertaining to baseball. After the students
have two minutes to discuss, the teacher will ask, “How was the Women’s
league different from the mens league?” The students will raise their hands
and answer. After that question is discussed as a whole group. The teacher
will then ask the question, “Why do you think it is important to hear
different perspectives of a story?” Students will think-pair-share again to
discuss question.
During:
Students will Think-Pair Share with their neighbor to discuss anything
they know about the lives or contributions of Jackie Robinson, Toni Stone,
Olivia Taylor, Connie Morgan, Effa Manley, or Mamie ‘Peanut’ Johnson.
After the students think-pair-share, they will share with the class any prior
knowledge about the lives or contributions of Jackie Robinson, Toni
Stone, Olivia Taylor, Connie Morgan, Effa Manley, or Mamie ‘Peanut’
Johnson. The teacher will show a mini biography video of Jackie
Robinson. The teacher will also read Jackie Robinson closed reading
passages. After learning about Jackie Robinson, the teacher will ask the
students, what was Jackie Robinson's goal? What obstacles got in Jackie
Robinson's way? How did Jackie Robinson overcome his obstacles? After
Students think-pair-share and discuss answers as a whole group, the
teacher will play a re-aloud version of Catching the Moon read by Kevin
Costner and Jillian Estell.  After learning about Marcenia Lyle Stone, the
teacher will ask the students, Why were girls not encouraged to do things
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 like sports? Do you think it was fair for men to be allowed to play in the
major leagues, but women were not? Why or why not? After the students
think-pair-share and the teacher goes over the answers as a class. The
teacher will ask what was Marcenia Lyle Stone’s goal? What obstacles got
in Marcenia Lye Stone’s way? How did Marcenia Lyle Stone’s overcome
her obstacles?  After Students think-pair-share and discuss answers as a
whole group, the teacher will pull up a Sportsmanship and Civil Rights
Venn Diagram on the smart board. The teacher will ask students questions
such as, “Compare and Contrast the lives and contributions of Jackie
Robinson and Marcenia Lyle Stone. How are the lives and contributions of
Jackie Robinson and Marcenia Lyle aka Toni Stone alike? How are the
lives and contributions of Jackie Robinson and Marcenia Lyle aka Toni
Stone different? Students will complete the Venn Diagram with the teacher
and glue it in their notebook.
Closing:
The teacher will inform the students for their closing activity students will
have academic choice on whether to make a Flipgrid, infographic, Google
Jamboard or PowerPoint on describing the life and contributions of one of
the following women: Toni Stone, Olivia Taylor, Connie Morgan, Effa
Manley, or Mamie ‘Peanut’ Johnson. Students will first read or listen to
the audio of the section on the one women they chose in the article, “The
Women of the Negro Leagues”. Students will incorporate information
from this article into their final product. When students are done creating
their a Flipgrid, infographic, Google Jamboard or PowerPoint, they will
present it to the class.

Lesson Closure The teacher will inform the students for their closing activity students will
have academic choice on whether to make a Flipgrid, infographic, Google
Jamboard or PowerPoint on describing the life and contributions of one of
the following women: Toni Stone, Olivia Taylor, Connie Morgan, Effa
Manley, or Mamie ‘Peanut’ Johnson. Students will first read or listen to
the audio of the section on the one women they chose in the article, “The
Women of the Negro Leagues”. Students will incorporate information
from this article into their final product. When students are done creating
their a Flipgrid, infographic, Google Jamboard or PowerPoint, they will
present it to the class.

Re-teaching, Re-Engagement, One new strategy for re- teaching students who did not successfully meet
Practice the learning objective would be to explain the importance of the women of
the negro league and Jackie Robinson more in-depth. I could do this by
having students listen to the whole audio version of the article, The
Women of the Negro Leagues. The students could then re-watch the mini
biography on Jackie Robinson and complete a graphic organizer on
sportsmanship and civil rights from the perspective of women's role and
importance as a part of the negro leagues
Extensions One new strategy for extension for students who successfully met the
learning objectives would be to for them to begin researching another
historical figure in Georgia History such as Martin Luther King Jr., Jimmy
Carter, or Juliette Gordon Low. Students would create a virtual or paper
character map about the life and contributions of their chosen historical
figure. Students would them share their findings and character maps with
the class.

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