Literacy Lesson Plan

 
Content Area: United States History
  
Lesson Topic or Focus: Civil Rights movement  
 
Essential Question(s): How does context influence peoples perspectives? 
 
Enduring Understandings: The context of the time demonstrates the motives of peoples actions. 
The context demonstrates the influence their culture had on their actions/decisions.  
Context gives people a view into what was happening at the time and allows people to put
themselves in the shoes of the author. 
 
 
  
 
 
 
Lesson Instructional  
Objectives   Students will examine how context can show peoples motives. 
Knowing goal or   Students can use their prior knowledge to analyze documents
Understanding goal  and explain their motives based off of context.  
  
  
Lesson Assessments   
   
Formative: Thumbs I will ask the students how comfortable they feel with the material and
up/Thumbs down  they can give me a thumbs up or down depending on how they feel.  
  *Students will also have the ability to write how they feel down or talk in
Summative: N/A  class about any questions they may have.  
   
 
N/A  
Texts    https://famous-trials.com/mississippi-burningtrial/1952-klandocs 
(Culturally Relevant  
Texts)   https://shec.ashp.cuny.edu/items/show/962 
   
 https://naacp.org/find-resources/history-explained/1963-march-
washington 
 
Academic Language Language Function: Inferring 
Considerations    
Language Function 
  Vocabulary/Symbols: Abolitionism, Racism 
Vocabulary/Symbol   
   Syntax: Graphic organizer 
Syntax   
 
Discourse  Discourse: Students will organize the major perspectives of
  members of the KKK and that of MLK and the people involved
in the civil rights movement. The will analyze the sources and
use the information they are given to create a graphic
organizer. 
Instructional   
Routines: B   Anticipation guides: Students will write on scratch paper about what they
(Before Reading)  expect to get out of this lesson, after we have discussed what the topic is
  for the day.  
 
*Students can make a video, write a paragraph, or discuss in class what
they expect. 
Instructional   
Routines: D   Read-Write-Pair-Share: Students will read the documents and write down
(During Reading)  their thoughts or things that they noticed or found interesting. After this
  students will move into small groups of a couple students and discuss
what they noticed and found. Following this we will discuss as a whole
class things they found interesting and answer a few questions that I will
ask them. 
Instructional   
Routines: A  Questioning the Author: After we read the source and discuss students
(After Reading)  questions we will look at the author specifically to identify their
  perspectives and what they are trying to convince the reader of. Students
will be able to ask questions of the author in many ways, they could ask in
class, write it down, or write a short paragraph answering a question they
had about the author, or another method they can think of. 
 
*Students will be able to question the author in any form that they prefer
to use. 
  
* Annotated to demonstrate integration of UDL principles, guidelines & checkpoints.