Name: Adina Hernandez

Final Project: Learning Centers Lesson Planning Template Modified

Content/Grade/ Grade Band: High
Topic: Martin Luther King Jr., Black
School: United States History Panther Party, Civil Rights Movement
Lesson # _1_ in a series of _2_ lessons
Studies Since 1877 c.9.e
Brief Lesson Description: Going over the difference in approaches from Martin Luther King Jr. and his supporters as well as the Black
Panther Party and their members.
Performance Expectation(s):

- Students will analyze photographs

- Students will analyze the approach of both MLK and the BPP
- Students will create a venn diagram to visualize the differences in approaches

Specific Learning Outcomes:

- Understand what they advocated for

- Understand the difference in approaches
- understand who and what they did

Narrative / Background Information

Prior Student Knowledge:
Civil Rights Movement; fighting for equality, involves other races besides African Americans. Some knowledge of MLK and possibly the BPP.

Content Practices (Bloom's Revised Disciplinary Content Core Ideas: Cross-curricular & Real-World
Taxonomy as Guide): Concepts/Connections:
MLK Nonviolent Approach
Analyze- MLK, BPP, Photos BPP Approach Equality
Evaluate- MLK, BPP, Photos Race
Rights

Possible Preconceptions/Misconceptions:

MLK and BPP were the same and had the same exact approach and goals.

CENTERS LESSON PLAN – 5-E Model (Centers are rotating but NOT sequential)
ENGAGE (Student-Centered): Opening Activity/Hook for each Center – Access Prior Learning / Stimulate Interest / Generate Questions
(no more than 2-3 minutes unless combined with Explore):
Center 1: Hook/Getting Warmed Up
Task: Get students to begin to remember what they know themselves
Tool: N/A
Strategy: Get students to answer questions like “Who is MLK? What do you know of him and the Civil Rights Movement?”

Center 2: Lesson Intro

Task: Begin to do a short overview on the Civil Rights Movement
Tool: Powerpoint
Strategy: Photos with minimal words to keep students engaged. Optional to have them write notes as well.
SCED 3312- Unit Lesson Plan

Center 3:
Task:
Tool:
Strategy:
Name: Adina Hernandez
EXPLORE (Student-Centered): Lesson Description for Each Center– Little or no instruction has been given-students are “exploring” (no
more than 3-5 minutes unless combined with Engage):
Center 1: Look at Photographs
Task: Analyze photos and view any details
Tool: Photos
Strategy: Discuss as a group any similarities or differences, getting students engaged as well

Center 2: Branch into groups of three students

Task: Groups will be assigned either MLK or BPP and find out, who, what, or why as well as their approach
Tool: Paper
Strategy: Analyze MLK or BPP

Center 3:
Task:
Tool:
Strategy:

EXPLAIN (Teacher-Centered or Teacher/Student-Centered: Concepts Explained and Vocabulary Defined (no more than 10-15 minutes
depending on the age of the students):
Center 1: Groups present findings
Task: Groups will present one finding so that other groups may listen to new information from peers
Tool: Group announcer/presenter
Name: Adina Hernandez
Strategy: Presentation, one by one from peers

Center 2:
Task:
Tool:
Strategy:

Center 3:
Task:
Tool:
Strategy:

ELABORATE (Student-Centered): Active/Inquiry-based Learning Applications and Extensions – Students produce a “product” which
shows you they got what you wanted them to learn (much of the class should be used here):

Center 1: Compare and Contrast Chart

Task: Students will point out and present the differences in their approaches with their similarities and differences on a poster
paper
Tool: Poster, Markers
Strategy: Compare and Analyze

Center 2: What is the Importance?

Task: On side: After all this, what was the goal? Why was the goal worth it?
Tool: Poster, Markers
Strategy: Critical Thinking

Center 3:
Task:
Tool:
Strategy:

CLOSURE Hook (Student, Teacher/Student-Centered): Bring the lesson full circle, What’s Coming soon “Movie Trailer” (no more than 3-5
Minutes)
I believe what I could do is to insert this video (https://www.youtube.com/watch?v=aAyOkXJ_8EQ) in order to relate it to today. We could
even discuss how they are similar or different to the MLK and BPP approach.
EVALUATE (Student-Teacher or Student-Centered):

Formative – Assessment FOR Learning (Occurs throughout the Lesson):

Center 1: View Students Engagement
Task: View Student Engagement
Tool: View Student Engagement
Strategy:View Student Engagement

Center 2:
Task:
Tool:
Strategy:

Center 3:
Task:
Tool:
Strategy:

Summative - Assessment OF Learning:

Center 1: Who would you join? MLK or BPP? Why?
Task: Ask students who they would join
Tool: Paper
Strategy: Critical Thinking
Name: Adina Hernandez

Center 2:
Task:
Tool:
Strategy:

Center 3:
Task:
Tool:
Strategy:

Accommodations & Modifications/Elaborate Further / Student Reflect & Enrichment (Plan B, C, D):
Debate
Task: Debate
Tools: Desks
Strategy: Debate which approach was most successful or even which would be more successful today?
Given Primary Sources
Task: In groups, they are also given some primary sources to help them have more to evaluate
Tool: Primary Sources
Strategy: Analyze Primary Sources

SELF REFLECTION (after the lesson has been taught):

Materials Required for Lesson/Activities (Optional for Final Project)
Quantity Description
x Paper: When assigned in Groups
1 Poster: For Compare and Contrast Chart
1 Marker: For Poster
x Paper: For Final Evaluation

An include links t
ATTACH ANY STUDENT MATERIALS SUCH AS EXAMPLES OF Presentation (PPT), FOLDABLES, WORKSHEETS,
RESOURCES (can include links to items)

I included them underneath when I mentioned them.

- Adina