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    39 views11 pages

    Artifacts Part 2

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    api-663319599

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    of 11
    EDUC 230 Blank Lesson Plan Two ‘Your Name: Valeria E. Trejo Patlan ‘Grade level this plam is for: By the | Materials you’ nd of grade 12 : Computers for research, pencils, paper, Central Learning Focus and Planned Learning Outcomes in the leadership of Martin Lather King Jr. and Malcom X daring the Central Focus (Content) that to this day continue to fight for the rights of black Americans and other TELA Anchor Standard SA.R9. Analyze and reflect on how two or more texts adds similar themes or topos in order fo build knowledge of to compare the approaches the authors take. Standards Mathematical Practice | Construct viable arguments and critique the reasoning of others. Use appropriate tools strate Learning Standard@) {or the Central Focus 61.12 HistoryCC.13.8: nd woniras the Ieadersip and ideology of Main Lusher King, Ir, and Maleolm X during the Civil Rights Movement, and evaluate their legacies. ‘Objectives based on the ‘Learning Standards listed above Prior Academie dents will have an understanding ofthe beliefs, practices, and legacy of both Maria Luter King Jr. and Knowledge Naloom X. ‘atcipated Tevues ‘The sibject matter will ned tobe approached ina sensitive manner and this ite guidance ofthe entire ng certain questions, elong with answering said Assessment “Assessment Type Informal or Planned Modifications to Formal) ‘Assessment Tasks Informal (Daring astractin) Formal (After lasteuetion) Compete the signment Instructional Strategies and Learning Tasks "To begin the lesson the teacher Luther King Je” and “Maleo articles. Students wil then be given 10 minutes to put together a venn diagram of the diferences and similarities of| ‘hand out copies of The Givi istry and stadent will ights Movement” by PBS, “Martin ven 15 minutes to read the three short the reminder ofthe pericd to write a thee-paragraph ‘of both historical figures and for the las paragraph discuss rights movement. This paper wil equie citing from bow each figure made a postive impacton the ci the articles provided, Closure 1 Toclose the leston the educator will regroup withthe students and reflect as aclasson what they learned and discussed, “How docs your lewson This Tesson plan requires language ars as because requires students to compare and contrast the two historieal plan include language | figures in an organizes Aon eft mo te ae sna Bits, math, orsocial” hemes or topics in order to build knowledge oaches the authors take. studies content? ‘Ths esom connects to rath asi requesStaent to tink crealy and const i Extension Activity ‘Students that are more wivanced will be asked to ake the extra time to Took over thelr paper or take part in peer review if time permits to make any necessury edits or changes to strengthen their argument. Dilferentiation/Planned ‘Additional Support (Special Needs, ELL, Gifted, Apathetic) ‘Students with written accommodations will be provided more eading and writing time. The teacher will also Be sre to walk around the oom and assist as needed. ‘Teaching Analysis (You do not need to complete this section.) Resources history - history. (2009, November) Retrieved March 21, 2025, from “Malcolm X: Children, assassination & i ymaleoln-x Ips istry comtopics Martin Luther King J: Day, Death, quotes - history. (2009, November). Retrieved March 21,2023, fom hupss/www history.comtopiesblack_history/martin-uther-king-j [New Jersey Department of Eduction. Mathematics (n-). Retrieved March 21, 2023, from el educa nat xml "New Jersey Department of Education. New Jersey Student Learning Standards. (2020, December). Retrieved from New Jersey State Department of Education htps/ink.edzeplot.convs/2#S8e47/oKuyNW) VREO3T) WoW Y Ngpg?u-hitps:/www.n.govleducaton/eces/2020/ [New Jersey Student Leaming Stndards for English language arts grade s/n. gov edusation/sandardslel/Docs!2016NISLS-ELA Retrieved March 21,2023, from: if Public Brosdeasting Service. (na). People and ideas: The civil rights movement. PBS. Retrieved March 21, 2023, fram Intis:/www.pbs org weth/americanexperience/Teatures/godinamerica-civilights/ ‘Running head: TREJO PATLAN I PROMISE Case Study Valeria E. Trejo Patlan Raritan Valley Community College, PSYC-213, ‘TREIO PATLAN 2 Abstract “The Lebron James Family Foundation and the Akron Pubic Schools inthe state of Ohio teamed ‘up to develop an edvestional model that would completly restructure the approach of educating tisk youth, (Akron Schools & The Lebron James Family Foundation, 2017, pe) The Frome School (IFS) masterplan dacuases a strong focus on both reeuech:-baoed STEM. oriented curriculum and social intervention that supports not only the stents of the Akron school system but also their families. (Akron Schools & The Lebron James Family Foundation, 2017, pe) ‘The IPS has 4 key components which are the promise curriculum, social emotional learning, I promise family plan, and community engagement. (Akron Schools & The Lebron James Family Foundation, 2017, pe) The Key components of IS align with two special topics in education which are diversity in education specifically closing the diversity and financial gap some education systems and mindset, specifically growth mindset. This paper will discuss the importance of closing the diversity and financial gap andthe importance of growth ‘mindset, along with the steps IPS is taking to addres these issues within their master plan, {Akron Schools & The Lebron James Family Foundation, 2017, pg) TREJO PATLAN 3 I PROMISE Case Study ‘The Diversity and Financial Gaps in our Education System. ‘As diversity grows amongst students within school districts aross the nation, so does the

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