CONCEPT ATTAINMENT LESSON PLAN FORM

California Baptist University School of Education

Marin Luther King Jr. Day

Concept Attainment Lesson Plan
Lesson Number 2

1. MATERIALS/PREPLANNING (5 points)
Materials must include examples and non-examples of the concept being
taught.
Classroom Overhead
Markers
Video
Blue Tape
Stickers
Social Studies Journal
Pictures showcasing Segregation
Pictures showcasing what is NOT segregation
Vocabulary List key vocabulary terms
Boycott: a ban that forbids relations with certain groups (a country, organization,
or person) as a protest
Civil rights: the rights of citizens to political and social freedom and equality
Segregation: the action of setting someone apart from other people or things
(such as race)
Sit-In: a form of protest in which demonstrators occupy a place, refusing to leave
until their demands are met.
Brown V Board of Education: was a landmark United States Supreme Court
case in which the Court declared state laws establishing separate public schools
for black and white students to be unconstitutional (illegal).
Literature List supporting literature or reading materials
Rons Big Mission by Rose Blue and Corinne J.Naden
The Bus Ride that Changed History by Pamela Duncan Edwards

2. OBJECTIVE (10 points) Must contain the word concept You should be able to
know this lesson will be on developing a concept by reading the objective.

After the lesson on the concept of Martin Luther King Jr.Day students in grade 1
will be able to state both orally and in writing the correct definition of segregation.

Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)

Lesson will be Composition since students will be gathering and organizing information for writing
and understanding the definition of ancestor. Word choice and using active voice to discuss
definition is also essential.
 Hist. Social Science Standard
1.3 Students know and understand the symbols, icons, and traditions of the Unites
States that provide continuity and a sense of community across time
1.3.1 Recite the Pledge of Allegiance and sing songs that express American ideals
(e.g., My Country Tis of Thee).
1.3.2 Understand the significance of our national holidays and the heroism and
achievements of the people associated with them.
1.3.3 Identify American symbols, landmarks, and essential documents, such as the
flag, bald eagle, Statue of Liberty, U.S Constitution, and Declaration of
Independence, and know the people associated with them

State Blooms Level on the Taxonomy in Bold Type Application/ Analysis

CCSS ELA Standard

RL.1.2 Retell stories, including key details, and demonstrate understanding of
their central message or lesson.
RL.1.3 Describe characters, settings, and major events in a story, using key
details
W.1.2 Write informative/explanatory texts in which they name a topic, supply
some facts about the topic, and provide some sense of closure.

College and Career Readiness Anchor Standard CCSS

Key Ideas and Details
2 Analyze how and why individuals, events, and ideas develop and interact over the
course of a text.
Text Types and Purposes
3 Write Narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations
with diverse partners, building on others ideas and expressing their own clearly and
persuasively.

ELD Standard(s)
Level 1 (B): Demonstrate comprehension of oral presentations and instructions
through non-verbal responses (e.g., gestures, pointing, and drawing).
Level 2 (EI): Listen attentively to stories/information and identify key details and
concepts using both verbal and non-verbal responses.
Level 3 (I): Listen attentively to more complex stories/information on new topics
and identify the main points and supporting details.
Level 4 (EA): Listen attentively to stories and subject area topics, and identify
 the main points and supporting details.

Language Demand Statement: edTPA p. 61

Students will use specific academic language (vocabulary, functions, discourse, syntax) while writing
their definition in order to participate in a learning task that demonstrates their disciplinary
understanding.

Language Function Statement: edTPA p. 61

The content and language in this lesson will focus on the learning task of Martin Luther King Jr. Day
represented by the active vocabulary used. Therefore, students will identify main ideas and details
that represent the concept. In addition, they will be comparing ideas with others.

3. ASSESSMENT (10 points)

This lesson will be assessed by writing the appropriate and proper definition of
segregation, along with 2 examples, and a visual of the concept/definition of
segregation.

Students will also be assessed informally by listening to their oral definitions of

the concept of segregation.

Proficient (4 points) Basic (3 points) Below Basic (2 point)

Student Student Student

illustrated/provided proper illustrated/provided proper illustrated/provided proper
definition correctly with 2 definition with 2-3 definition with 3 or more
or less punctuation errors punctuation errors in punctuation errors in
in journal journal. journal.

Student wrote two Student wrote 2 examples Student wrote a definition

examples.
Student was able to
provide an accurate oral
definition.
Student was able to
provide an oral definition
with some degree of
accuracy.
with 1 or less examples.
Student was unable to
provide an oral definition.

4. MOTIVATION FOR LEARNING ANTICIPATORY SET (5 points) Be creative!!!!

Must motivate for learning!
As students enter the classroom, I will have them sit on our rug where there will be a
taped blue line down the middle. I will ask that half of them sit on one side and the other
half sit on the opposite side. As soon as each student has sat quietly, I will begin the
lesson by giving out stickers to a couple of the students and asking them to hold on to
them until further notice. As I start to gage their reactions, I will begin by writing on the
overhead SEGREGATION in bold letters with the following definition: the action of
setting someone apart from other people or things. I will then ask them to read the
definition aloud with me. I will then ask them to take a minute and think about what this
means. I will then ask them to talk with each other (if you are on the same side) and
come up with 3 examples of what the definition means to you. After about 2 minutes, I
will call on the students who I gave stickers to and have them tell me what the group
examples were. I will write these examples down on the overhead for all of them to see.
After we finish our examples, I will ask them 2 leading questions: The first one being,
Do you prefer to sit separately from each other or do you prefer to sit together? Do you
think its fair that only half of the class got stickers and other didnt? After a few
responses, I will allow them to remove the tape off the floor and I will hand out a sticker
to the remaining of the students who initially did not receive one. I will explain that
although it may be easy to sit wherever we want now and have the same privileges as
the rest of our classmates, we werent always as lucky. With this, I will show them the
following video: https://youtu.be/c-7eNRB2_0Q

5. PURPOSE (5 points)

Boys and girls, today we will be learning about segregation. It is important to

understand segregation because tit played a major part in U.S history. In learning
about segregations, you have the opportunity to understand how we have moved
forward as a nation and journey to achieving equal rights for everyone.

6. LESSON BODY (35 points)

Provide a rationale (justify reason) for using this lesson model.

I chose this lesson model because it allows students to visually see as well as experience
what segregation is through sitting apart from one another as well as experiencing what it
means for some to students to be prioritized (through stickers) while others dont. We will
then be able to engage in a conversation regarding segregation, its meaning and why
people were kept apart because of the color of their skin. They will be able to see a video
containing segregation pictures as well as work together to come up with different examples
and definitions of what it means to be segregated. They will then be expected to transfer
this experience on paper (Social Studies Journal) and orally as part of an informal
assessment.

Prior to starting the lesson body do the following:

Restate the Objective in Kid terms
After our lesson today, you will know how to define what segregation is and how to
identify examples that do or do not represent segregation.
 Mark SDAIE in bold type where it applies.
(SDAIE-Use visuals to show examples and non-examples)

Note: The Concept Attainment lesson has 6 steps. Follow them exactly as
follows:

Step One- Definition:

The teacher must introduce the concept by name and define it.
Give several key attributes of the concept that are age appropriate and
scientifically correct!
Today we are going to study the concept of segregation.

According to the dictionary segregation means: the action or state of setting someone or
something apart from other people or things or being set apart.

Step Two - Examples:

This is a picture of a separate movie theatre that only allowed colored people in.

This is also a picture that shows how strong segregation was where people of
color and white people were not allowed to drink from the same water fountain.

This picture here is of a laundry mat that would only agree to wash white
peoples clothes.

This is a picture of two separate water fountains. One of them is for white people,
the other is for colored people. They were not allowed to use the same one.

This is a picture that shows segregation on the bus. White people were allowed
to sit in the front of the bus, while colored people were expected to sit in the back
of the bus.

Step Three - Non-examples:

This is picture of colored and white people sitting next to each other in a
restaurant without any argument. They are now able to dine with each other in
peace without the color of their skin separating them, so this is not a picture of
segregation.
This is a picture of colored and white students in class together. They do not
have to be segregated or attend different schools because of the color of their
skin; this is not segregation.
 This is picture of students sitting together in a bus, regardless of order and color.
This does not show segregation.
This is a picture that shows a white and colored girl sharing the same restroom.
This is not segregation because they did not have to go to different restrooms
due to the color of their skin.
This is a picture of colored and white women with their babies surrounding each
other and talking in the same park. This is not an example of segregation

Step Four - Mixed Examples:

This is a picture of white and colored men together in a basketball team. Does
this represent segregation? No it does not, because they are able to be a part of
a team together regardless of their color.

Here is a group of people who are playing football on opposite sides of the field,
is this segregation? Just because they are on opposite sides of the field, this is
not segregation, this is how the game is played.

This is a picture of a public swimming pool sign, is this a representation of

segregation? This does represent segregation because even though it says
public, the small print notes that its whites only.

This is a picture of colored and white people sitting next to each other in what
looks like a diner, is it representation of segregation? Yes, it is because even
though they are seated together you can see other people behind them throwing
food and yelling because colored and white people chose to sit with one another
despite segregation.

This is a picture of children with different skin colors together holding a sign, this
must represent post-segregation, right? No, just because they are protesting
together, doesnt mean this wasnt during segregation. There were many people,
of all skin colors who thought segregation was bad.

Vocabulary. This is where students have a chance to develop the correct terms/vocabulary and
own the terminology.

Step Five - Redefine Concept:

The teacher must ask students to define the concept in their own words. You
should have given several clear attributes of the concept that students can easily
repeat and write in their journals. Now it is their task to write the new term with
the meaning and description in their journal under the vocabulary for this unit.

They could also illustrate the term and give various examples and non-examples.
Let them be creative in how they enter the vocabulary terms. This will help them
remember the vocabulary and make it useful for them.

Boys and girls turn to your partners and tell them the definition of segregation in
your own words. This is your chance to practice saying (rehearsing) this new term.
Be sure you both state the definition and give several good examples and discuss
why they are good examples.

Fully script 2 or 3 student responses.

Student: Segregation is being in a different place than someone because you have
a different color of skin.

Student: Segregation was back in the say when people were not equal because of
the color of their skin and they couldnt be together like in school.

Now, have them write the definition in their own words in their journal.

Next, please take out your journals and write the definition for segregation.
Also, write the definition in your own words and give several examples. Explain what
segregation is and give me 2 examples of how segregation looked like, what it was,
or different forms of segregation that existed as well as an appropriate visual in your
social studies.

Lesson Step Six - Student Examples:

The teacher must ask the students to find or suggest additional examples of
the concept to show their understanding.

Students, now it is your turn to own this concept. You are the experts so your task is
to find more examples. You could look in the books I have gathered in our classroom
library or on the internet. You could look in your textbook, tablets or in books at the
school library.

You might find more examples at the public library and even at home where you can
ask your parents or grandparents if they recall this time in history. (Give them several
places to find more examples of this concept. The more they see where it belongs
the better they will come to understand and can use the vocabulary.)

Step Seven Response to Learning the Concept:

Using the EL/ELA Standards State the expected response in the four language
arts areas to learning based on the EL/ELA objectives and the Social Studies
content of the lesson body.

ELD Level Emerging Response to learning:

Listening SWBAT Demonstrate active listening to readaloud and oral presentations by asking and
answering yesno and wh questions about segregation with oral sentence frames and substantial
prompting and support.

Speaking SWBAT Use a select number of general academic and domainspecific words to add detail
about ancestors while speaking and composing.

Reading SWBAT Describe ideas, phenomena, and text elements based on understanding of a select set
of gradelevel texts and viewing of multimedia with substantial support about ancestors.

Writing SWBAT Collaborate with the teacher and peers on joint projects of informational and literary texts
that include a greater amount of writing, using technology where appropriate for publishing, graphics, etc.
about ancestors.

ELD Expanding Response to learning:

Listening SWBAT Contribute to class, group, and partner discussions by listening attentively, following
turntaking rules, and asking and answering questions about segregation.

Speaking SWBAT Use a growing number of general academic and domainspecific words in order to add
detail or to create shades of meaning about segregation while speaking.

Reading SWBAT Describe ideas, phenomena, and text elements in greater detail based on
understanding of a variety of gradelevel texts and viewing of multimedia with moderate support about
segregation.

Writing SWBAT Collaborate with the teacher and peers on joint composing projects of informational and
literary texts that include some writing (e.g., short sentences), using technology where appropriate for
publishing, graphics, etc. about segregation.

ELD Bridging Response to learning:

Listening SWBAT Contribute to class, group, and partner discussions by listening attentively, following
turntaking rules, and asking and answering questions about segregation.
Speaking SWBAT Use a wide variety of general academic and domainspecific words, synonyms,
antonyms, and nonliteral language to create an effect or to create shades of meaning about segregation
while speaking.

Reading SWBAT Describe ideas and text elements using key details based on understanding of a variety
of gradelevel texts and viewing of multimedia with light support about segregation.

Writing SWBAT Collaborate with the teacher and peers on joint composing projects of informational and
literary texts that include a greater amount of writing (e.g., a very short story), using technology where
appropriate for further information on segregation where they will be able to write and express ideas for
specific purposes.

7.CLOSURE (5 points)

Gather students at the discussion table or on the rug. It is now the end of
the day and students are prepared to go home. Wrap up the learning with a
chance for students to practice key learning once again. In this case it will
be the new concept you have introduced.

Boys and girls please come and lets gather here back on our reading rug. We
have much to discuss. Today we studied the concept of segregation. Now it is
your turn to own this information. Lets review what we have learned about
segregation. Remember the examples I shared with you earlier today. Who
would like to begin?

Continue this dialogue until students have rehearsed their learning several
times.

End with each student stating the learning to the person next to him/her.

8. INDEPENDENT PRACTICE (5 points)

Provide a rationale/justification for your choices.

Asking students to find a couple of examples of their own about segregation at home
provides independent practice because it is consistent with what students have learned in
class. In addition, it requires them to think independently and use resources outside of those
used in the classroom. This lesson represents training in the area of applying and
classifying information, so a small form of independent research is an ideal task for learning
outside the classroom. Independent practice will often create a dialogue at home and will
allow students to share what they learned or get help from their family (parent/guardian) in
finding additional examples. In researching and reading about segregation, students will
discover new information, which will benefit them as we move forward on the topic of Martin
Luther King Jr. Day.
 The teacher assigns the students the task of finding additional examples of the
concept on their own. For example, students can look in books, library, magazines,
their tablets or computers for additional examples.

The teacher clarifies what the students are to do with the additional examples of the
concept that they identify. Students will enter the correct definition and 2 examples of
segregation in their social studies journal along with explaining why they relate to the
concept we learned in class. Students will also share a picture that they have drawn
that represents segregation which will help them remember the definition.

9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION

Students with IEP and 504 plans
IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students : Below Average Language Proficiency
Pertinent IEP Goals
Example: Visual processing
In each section do the
following:
Describe Student &
Include:
Student enjoys fun learning
activities that include
building with blocks and
drawing. He enjoys playing
outdoors and likes to read
about animals.
Strengths:
Student tends to complete
work while working with
others since she can follow
examples, such as writing
(needs to have a clear
lesson model).
Present levels of
performance:
Below average language
proficiency
Weakness that you will
support:
Modifications
2 Close monitoring, large print text, window card to isolate
text
1 List and Describe 3 strategies from your texts
that will aid each students learning.
Because the student struggles with fast pace
lessons, I will provide him with more focused
small-group interaction, which will allow the
student to grasp the information more.
Because the student is weak in the area of retention, the
student will benefit from the use of visuals. The examples
presented on the board will provide him with a model for
sentence organization and my journal sample will
be available so he can reference it.
Because the student is weak in the particular skill
of comprehension, new vocabulary words will be
defined so that the student does not struggle to
comprehend the words while writing in their
journal.
Provide page numbers and title of texts and/or
attach a copy of the strategies to your lesson
plan submission.
Language arts: Patterns of Practice, 9E by Gail
Tompkins pg.59,60
50 Literacy Strategies Step by Step, 4E by Gail E
Tompkins pg. 61
Instructions/Directions need
to be repeated more than
once and explained in a
matter where he can see
what it is he needs to do
and often needs additional
assistance from others.
Students with Specific Language Needs
Language Needs : ELL Number of
Students
Example: English language
learners with only a few words
of English
Example: Students who speak
a variety of English other than
that used in textbooks
In each section do the
following:
Describe Student &
Include: The student enjoys
swimming, playing with his
dog, and going to church.
This student likes to look
through books on his own
time in class and does not
seem bothered by the fact
that he has to work with
other students even though
he may not fully understand
Provide a rationale as to why you believe each
strategy will be helpful for each student listed.
Because the student(s) is/are weak in this particular skill of low
retention rate which is linked to CCSS.ELA-Literacy.W.1.5 where
guidance and support from adults, focus on a topic, respond to
questions and suggestions from peers, and add details to strengthen
writing as needed by revising through having model concepts such
as showing the student written directions and visuals that
accompany the lesson so the student can be able and emulate what
is expected of him. Because the student is strong /has strength in
this particular area of kinesthetic and visual learning I choose this
adaptation.
Supports, Accommodations,
Modifications
2 Pre-teach key words and phrases through examples and
graphic organizers (e.g., word cluster, manipulatives,
visuals)
Have students use pre-taught key words and graphic
organizers to complete sentence starters
5 Make connections between the language students bring
and the language used in the textbook
4 List and Describe 3 strategies from your texts
that will aid each students learning.
Because the student is at a beginning language
proficiency level, I will have a word bank box
where common sight and vocabulary words are
translated from Spanish to English so he can
develop his language and use them when we
have writing assignments to practice developing
his knowledge of the English language.
The EL student will also be paired with a bilingual
student in order to be able and communicate his
needs or struggles and have someone to practice
conversational English during their Think-Pair-
them.
Strengths: Students social
skills and communication
Present levels of
performance: Student who
has limited understanding of
English language
Weakness that you will
support: If placed in larger
groups he gets lost in the
conversation and will not
participate. Student unable
to understand English
content/vocabulary.
Share time. This will strengthen his social skills
and communication as well as gain greater
knowledge.
The EL student enjoys looking through books;
therefore, a book on Martin Luther King Jr. on a
tablet that can be translated in his native
language will be available for use. This will allow
him to go back and forth between the texts and
understand the base of our conversation so he
can be able to write down his 10 facts and share
it with others.
Provide page numbers and title of texts and/or
attach a copy of the strategies to your lesson
plan submission.
SDAIE (Specially Designed Academic Instruction in
English) Teaching Strategies
Language Arts Patterns of Practice, 9E by Gail E.
Tompkins pg. 40

Provide a rationale as to why you believe each

strategy will be helpful for each student listed.

Because the student(s) is/are weak in this particular

skill of understanding content/English vocabulary,
but can use visuals to retell content; Integration of
Knowledge and Ideas: CCSS.ELA-Literacy.RL.1.7 Use
illustrations and details in a story to describe its
characters, setting, or events is being used to allow
student to further make connections visually and
then apply it orally through sharing with a partner or
aloud. Because this student strength includes literacy
(in his native language) and his curiosity in books, I
have chosen several of the adaptations so he can
slowly start implementing those strengths in English.
Because several students are weak in this skill of
identifying new facts with unknown vocabulary
terms, I am selecting the strategies of providing a
tablet and working with partners in order to
encourage English Language Development with new
historical content.
 Students with Other Learning Needs
Other Learning Need: GATE Number of
Students
Example: Below Average
Language Proficiency
In each section do the
following:
Describe Student &
Include: Student enjoys
playing the violin, running,
reading, listening to music,
and going to gymnastic
practice. She enjoys
working in groups so she
can help other students
when needed. Her favorite
learning center involves
interactions with
technology like a computer.
Strengths: Student has
strong oral communication,
she is bilingual (English and
Hindi). She is an auditory
learner, can follow along with
directions and likes to work in
small or large groups.
Present levels of
performance: Advanced
Reading and Writing ;
Aesthetic Learner
Weakness that you will
support:
Will provide modifications that
will allow student to be able
and engage with her peers
while allowing student to be
fully submersed in lesson
without wandering.
Supports, Accommodations,
Modifications
1 Leveled text, targeted guided reading, ongoing reading
assessment (e.g., running records, miscue, conferencing)
1 List and Describe 3 strategies from your texts
that will aid each students learning.
I will allow for students to practice Think-Pair-
Share method where they will be able to discuss
with one another their facts about Martin Luther
King Jr.
I will allow dialogue between students after the
video that is presented in class to fill out the (Q)
section of a KWL charts so she can engage in
critical thinking mechanisms and ask further
questions after the lesson
Because the student has a strong desire to learn
more and think critically, I will provide her with a
tablet and video link of the video we discussed in
class so she can reference it and act as a group
leader to help others.
Provide page numbers and title of texts and/or
attach a copy of the strategies to your lesson
plan submission.
Language Arts Patterns of Practice by Gail E.
Tompkins p. 91
Provide a rationale as to why you believe each
strategy will be helpful for each student listed.
Anjali does well in a social setting and will initiate discussion;
small group interaction will provide her with opportunities to talk
to her peers as well as with the teacher for further peaked interests.
Being the student has strong comprehension skills and tends to
finish early, additional learning of facts and resources will allow
her to do more research for example, I often allow students to
check out a tablet and use it as an instructional tool for themselves
or their group. The student has strong higher order thinking skills
and will often talk about unrelated topics or draw instead of being
 fully engaged. I will provide her with other supplemental materials
such as scholastic magazines which also include visuals and the
tablet when appropriate to access E-books or material weve
reviewed in class. These different classroom strategies can be
applied in order for the student to strengthen her predictions
through a KWL chart, be able to visualize a step further with the
tablet, and connect with her peers while also providing the
opportunity for critical thinking.

10. (10 points)

THEORETICAL OVERVIEW:

The concept attainment lesson model is taught by using information processing to attain
the concept learned in class. Students will retain what they are learning through
repetition of the concept. The lesson provides repetition of the definition while using
visuals for students to view. As students search for their own examples, they can reflect
back on the visuals and repeated definition to determine what examples fit the mold.
This lesson provides possibilities for students to visualize, write, and discuss various
examples of the new concept learned throughout the unit.

Structure of Knowledge
 Cognitive Level Rationale for using this Lesson Model in relationship to the
cognitive level.
Highlight/color the cognitive levels that fit with the Lesson
and provide a rationale for your thinking.
Evaluation
Synthesis
Concept attainment model is based on helping students examine
Analysis the important concept of segregation in order to classify and
analyze different examples that represent the concept.
Concept attainment model is based on helping students apply
their knowledge of ancestor and use its definition to determine
Application
whether a group of people that are related to them can be
defined as their ancestor/ancestors.
Comprehensio
n
Knowledge

11. ATTACHED STUDENT WORK (10 points)

In their Social Studies Journals, students will attach their completed independent
learning assignment and in-class activities for further review. They will also be able
to display these assignments for parents to review at back to school night.
 Lesson Summary of Instructional Preparation
Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused
ideas.
Preparation Scaffolding Grouping Adaptation
o Adaptation of o Modeling o Whole group o Advanced
Content Introduction of o Small groups o EL
o Background examples, non- o Pairs o Other
Knowledge examples and o Works
o Links to past mixed examples Independentl Lesson
learning o Guided Practice y concentrated
Draws on Direct Copy definition into o Mixed groups on each
Instruction Social Studies o Flexible student
lesson journal groups (advanced, EL,
introduction to o Independent other) in order
Martin Luther Practice The entire to teach to his
King Jr. Day. Find 3 additional class or her level.
o Strategies examples and participated in
Used create an discussing the
Concept illustration new concept.
attainment, In small
concrete groups or with
examples, shoulder
SDAIE, partner
Working in pairs students were
Resources able to review
Selected examples of
ancestors that
were
introduced.
Integration of Application Assessment Objective
Processes o Hands on o Rubric o Linked to
o Reading o Meaningful o Group Standard
o Writing o Linked to o Written o Integrated
o Speaking objectives o Oral with
o Listening o Engaging o Formative Language
o Viewing o Active Learning Arts
o Vocabulary A rubric was o Age
Student product used to assess Appropriate
Students read was based on the final
the material and meaningful product. Lesson
were engaged information and Following the connected to
in listening, was linked to lesson standards,
speaking, learning objectives students were such as Social
 viewing of for 1st grade. assessed on Studies. In
images as well Students intro was written addition, it was
as the concept interactive and (Correct age
vocabulary. appropriately punctuation) appropriate
accurate to and oral (1st grade).
introduce sensitive accuracy
subject. identifying the
concept of
segregation.
Notes for next lesson:

o Strengths/Weaknesses of Lesson
Lesson contained engaging intro/story, strong examples/non-examples; good
visuals including a video.
o Students needing more help
It may be necessary to pull out level groups to review main characteristics of
what segregation is.
o Content Adaptations
Allow students to study various images and descriptions of what segregation is
in advance so they are prepared to discuss concept.
o Reading Skills
May vary depending on the lesson, I will have different level books in regards
to the lesson for all levels to be able and read.
o Vocabulary clarification
It is important to possibly review key vocabulary terms days prior to the lesson,
especially for the focus students in the classroom.

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