LESSON PLAN- EDU3216

Aligned with the Minnesota Standards of Effective Practice on Planni

and the Minnesota Teacher Performance Assessment Package

Teacher Candidate: Jacob Nuckolls Date: 2/11

School and District: Grade: 6th
Cooperating Teacher: C.T.s Signature:
University Supervisor:
Unit/Subject Social Studies
Lesson Title/Lesson Focus: Frederick Douglass Estimated Length of Lesson: 80 minutes
*Please attach the cooperating teachers and the university supervisors observational comments
to this document.

PRE-INSTRUCTIONAL PLANNING
Context for Learning/Provisions for Diverse Learners
1) Identify the strengths, needs, and interests of individuals needing
accommodations, including students with IEPs and/or 504 plans.
There is one student who is at a 1st grade reading level. This student has a Teachers Aide
with him always, he also as an IEP plan. Another student has mental issues but the mother
is not permitting him any sort of aid. There are a few students on a 504 plan for various
needs. One of the children is hard of hearing and uses a hearing aid/speaker microphone
to receive instruction. Otherwise, most of the students are at high reading levels.

2) Identify the strengths, needs, and interests of individual students in your

classroom whose first language is not English, who represent cultural
differences, who may struggle to learn, or who may be highly motivated to
learn.
10 out of 21 students (12 females and 9 males) are ELLs. They are 2-3s on the WIDA
scale. There are several ethnic groups represented ranging from white, African American,
Somali, Hmong, and Latino. There are some students that are extremely undermotivated.
There are a few highly-motivated students as well. In general, most of the class is quite
intelligent, but not necessarily very motivated.

3) Identify prior learning experience, and language, physical, cognitive, or

social/emotional development you will need to consider as you plan instruction
for this group of students.
Students already have an overview of the American Revolution and the beginnings of the
United States from 5th grade. However, they will not know some of the founders
specifically. Many of the students are ELLs and are these students learn in a variety of
ways. In order to accommodate to these multiple learning styles as well as their
social/emotional and cognitive development, this jigsaw exercise will challenge them in
their ability to work with other members of a group. This exercise is also proven to
increase empathy which has a positive effect on their social emotional development. The
 students will also be developing orally; I have included a presentation requirement for
each group. Though it is ungraded, these will give students practice with public speaking
and presenting their thoughts orally.

4) Based on your answers to prompts 1-4 above, what specific supports have you
planned (or will you plan) for students to help them reach the lesson objective?
Because many of the students are on IEPs and many are ELLs, I have planned several
visual and group supports in this lesson. They will not only have articles but also videos,
visuals, and partners to help them. Students who are struggling with content material will
be placed with the highly-motivated students or the moderately-motivated students.

Central Focus and Alignment:

What is the learning goal you have identified for your students?
Students will be able to explain the significance of Frederick Douglass life and the nature of the
Abolitionists Movement.

What state adopted academic or content standard(s) are you addressing? (Provide
the name of the
standards document, the grade level, the correct numerical citation, and the text
of the standard(s)
you select.)

6.4.4.19.1Minnesota State Standard (2011)

Explain the causes of the Civil War; describe how the debate over slavery and abolition played
out in Minnesota. (Civil War and Reconstruction: 1850- 1877)

What is your objective(s) for this lesson? Identify what the students will be able to
do following
instruction. Include an action verb (observable behavior), and criteria for
success.
After listening to the lecture on Frederick Douglass, students will be able to demonstrate their
listening and comprehension ability by writing down the main points of the lecture in a guided
notes sheet.

After this lesson, students will be able to explain the significance and the impact of slavery by
writing an entry in their history journal describing the experience of a slave in the 1850s.

Academic Language and Support:

What are the academic language demands? Identify:
(include function[s] and form[s])

Functions:
Empathize students will need to understanding the experiences in such a way that they feel as
though they understand the feelings experienced by the people they are studying.

Forms:
Abolitionists students will need to understand an abolitionist as a person that fought to abolish
slavery in the South.
Frederick Douglass students will need to understand Frederick Douglass to be one of the
famous ex-slaves abolitionists.

How have you planned to support students in meeting the academic language
demands for this lesson?
(Identify specific strategies, visuals, models, and or demonstrations you plan to
use to support students
understanding of the academic language. Describe when, within the lesson,
students will be expected to
use and demonstrate understanding of the academic language. Be sure to include
function, form, syntax,
and discourse.)

I will support students in understanding the academic language by having the key terms and
instructions in the PowerPoint presentation. All students will be given a word-bank to help with
their history journals as well as guided notes for the lecture.

Assessment: Attach to your lesson plan any rubrics, checklists or other assessment
tools that you will use.
Describe the tools/procedures that will be used throughout this lesson to monitor
and measure
students learning of the lesson objective(s). (Multiple and varied assessments
should be used in the
lesson.)

Formative:
I will be walking around the classroom checking in with the students and making sure they are
staying on task and that they are writing in their journals. Also, during the lecture I will be
scanning the room to ensure that they are writing in their guided notes. This will help me to
determine if they are comprehending what they are hearing. I will be monitoring, making
comments, and keeping them on track.

Summative:

The journal entries, which will be turned in the next day, will provide the formative assessment. I
will be grading them according to the rubric. These will assess whether or not they are
comprehending the main themes of the life of Frederick Douglass.

Feedback:
 How will you plan to provide specific feedback to students on their progress
toward reaching the lesson objective?

I will provide feedback by writing on the students journal entries, grading them on the content
that has been written on their papers.

How will students use the feedback to improve their competencies and knowledge?
(Describe the
specific opportunity for their application of the feedback.)
Students will use the assessment of my feedback on their guided notes sheets and their journal
entries. From this feedback, students will know whether or not they are understanding the main
themes and have learned some significant points about the life of Frederick Douglass. From this,
they can improve in this area by rewriting the papers and finding a partner to help them fill in
their guided notes.

Materials and Special Arrangements:

Teacher Materials:
PowerPoint, guided notes sheet, projector, laptop, Doc Cam.

Student Materials:

Binder, guided notes sheet, history journal, pencils.

Theories and or Research-Based Best Practices:

Identify relevant research/theory to justify why learning tasks (or their
application) are appropriate.
How have you intentionally linked this to your instructional planning?

Note-Taking Benefits Learning (Mueller, Oppenheimer, 2016) a research study that found that
taking notes by hand increases learning by forcing students to summarize and glean the
important information form the lecture.

References (APA) and Acknowledgments:

Biography.com Editors. (2014, April 02). Frederick Douglass. Retrieved February 22, 2017, from
http://www.biography.com/people/frederick-douglass-9278324. This source provides an excellent
and concise narration of Frederick Douglass life, hitting all of the main points and it includes the
implications of his life in the future of Civil Rights in the United States. This source is incredibly
readable for teachers and students alike.
Expectations for Student Behavior:
Describe how your students will be intellectually engaged. How will you
communicate expectations for
them? How will you follow up on behavior expectations and how well you are
engaging learners?

Students will be intellectually engaged by working independently; each student will be

responsible for their own learning. Since this is the middle of the year, all expectations of
behavior and engagement are already discussed. I will only provide reminders of the beginning
of class (such as working at a sound level 2, etc.). In order to follow up on behavior expectations,
I will reference the expectations when I see deviant behavior.

Teacher Skill Focus for This Lesson: (Also note how you plan to collect feedback.)

During this lesson, I will focus on calling on students of both genders equally. To assist in this end, I will use
a cold-calling tactic and to assess whether or not I reached my goal, I will write down the names of the
students that I called on.
 Standard Lesson Plan Form

LESSON PLAN

Plan your teaching steps by addressing What will the teacher do and What will students do.

Provide evidence of scaffolding, linking new content to prior learning, engaging students,
monitoring progress, supporting students so they can use academic language, and transitioning.

INSTRUCTIONAL SEQUENCE
Tim What will the teacher do? What will students do? (Note behavior
e expectations and plans to promote
intellectual engagement.)
3 Introduction/Motivation: Students listen quietly and answer
min questions when called upon.
Activate prior knowledge Good morning, 1st
period.
Is it against the law to learn how to read?
Someone raise their hand and tell me. Of
course not! Not right now. But for a man we are
going to learn about today Frederick Douglass
it was.

Slide 1
Communicate the learning objective
Today, we are going to learn a little bit
about Frederick Douglass his life and
complete a history journal entry.

Slide 2
Introduce academic language We will
discuss who Frederick Douglass was and what
an abolitionist was. Lets begin

Lesson Tasks (Including Assessment):

Begin PowerPoint presentation

25
min Slide 3
Can any of you tell me one thing you
know about Frederick Douglass? Those are
good ideas. He was born in Talbot county
which is an area in Maryland. He was born
into slavery in 1818. He was sent to
Baltimore around the age of 10 and was
sold to a man called Hugh Auld.
It may be hard for us to imagine it, but at
this time it was illegal for slaves to learn
how to read and write. In disobedience to
this law, Hugh Aulds wife Sophia taught
Frederick how to read.
How old were you all when you learned
how to read?
That is quite a bit earlier than Frederick. He
was 12 years old when he learned the
English alphabet.

Slide 4
What was slavery like for Frederick
Douglass? We have been talking about
slavery in the past couple classes can
anyone tell me what it must have been
like?
Those are some very good answers and
some very good inferences. Youre right it
was a very shameful thing. He was bought
and sold like property and he was
forbidden from being educated.
Even though it was illegal, he did receive
education. He thought that education was
the pathway to freedom why do you think
he believed that?
Those are some very good answers.
Education, in so many ways, is
empowering. Someone that can read and
write is able to share their thoughts and
influence others. This is exactly what
Frederick Douglass did. He began writing in
newspapers and started educating other
slaves on how to read and write.
Slide 5
Eventually, Frederick Douglass escaped
with the help of Anna Murray, a free black
woman he would later marry. He escaped
in 1838, married Anna and took on the
name Johnson to hide his identity. Once
they moved to New Bedford,
Massachusetts, they took on the name
Douglass.
Slide 6
He then became an abolitionists - can
anyone tell me what it means to abolish
something? Those are good guesses. To
abolish something is to get rid of
something. So, if we are abolishing
 something we would be called abolitionists.
Abolitionists wanted to abolish get rid of
slavery. Frederick Douglass became one.
He started attending abolitionists
meetings and wrote his first book, A
Narration Of the Life of Frederick Douglass.
He left the country for some time to go to
Ireland to avoid being recaptured and
came back to publish more abolitionists
newspapers.
Slide 7
He went on to do some amazing things.
He served as the president of the
Freedmans Savings Bank, a bank for freed
slaves. He was a US ambassador to the
Dominican Republic, Minister-resident and
consul-general to the Republic of Haiti, and
he became the first African American to be
nominated for vice president in 1872.
Also, in 1877, he went back to visit his old
master Thomas Auld, and the two of them
reconciled. Do you know what reconciled
means? Thats correct. It means to forgive
and to restore a relationship. It really is an
amazing thing.

Slide 8
45 Alright, now we will begin working on an Students collect materials and begin
min entry in our history journals. For this entry, working on their history journal entries
write about what an African slave would while the teacher conferences with
have experienced during this time. You students individually.
have all written these journals before, but I
want to remind you that you are not
writing about this event but writing as if
you were the person. This is a journal you
are writing as. You will have the rest of the
class period to work on it and whatever we
dont get done today will be homework for
tonight. I have some wordbanks and
sentence starters up front if you would like
them. Take the next several minutes to
1 work on this assignment. Any questions?
min
Alright period one, take one more minute
to finish up your journal entries.

4mi
n
 Closure: (Summarize the lesson with
students, provide further opportunities for Students listen quietly until bell. Once the
learning, and build a bridge to the next
bell starts, they pack up and leave.
lesson.)
Today we learned about an extremely
important man. Can someone raise their
hand and tell me something about him or
something he did? Those are correct, he
did all those things and more! We learned
more about Frederick Douglass today and
we also learned more about slavery. This is
such an important part of American History
and we cannot forget what happened. We
also learned how to place ourselves in
someone elses shoes in our history
journals this is called empathizing with
someone else. You all have done a great
job of this in the past and I am sure that
you did great this time.

Extension: Homework tomorrow will be

the journal entry if you did not finish it
today. Tomorrow we will discuss another
key abolitionists a woman by the name of
Harriet Tubman.