TEACHER: Tino Barajas / Alexandrea Chairez / DATE: 11/20/2016

Exiquio Saldivar
OBJECTIVE: USH9A GRADE LEVEL: 7-12
Objective/Purpose: (The student expectations must be clearly defined and in line with the district/state standards.
For the students benefit, explain what students will be able to do by the end of the lesson and why these objectives
are important to accomplish
We will be able to analyze the historical developments and key figures of the Chicano Civil Rights Movement of the
1960s and 1970s.

Materials/Resources/Equipment Needed: Index cards, Notebook paper

Instructional delivery (What information is essential for the student to know before beginning and how will this
skill be communicated to students? This is the section where you explicitly delineate how you will present the
lesson. Direct instruction? Small group? Centers? The instruction could include a variety of instructional
delivery methods.)

Student most likely know the basics of racism and discrimination, starting with basic understandings of
stereotypes, unfair wages and labor conditions, ethnic groups, minorities, cultural assimilation, prejudice, etc. If
not, we will address them briefly before beginning our lecture. We will direct the lesson through direct instruction
and small groups.

Anticipatory Set (ENGAGE): (Before you dig into the meat of your lessons instruction, set the stage for
your students by tapping into their prior knowledge and giving the objectives a context. What activities will
you use to focus students on the lesson for the day?)
We will first briefly introduce basic vocabulary and give notebook paper so the students can write notes. We
will use a 2-minute video as a presentation aid to introduce the students to the topic for the day. We will give
an index card to each student and ask them to write in their name and their ethnic classification of
themselves. Our strategy consists of the students self-analyzing themselves and thinking critically about
what they consider themselves to be. Following the video, we will collect the cards and introduce them to
Chicanos and their movement. This video will hook the students into wanting to learn more in depth why
Chicanos did what they did.
Video link:
http://0-fod.infobase.com.lib.utep.edu/PortalPlaylists.aspx?wID=104347&xtid=58768&loid=281193

(EXPLORE): students encounter hands-on experiences in which they explore the concept further. They
receive little explanation and few terms at this point, because they are to define the problem or
phenomenon in their own words.

Before the actual lecture, we will begin by introducing the days objective and what we will be doing during
the class. The students will be told to write notes, since the activity will be based on what they learned
during the class and the notes will help them get an advantage. We will begin by asking an open-ended
question (When you think of a Civil Rights Movement, what do you think of?) This will stimulate their
thinking and after several answers from the students, we will bring focus to our topic and concentrate on
the Chicano Civil Rights Movement only.

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)

Model (EXPLAIN): (If you will be demonstrating the skill or competence, how will this be done and Guided
Practice: (Under your supervision, students are given the chance to practice and apply the skills you
taught them through the instructional delivery)

Next, we will cover introductory key terms, major causes, important figures and groups in a summarized
interactive presentation. Students will be involved in the lecture as they participate in questions directed
towards them. The lecture will contain real-world examples and clear descriptions on lecture key points.
The students will be writing notes on the lecture. Our strategy during this part of the class consists of a
clear lecture that helps complete the days objective in analyzing the Chicano Civil Rights Movement.

Independent Practice (ELABORATE): (List the assignment(s) that will be given to the students to ensure
they have mastered the skill without teacher guidance.)

After finishing our lecture, we will split the class into 3-4 groups, depending on how many students show
up. The activity will be based on the game HedBanz. In this game, one person will hold an index card
with a written key term or key figure of our lecture while the other group members will try to describe the
term written on the index card using their notes and what they learned during the lecture without saying
the word written on the index card. The last two groups standing will receive a close-ended question
straight from our outline from the lecture. Our strategy during this part of our class consists of embracing
recognition from our lecture in our competitive activity.

Check for Understanding (EVALUATE): (Identify strategies to be used to determine if students have
learned the objective FORMATIVE.)

Our evaluate portion of our class will occur throughout the lesson. During our lecture, we will reach to
students to participate in answering a question or giving their opinion on a matter. During our activity, we
will have every student working to answer correctly in order to advance to the next round. During our class
discussion, we will reach to those students who did not participate as much as the others as we directly
ask them questions regarding the topic of the day and to share their thoughts. Our strategy will consist of
trying to get every single student to participate at one point or another during our lesson in order to check
for understanding.

Closure: (What method of review and evaluation will be used to complete the lesson? How will you wrap
up the lesson by giving the lesson concepts further meaning for your students?)

After our activity, we will go back to the index cards from the beginning of the class. As a class, we will
discuss how we feel toward the term Chicano and how it has changed through generations. In order to
effectively check for understanding, we will try to get students who did not participate as much to discuss
their point of view. The students answers will also affect how we conduct this part of our lesson. If we see
an interesting answer, we will reach to that student so that they can expand on their answer. Our goal
during this part will be to get the class to think critically in order to elaborate on their answers and use
what they have learned to see if their thoughts have changed in some way.

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)