Teacher Education Program

Elementary Lesson Plan Template

Name: Jessica Miller Date of implementation: January 29, 2018

Key Content Standards and CA ELD Standards (Integrated ELD): List the complete text of only the relevant parts of each content and ELD
standard. (TPE 3)
CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.4.3
ORGANIZATION

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific
information in the text.
Part 1: Interacting in Meaningful Ways. A. Collaborative. 1. Exchanging information and ideas with others through oral collaborative discussions on
a range of social and academic topics. 3. Offering and supporting opinions and negotiating with others in communicative excha nges.

Cross-Disciplinary Connection: (TPE 3,4) Incorporating Visual and Performing Arts: (TPE 1,3)
Reading and Social Studies N/A

Lesson Objective: What do you want students to know and be able to do? (TPE 3)
How to sequence important events through the use of a timeline.

Lesson Goals: What have you learned about students’ abilities that has informed the direction of your lesson (based on assessments, learnin g
experiences, IEPs)? (TPE 1,3,4,5)
Students benefit from doing something as a whole group before trying it out individually. Also students have been interested in activism since the
teachers’ strike.
ASSESSMENT

Prerequisite Skills: What do students need to know and be able to do in order to engage in the lesson? (TPE 3,5)
Verbalize where they believe information from text should go. Students have some concept of the civil rights movement and wha t it was about.

Pre-Assessment Strategies: How might you gain insight into students’ readiness for the lesson? (TPE 5)
Previous to this lesson conduct a Know, want to Learn, and Learned chart regarding students’ knowledge of black history. Then be able to gage
students’ familiarity with the Civil Rights Movement and whether they need more support with the vocabulary within the story.
Backward Planning: What evidence will the students produce to show they have met the learning objective? (TPE 5)
A collaborative timeline in relation to Fannie Lou Hamer’s life.
Checking for Understanding: How will you monitor student learning to make modifications during the lesson? (TPE 1,2,3,4,5)
Check for understanding through having students pair and share what events they think should go on the timeline as well as provide a direct
ENGAGEMENT

model of how I would choose what information to put onto my own timeline. I will repeat certain parts of the story if students need more support.
Self-Assessment & Reflection: How will you involve students in assessing their own learning? (TPE 5)
By asking them where they believe the information should go on the timeline. Having them explain their reasoning for their ch oice with textual
evidence.
Connections Engaging All Learners
• Connections to Students’ Lives (TPE 1,2) & Culturally Responsive • Strategies to Support Wide Range of Learners (UDL, MTSS, etc. –
Practices (TPE 2,4): TPE 1,2,4):
Narrative of a person of color who stood up for what she believed Thinking aloud when choosing what to put on the timeline. Saying out
in. Allows students to see themselves as activists. loud questions students could ask themselves during the activity.
ACCESS & SUPPORT

• Connections to Real Life Contexts (TPE 1,2): • Approaches to Support English Language Learners & Standard
Can relate to students’ experience of seeing their own teachers English Learners (TPE 1,3):
strike, fighting for something they believed in. Showing the visuals in the text to the entire class to supply more
• Promoting Multiple Perspectives (TPE 2): support.

N/A • Range of Communication Strategies & Activity Modes (TPE 3,4):

Incorporating turn and talks so students can be supported by each
other through sharing their ideas.
Accommodations and Modifications: How will you differentiate content, process, and/or product? (TPE 1,3,4)
If students seem unable to identify significant events provide more scaffolding by incorporating an extra think aloud.

Technology: How will technology be used to facilitate students’ equitable access to content? (TPE 1,3,4)
N/A

Academic Language (Integrated ELD): What CA ELD Standards, content-specific vocabulary, skill-specific vocabulary, text structures, and
stylistic or grammatical features will be explicitly taught? (TPE 3)
Will ask students if they know what sharecropper, congress, and segregated mean. Provide definitions to support their understanding of the text if
needed.
Name: Jessica Miller Date of implementation: January 29, 2018

Instructional Learning Strategies to Support Student Learning: (TPE 1,2,3,4,5):

What will the teacher do to 1) engage/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2)
identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5)
build metacognitive understanding?

List what the teacher will be doing and what the students will be doing.
Time Teacher Student Resources / Materials
3 min Play This Little Light of Mine sung by Fannie Lou Listen to the song. Voice of Freedom Fannie Lou
Hamer as the opening to the lesson, then ask students Hamer by Carole Boston
if they remember who the “I” in the poem Running is Weatherford
that we read yesterday. Long and large sheet of paper for
timeline
1min We will be reading about Fannie Lou Hamer who Markers
was a civil rights activist. As we read I want us to
think about important events and dates so we can
make a timeline about her life. What does a timeline
tell us?

Read Voice of Freedom Fannie Lou Hamer. First

3min pausing point after reading the first poem. Directly
model how to choose what information is important
from the book and think aloud where to place it on
the timeline.

Read second poem.

1min
Students talk to a partner about an event
Read third poem. Ask students to turn and talk about
they think is significant to add onto the
what they think is an important event we could add
timeline. Students use textual evidence
4min to the timeline. Ask a student to volunteer what they
to support their idea.
or their partner shared and add it to the timeline. Ask
students to support their ideas with textual evidence
reminding them of the new Fortify card they learned
about yesterday.

1min Read fourth poem.

Students show how many ideas they

Read fifth poem. Ask students what seems important have with their hands and contribute to
from the last two poems we read. Ask where on the the timeline verbally.
3min
timeline we should write the ideas. Add their ideas to
the timeline.

Students discuss the events from the past

Read the sixth, seventh, and eighth poem. Ask
couple of poems and figure out what
5min students if any of the events from the last couple of
order they should be added to the
poems we read connect to each other, have them pair
timeline in.
and share. Ask students how we could represent that
on the timeline. If students do not mention adding
Hamer’s death to the timeline mention that we
started with her birth so it makes sense to end it
when her life did.