Daily Lesson Plan

Your daily plans should include the following:

Day: (Day 2)
Objectives:
MS US History Framework
1.b- DOK 3 Analyze/evaluate the impact of presidential policies on domestic
reform.
4.a- DOK 3 Analyze issues that gave rise to the Civil Rights Movement.
4.b- DOK 2 Trace major events of modern movement.
Materials:
Textbook
Pen/pencil
Notebook paper
Sheets of colored paper
Markers
Glue or staples
Computer/ projector
Quizzes
Opening (Set):
Answer the questions from yesterdays exit slips.
Today we will be learning about how non-violent protests and other forms of
activism led to important milestones in the fight for Civil Rights.
Does anyone remember the protest we talked about yesterday?
The Montgomery Bus Boycott
We will be looking at other protests that relate to the boycott and how these
campaigns worked together to produce major changes for minorities.
Learning Tasks (Procedures):
1. Tell students to get into pairs of their choice.
2. Teach students how to make a flip book (Fold one paper so that
when creased there are about two inches of paper left on the
bottom. Fold another paper of a different color so that the crease
divides the paper into 1/3 and 2/3. Put a thin line of glue in the
crease of the second piece of paper and put the first piece of
paper in the crease at its crease. Wait a few minutes for the glue
to dry. If glue is unavailable, then the papers can be stapled
together as well.)
3. Give each student a topic from the section. These will be given at
random when the students pick a previously cut strip with the
topic and questions on it.

4. Give students 15-20 minutes to read their portion, answer each

question on a different flap of the book, and draw a picture on
the top flap to help them remember their topic.
5. After the students have finished their flip books, have each group
present to the class.
6. While each group presents, the other students should be taking
notes.
7. Show class a Prezi (or PowerPoint if no internet access) of
pictures of the events as they are being discussed, and fill in any
missed information or emphasize important facts or outcomes of
the events. http://prezi.com/hnuwx0zbxdr5/civil-rights-timeline/
8. After all students have presented, give students a quiz with all of
the checkpoint questions from the section. All of these questions
should have been answered by the groups. Students may use
their notes.
Closure:
Go over the quiz.
Ask if students have any questions about the quiz, and answer the questions
they have.
Have students fill in the important things they learned today in their KWL
chart.
Have each student write down one question they still have about the days
lesson, and use this as an exit slip. Questions will be answered at the
beginning of class tomorrow.

Differentiated Instruction:
Enrichment:
Have students read the primary source: I Have a Dream and answer
the Thinking Critically questions.
Intervention:
For the students who need extra help, the flip books will be projected
on the Elmo, so they can read the information and hear it at the same
time. Flip books can also be passed around for students to take down
notes.
Accommodation:
As needed, walk around and help students stay on task.