WVSU LESSON PLAN FORMAT (Updated 1/13)

Teacher Candidate: Haley Harrison

Date: March 20, 2014
School: Poca Elementary School
Grade/Subject: 5th Grade
Unit Topic: What contributions have individuals made to help gain greater civil rights
for Americans?
Lesson Topic: Influence of Rosa Parks
Lesson 1
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
Students will
1. Categorize the various styles of treatment amongst ethnic groups in America
during the early 1900s.
2. Argue and justify personal opinions on Rosa Parks and the Montgomery Bus
Boycott through open discussion and writing.
3. Describe the courage and leadership traits that were portrayed to enhance
good citizenship in early America.
WV CSOS
SS.5.C.1 Illustrate the rights, responsibilities, duties, and privileges of a
patriotic citizen within authentic situations and defend these actions as
examples or non-examples of good citizenship.
SS.5.C.3 Research how government and non-government groups and
institutions work to meet the individual needs for common good.
NATIONAL STANDARDS:NCSS
II. Time, Continuity, and Change
f. use knowledge of facts and concepts drawn from history, along with
elements of historical
inquiry, to inform decision making about and action
taking on public issues.
IV. Individual Development and Identity
g. analyze a particular event to identify reasons individuals might respond
to it in different ways.
MANAGEMENT FRAMEWORK
Overall Time: 45 minutes
Time Frame: 5 minute formal pre-test
10 minute teacher introduction and KWL chart
5 minute read aloud and open discussion
10 minute Rosa Parks Changed the Rules worksheet
10 minute journal entry

5 minute regroup for informal assessment

STRATEGIES
1. Teacher led discussion
2. Group discussion
3. Independent practice
4. Independent practice
5. Regroup for closure and informal assessment
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
(Learning Styles, Students with Special Needs, Cultural Differences, ELL)
Teacher will provide any additional assistance to a struggling child throughout
the lesson.
A detailed graphic organizer will be distributed to the class after the formal
diagnostic assessment. This will be provided to all students allowing them to
be comfortable throughout the lesson.
Allow students to move to desired spots in the classroom to work on activity.
This is targeted for students who have low concentration levels and need to
moving throughout the lesson.
PROCEDURES: Introduction/ Lesson Set
1. Pass out a graphic organizer to every child
2. Provide the students with the formal diagnostic assessment on the Civil
Rights Activist
3. Collect the assessment when all students have finished
4. Start a KWL chart on the interactive Smart board. Allow children to visit the
board to fill out the know section of the chart.
PROCEDURES: Body & Transitions
1. Students will be returning to their seats in an orderly and efficient fashion
after completing the KWL chart.
2. The teacher will then begin a teacher lead discussion on Rosa Parks and the
childrens prior knowledge about her.
3. The teacher will then pass out An Extraordinary Bus Ride (see attachment)
to each child.
4. Explain to the children to highlight any word/words they are unfamiliar with
as we read along.
5. The class will then begin reading the story aloud (switch readers every
paragraph).
6. Discuss with the class any unfamiliar words in the provided text (for example:
segregation, boycott, dignity).
7. Distribute the second handout to the students titles Rosa Parks Changed the
Rules (see attachment).
8. Inform students as they complete the worksheet to take out their journals.
9. Explain to the class that they are required to write a newspaper editorial
giving their opinion on Parks arrest and the current segregation laws of 1955.
PROCEDURES: Closure
1. Allow a few students to share their journal entries (if time permits).
2. Have students complete the L section of the KWL chart on the Smart board.
3. Give opportunity for students to explain their opinion on the Montgomery Bus

Boycott.
ASSESSMENT: Diagnostic
Formal diagnostic pretest
KWL chart
ASSESSMENT: Formative
Observe students opinion during open discussion with class
ASSESSMENT: Summative
Students share their journal entries to present what knowledge was gained
MATERIALS
Smart Board
An Extraordinary Bus Ride worksheet
Rosa Parks Changed the Rules activity/handout
Student journals
Highlighters
EXTENDED ACTIVITIES
If Student Finishes Early: he/she may assist a student in the class with their
incomplete work by providing them with ideas and thoughts on the lesson.
If Lesson Finishes Early: allow students to take the microphone to the front of the
room and voice their opinion of Rosa Parks in a mature manner. Also, show the
students actual pictures from the boycott.
If Technology Fails: the class will do the KWL chart on the white board instead of the
smart board.
REFLECTION
1. What part of your planning helped most with your lesson delivery?
a. I have never been exposed to lesson planning before. I knew that it
conducted of what you were going to teach that day and assist in your
organization, but it held a lot more than what I thought. Lesson
planning isnt an easy task that can be completed in 30 minutes. It
takes time, thought, concentration, and concern; you dont want to
build a lesson that your classroom isnt going to benefit from. While
building my first lesson, I was way in over my head. I was slightly
overwhelmed and confused with all the standards, objectives, and
formatting. However after having it all completed, it was perfect. All of
the scatter braining thoughts I had in my head were nice, neat, and
organized on a few sheets of paper. My entire lesson plan helped me

with my delivery; it kept me on track and reminded me where I needed

to be. Although if I had to choose once section of the lesson plan that
helped me the most, it would definitely be the procedure section, of
course. It gave me a brief detail of what was going to happen next and
reminded me what I needed to get prepared for.
2. How will you plan differently for your next lesson?
a. After I finished delivering my lesson and I was driving home, all of
these thoughts are racing through my head. I was thinking of things I
shouldve changed, what couldve been better, how could I have
sparked more interest in the topic? My lesson went very smooth, and
the children interacted very well with questions, comments, and
answers. In my actual lesson, I would definitely change the amount of
worksheets. For this particular lesson, I handed out 4 different
worksheets which are including my formal diagnostic assessment. I
noticed when I would get another worksheet out of my bag that some
of the students were giving nonverbal communication signs that they
were tired of worksheets. Next time, I will certainly keep the amount of
handouts to a minimum and incorporate more than just one hand on
activity.
3. How did the students respond to the lesson? Give specific examples.
a. The students responded really well to the lesson. They all listened and
were excited that I was the one who was actually presenting the
material. In the beginning of the lesson when the students were filling
out the KWL chart, there was never a time when a hand wasnt up to
fill in a section with their opinion. This particular group of students is so
comfortable with each other and themselves, that they arent afraid to

answer a question and get it wrong or go write their opinion on the

board. When the students were completing their journal entries, they
would race up to me and ask if they could share theirs, before I even
told them they could. They were eager and excited to voice their
opinion and show the class their newspaper editorial. On another note,
I was nervous as to how the class was going to treat me in comparison
to Mrs. Beller. Would they talk? Would they listen because Im so
young? However in that area, they blew me away. When I talked, they
listened. They gave me respect just as they would for their own
teacher. If I told them to be quiet or whisper, they would. I was
very pleased with how well they listened.
4. What strategies worked? What didnt work? What activities and/or strategies
would you do differently?
a. There wasnt really a technique in my lesson that didnt absolutely
work and was rejected. However of course, there are times when the
children are more engaged than others. The children LOVED the KWL
chart; we kept it up on the smart board throughout the entire lesson
which allowed them to keep making references to it. I noticed that they
enjoyed more hands on activities and discussions rather than reading
from worksheets and doing written work. As I stated previously, the
amount of handouts and worksheets is definitely one thing that will be
fixed; my group of students were not enjoying all the handouts. So of
course I would change some activities in the lesson to more hands on
rather than a worksheet. I would include an activity where the students
would have to move around the room or something that allowed them
to get out of their seats.

5. What did your students learn; how do you know this? What did you learn?
a. I have provided a copy of the actual KWL chart that the students filled
out. Under the L section of the chart are some of the things that the
students learned, however they ran out of room, so we had an open
discussion about it. They learned a more in depth story of Rosa Parks;
we would discuss the readings as we would go along instead of just
moving onto a different task. The students also relayed to me what
they learned by sharing their journal entries. I had one student who
called me over to read their journal, and it was completely different
than what actually happened to Rosa Parks. I noticed that instead of
talking about Rosa Parks arrest, she changed it to Rosa getting away
from the police. She showed her imagination in her editorial and wrote
it in a way that she wishes it wouldve happened instead of the typical
arrest.
b. As this being the first lesson I have ever taught myself, I learned that
you need to know as much information about the topic as possible,
especially at the elementary level. I got slammed with some of the
craziest questions about Rosa Parks I had ever heard. However even
though the questions seem crazy to me, my class expects an answer.
Im supposed to be the teacher who has an answer for everything. I
didnt know how Rosa Parks mother died, so as a class we looked it up
online. That is definitely one thing that I will have to better prepare for
on my next lesson. Get ready for some off the wall questions that I
better have an answer for.