West Virginia State University

College of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE (Updated 1/13)

Teacher Candidate: Trenton Williamson Date: 4/3/16

School: South Charleston Middle School Grade/Subject: 7th Grade
West Virginia History
Lesson Topic: Civil Rights

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

(1) Students will be able to define civil rights and the importance it played in
the United States. (2) Students will be able to define different civil rights
leaders and the contributions they played in the civil rights movement.

WV CSOs
H.SS.8.25.d Explain the economic, social, and political impact of twentieth
century events on West Virginia (e.g., school integration, Civil Rights
Movement, Cold War and Vietnam).
H.SS.8.25 Demonstrate an understanding of West Virginia's development
during the mid-twentieth century.
NATIONAL STANDARDS
NSS-USH.9-12.10 Contemporary United States 1968-Present
NSS-USH.5-12.9 ERA 9: POSTWAR UNITED STATES (1945 TO EARLY 1970s)
MANAGEMENT FRAMEWORK
Describes how time is set to accommodate the lesson. Just give time and not
details. For example:
Overall Time - 60 minute lesson
Time Frame 5 min. Begin KWL chart
15 min. Web presentation
25 min. Research activity
5 min. Group presentation
10 min. Complete KWL chart
STRATEGIES
Teacher led discussion, Teacher presentation, independent practice, guided
instruction, discovery learning

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

(Learning Styles, Students with Special Needs, Cultural Differences, ELL)
Many types of differentiated instruction were meet throughout this lesson.
There will be a KWL chart at the beginning of the lesson for students who are
visual learners. I will conduct a Prezi presentation and lecture about civil
rights leaders for auditory learners in the class. Last hands on learners will
benefit from the research portion of the lesson where they will find a civil
rights leader online and write 2-3 paragraphs about that person.
PROCEDURES
This section has three parts, each are an important part of the lesson.
Use guiding questions, visuals, statements, and ways to assess prior
knowledge and gain interest for the lesson.
Body & Transitions
- I will begin class with a teacher introduction and explain the
activities we will be completing for the day.
- I will start a KWL chart to access students prior knowledge of the
civil rights movement and what students want to know.
- I will conduct a presentation using a Prezi to inform the students
about civil rights and describe several civil rights leaders and their
contributions to the civil right movement.
- Students will conduct research using their Ipads. Students will
pick a civil rights leader other than Martin Luther King Jr and Rosa
Parks and write 2-3 paragraphs about who they are, what they did,
and what contributions they made to the civil rights movement.
- I will place students into groups of 4, each student will have the
opportunity to tell the group which civil rights leader they picked and
the contributions they made.
- We will complete the L part of the KWL chart to assess what
students learned from the lesson.
Closure
Review, summarize, repeat, a quick check of objectives (thumbs up/down),
assign homework.

Diagnostic:
For my diagnostic assessment I will conduct a KWL chart where students will
tell me what they already know about the civil rights movement and what
they want to learn. Then at the end of the lesson the students will tell me
what they learned from the lesson.

For the formative assessment I will observe students as they conduct their
research about a civil rights leader.
Formative
For my formative assessment I will conduct a Prezi for students outlining the
Civil rights movement and several civil rights leaders. I will walk around and
observe students as they research and choose a civil rights leader to write 2-
3 paragraph about.
Summative:
Summative
My summative assessment will be the completion of my KWL chart to see
what my students learned from this lesson This gives me the opportunity to
record the specific information on what students grasped from learning about
the civil rights movement.
MATERIALS
- Ipads
- Paper
- Pencil

EXTENTED ACTIVITIES
If Student Finishes Early
If a student finishes early I will allow them to watch a youtube video or a
brainpop video about any civil rights event of their choice.
If Lesson Finishes Early
If the lesson finished early i will encourage the students to get up and tell the
class who they picked as their civil rights leader and what
accomplishments/impact they had on the civil rights movement.
If Technology Fails
If technology fails I will have my Prezi presentation printed out on paper for
the students and for the research part of the assignment as a class we will
go down to the library and students will choose someone from the
autobiography section to write about.
POST-TEACHING
Reflections
At the conclusion of my lesson I will use the Lesson Plan SELF Evaluation for
316 to reflect on my lesson.
Data Based Decision Making (If Needed)
I will use the data of my KWL chart and the students 2-3 paraphs on a civil
rights leader to see how well the students grasped the assignment.
 Differentiating Instruction for
Students with Special Needs

Please describe all that apply:

Needs-Based Planning

Learning Differences X Sensory Differences

Attention Differences Behavioral Differences

Motivational Differences Ability Differences

Physical Differences Cultural Differences

Communication Differences Enrichment

Multiple intelligence addressed (check all that apply):

Verbal/linguistic
Naturalist
Spatial
Interpersonal
Logical/mathematical
Intrapersonal
Bodily-kinesthetic
Existential
Musical
Others (explain):