Name: Chayce Goggin Date: February 25th, 2019 Time: 9:00-9:30 Lesson #9

Big Idea/Topic: I Have Who Has Grade/ Subject: 4th grade/ Social Studies
CPALMS/ Resource link: http://www.cpalms.org/Public/PreviewStandard/Preview/3017
Lesson Structure: Whole Group
Standards: (CCSS/NGSSS):

SS.4.A.8.1
Identify Florida’s role in the Civil Rights Movement.

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

The students will be able to complete a game of “I have, who has” in the correct order.
The students will be able to identify different civil rights activists, protests, boycotts, marches, and court cases.

Language Objective(s): (Must include language skill/domain and function, may contain grammar, where
appropriate)

The students will read their cards aloud to the class.

The students will discuss the Civil Rights Movement with their groups.

Key Vocabulary (academic/content-defined in kid Instructional Materials/Resources/Technology

friendly terms) (include hyperlinks to videos & websites)

Segregation- separation https://www.teacherspayteachers.com/Product/Civ

il-Rights-Movement-I-Have-Who-Has-Game-
Boycott- ban 1717496
Idea for Game
Constitutional- right; legal; follows the constitutional
rights. Game Cards/ Answer Key

Pencils

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorganiz
http://www.edpsycinteractive.org/topics/cognition/bloom. ers/
html

Above Knowledge: How did the non-violent approach

help during the Civil Rights Movement? None

Lesson Portions: Pacing ESOL Support

• How will you introduce For each level EL at each instructional step. (Add
the lesson, assess or additional rows with Tab)
activate prior knowledge,
motivate students to
learn?
• How will the lesson
develop or proceed? What
steps will you follow?
What are the students
expected to do?
 • Highlight differentiated
strategies.
• Underline higher
order/high quality
questions in lesson.
Introduction/Building
Background: (Link to Prior
Knowledge)

Place one of the game cards face

down on each desk and tell them
they cannot touch them or look at
them.
I:
Take a minute to think about Group discussion.
everything you know about the 5 mins.
Civil Rights Movement. Think
about how the black people were
treated and what actions were
taken against them: trampled by
horses, chemicals, being murdered,
beaten with nightsticks, tear gas,
etc.
Now take a minute to talk with
your group about how you think
the non-violent approach that black
people took helped in the fight for
their equality.

How did the non-violent approach

help during the Civil Rights
Movement?

Once they are done discussing,

have one person from each group
share what they talked bout.

Instructional Steps:

Explain to students that they will

be playing a game of “I Have, Who
Has?”.

Each student will already have one

card on their desk- instruct them to
write their name on the back of
their card in pencil. Once everyone
has their names written down, have
them read their card and write what
they think the answer is on the I:
back of their card next to their Wait time
name.

Explain the rules of the game: each

student has a card, the one who has
the beginning card goes first and
reads their card, the next person
will answer with the correct card 20 mins.
and then read theirs, this continues
until the last card is read, and that
student says “the end”.

Make sure students know that they

should not call out the answers
unless asked to do so.

After students read their cards

correctly they will sit down.

We will see how many rounds we

can go through within the class
time.

Play through the game until there

is about 5 minutes left of social
studies time.

Closures Pacing ESOL Support

Content:

It is important to remember everything that happened during

the Civil Rights Movement and think about the impact that
non-violent approaches had on its achievement. While black
people were being shot, beaten, gassed, and treated I: N/A
unequally, they were also fighting back with non-violent 5 mins.
protests, marches, and boycotts.

Procedural:

Have students pass their cards to the table captain and wait
for them to be collected. Once all tables are sitting quietly
and ready to move on, we will move into small
group/clipboard tasks.

ESE Modifications CPLAMS Access Points ESE Accommodations

http://www.cpalms.org/Standards/AccesspointSearch.aspx (content, product, process,
(identify access point, if needed) environment)

Independent: N/A N/A

Supported: N/A

Participatory: N/A

Assessment of Student Learning: (congruent with instructional

objectives)

Objective 1:
Game- going through in order with the correct answers.

Objective 2:
Observation of discussion among groups.

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include
evidence.)

I would not say there is much evidence to go off of for this lesson because they did not turn in any work or do
any worksheets/activities that required them to produce anything. We did a quick review in the beginning of the
lesson where the students had to think about everything that they learned so far about the Civil Rights
Movement and how non-violence is key. As I was monitoring the class, many students were engaged in the
conversation by discussing how the marches and protests were non-violent because the black people were being
peaceful; however, the white people were violent in the way they treated the black people for wanting to make a
difference. One group in particular discussed how the end result of the Civil Rights Movement could have been
different if the black people had chosen violence to fight for their equal rights. After discussion, we started the
game “I Have Who Has”. During this time, I thought the students would be able to get through the game pretty
quick and would enjoy trying to beat their own times; however, the first round took a lot longer than expected
because students were mixing up answers or had to continue repeating themselves. There is not evidence that
can be given on the game, but If I were to re-teach the content (which was just a review), I think it would help to
use simpler terms and definitions to help with explanations.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

There was not much “teaching” in this lesson because I wanted the students to have the opportunity to engage in
their own discussions and then they played a game to help me figure out what needs to be reviewed during the
review. The discussion in the beginning of the class went well and the students talked for about five minutes
about the Civil Rights Movement and everything that they have learned. For the game, my goal was to play
multiple rounds where the students can try and get faster each time and beat their score because then they would
be receiving that repetition; however, the first round took a lot longer than expected and we only had enough
time to get through two rounds, but the second round was much better than the first. My classroom management
during this lesson was fine because there was only one major transition and the students knew that if they
misbehaved then they would sit back down and do something else while everyone else played the game.
Overall, I think the lesson went smoothly in terms of what I planned and what we did, but could have gone
better in the organization aspect.

Addressing Pre-PGP: INTEGRATED BLOCK ONLY

(Using the three Pre-PGP goals completed in EDUC 393, describe how you progressed, or not, toward
improving your practice within those Domains. Include a statement on how your efforts impacted, or not,
students’ learning experiences.) Complete this box after the 2nd social studies lesson, the 2nd math lesson, the
2nd reading lesson, and one lesson within the science unit.
1.
 2.
3.

Response to Feedback: INTEGRATED BLOCK ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you
will implement next steps going forward. Explain how these next steps will impact students’ learning
experiences.)

Learning Trajectory:

SS.4.A.8.1
Identify Florida’s role in the Civil Rights Movement.