Teachers: Ms.

Katelyn Grace Fowler

Direct instruction
Subject: Social Studies

Standards:

Objectives (Explicit):
Students will be able to identify certain challenges the African Americans faced during the Reconstruction
period by creating a comic strip illustrating the hardships the Jim Crow laws and KKK placed upon their
lives.

Guided Practice
(10 minutes)

Instructional Input
(10 minutes)

Evidence of Mastery (Measurable):

Correct terminology usage for description of the Ku Klux Klan and the Jim Crow Laws on the comic strip and
the L section of the KWL
Sub-objectives, SWBAT (Sequenced from basic to complex):
Describe the differences between the Ku Klux Klan and the Jim Crow Laws with a thinking map
Describe the differences between the Ku Klux Klan and the Jim Crow Laws by creating a comic strip
Key vocabulary:
Materials/Technology Resources to be Used:
Ku Klux Klan, Jim Crow, Civil Rights, Civil War, Abraham Thinking Map, Comic Strip Paper, PowerPoint,
Lincoln, lynching
SMARTboard, markers
Opening (state objectives, connect to previous learning, and make relevant to real life)
Objectives will be posted on the board and stated at the beginning of class so students know what they are
expected to learn during the class period.
Cue: Restate definition of Jim Crow Laws and the Ku Klux Klan
Question: What hardships did the African Americans face post Civil War?
Have students fill out the Thinking Map What the similarities and differences between the Jim Crow Laws
and the Ku Klux Klan? (5 minutes)
Teacher Will:
Student Will:
Provide background on different
Follow along with the PowerPoint
classifications of rocks and minerals and
Fill out their graphic organizer (guided
describing adjectives within each category
notes)
Provide students will a graphic organizer
Co-Teaching Strategy/Differentiation
Provide students with a completed graphic organizer that they can follow along with during the
activity
Teacher Will:
Student Will:
Pass out 4 different rocks/minerals to the four
Pass the four rocks/minerals around the
different corners of the classroom
classroom
Write down the adjectives students used for each When the rock is in their hand, they must share
rock in their respective column on the
one word that describes it using the new
SMARTboard
vocabulary words in the graphic organizer

Independent Practice
(20 minutes)

Co-Teaching Strategy/Differentiation
Provide extra time for student response
Allow for student to start with rock during the beginning of the activity
Teacher Will:
Student Will:
Create 8 rocks/minerals stations around
Walk around the room to stations 1-8 and
the classroom
will describe each rock/mineral using at
least 5 new vocabulary words and at least
Each station will have a magnifying glass
one vocabulary word in each classification
Put students into groups of 3-4
category
Although students are in groups, they will
describe the rock at each station
independently
Each student will have 2 minutes at each
station with a 30 second transition period

Co-Teaching Strategy/Differentiation
For students with physical disabilities, place rocks/minerals in easily accessible area and allow
for more time between transitions to the stations
Allow for student to use laptop to write notes
Provide extra supports to students having difficulty
Closing/Student Reflection/Real-life connections:
Come back together as a class and have a very brief conversation on some thing they saw at each station
Students will turn in their notes from each station, and they will be passed out during the next class period
where they will analyze each description and try to identify each rock/mineral in small groups.
Students will then fill out the L section of their KWL What did you learn about the classification of
rocks?
Students will turn in the KWL for a grade, so teacher can gauge the students learning for the lesson
Homework: Look up two common rocks in Arizona and briefly describe their characteristic and be
prepared to discuss during the beginning of the next class period.