Name: Chayce Goggin Date: February 21st, 2019 Time: 9:00-9:30 Lesson #7

Big Idea/Topic: Florida’s Role Grade/ Subject: 4th grade/ Social Studies
CPALMS/ Resource link: http://www.cpalms.org/Public/PreviewStandard/Preview/3017
Lesson Structure: Whole Group/ Lecture
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 discuss Florida’s role in the Civil Rights Movement.
The students will be able to list and explain different events that occurred in Florida during the Civil Rights
Movement.

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

The students will listen to the presentation and classroom discussion.

The students will listen to the read aloud.
The students will hold discussion with the class and their groups.

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

friendly terms) (include hyperlinks to videos & websites)

Segregation- separation of blacks and whites. Nearpod

Protests- disapproval of something. Technology (BYOT)

Boycott- a ban or refusal to use something. Read aloud book

Unconstitutional- goes against the constitution; wrong.

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

Knowledge: List at least three ways that black people

were not treated equally during the Civil Rights None
Movement.

Above Knowledge: Discuss whether you think the Civil

Rights Movement was successful in achieving its goal.

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 I:
Knowledge) N/A

Begin by reading a few pages of

our read aloud.
(pages will depend on how far we
get during morning read aloud).

Make sure students understand the 5 mins.

connection between the book and
the Civil Rights Movement in
Florida.

Instruct them to take notes if they

hear anything that mentions the
Civil Rights Movement in Florida.

Instructional Steps:

Make sure students have their I:

technology devices ready. She may write less if appropriate.
Extra time to come up with responses.
Explain that we will be learning
about Florida’s role in the Civil
Rights Movement by doing a
Nearpod.

Navigate through the Nearpod,

stopping when necessary if students 15 mins.
have questions.

First Slide- Discussion Question

List at least three ways that black
people were not treated equally
during the Civil Rights Movement.

Ex: Segregated schools, water

fountains, buses, restaurants, etc.
Could not
Second Slide- Tallahassee Bus
Boycott.
Discuss how the Tallahassee Bus
Boycott was one of many around
the U.S in response to Rosa Parks
not giving up her seat.

Third Slide- Woolworth Sit-In

Relate this idea to the book we are
reading aloud and have students
identify the similarities.

Fourth Slide- St. Augustine

Fifth Side- Drawing Emoji

Sixth Side- Discussion Board

Discuss whether you think the Civil
Rights Movement was successful in 5 mins
achieving its goal.

This last slide will be completed

through Nearpod, but I will further
the discussion with the class by
having the students discuss their
thoughts with their group. 5 mins.

Give them a few minutes to build a

discussion.

Tell them to keep in mind what the

discussed because we will continue
with the discussion tomorrow
morning.

Closures Pacing ESOL Support

Content:
Florida’s involvement in the Civil Rights Movement was
small, but important. Many of the events that took place in
Florida also occurred in other parts of the United States.

Procedural: I: N/A
Make sure you close out of Nearpod and put your technology
away. I will be meeting with my first group during small
group and the rest of you should be working on 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:
I will be able to see student responses with the Nearpod and will
monitor while they go through the presentation.

Post Lesson Analysis

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

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

I had some technical issues with the Nearpod in the beginning and was not able to read aloud the book like I
planned and I forgot to remind the students to bring their technology, so I had to pair them up to work together
on the Nearpod. For some reason, the presentation would not load the information slides correctly, so I could not
interact with the Nearpod, but the students’ were fine. They got a little loud when it came to the collaboration or
discussion points of the presentation and I had to take some time to calm them down before moving on.

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.)