Name: Emily Hilscher Grade: 5th Subject: History

Lesson Title: Treating Everyone With Kindness Date: 03/04/2021

Unit Level Goals:

Students will learn about the impact of MLK, African American Culture, and acceptance of others.
State Mandated Standard(s):
SS5H6 Describe the importance of key people, events, and developments between 1950- 1975.
a. Analyze the effects of Jim Crow laws and practices.
b. Explain the key events and people of the Civil Rights movement: Brown v. Board of Education (1954), Montgomery Bus Boycott, the March on
Washington, Civil Rights Act, Voting Rights Act, and civil rights activities of Thurgood Marshall, Lyndon B. Johnson, Cesar Chavez, Rosa Parks, and Martin
Luther King, Jr.
c. Describe the impact on American society of the assassinations of President John F. Kennedy, Robert F. Kennedy, and Martin Luther King, Jr

IEP Goals to be Addressed in Lesson:

Students will sit and participate in the assignment, Students will work on tasks independently with verbal prompts. Student will participate in
group discussion. Student can write a paragraph based on a given prompt.

Lesson Objectives: Assessment(s): Planned Feedback:

The students will read the poem and decipher
the meaning behind what is being said. The
students will develop the understanding of
different cultures in America. The students
will reflect and understand the impact of
African Americans on America.
Informal: The students will have a class
discussion on the Agree/Disagree statements
and I will see their understanding of the
concepts.
Formal: The students will create a flyer
touching on the end of segregatuion and
explaining the current impacts of African
American cultured based on the poem. It will
include a picture and have written parts based
on prompts.
While we do the agree and disagree
statements I will ask the students why they
agree or disagree with certain statements.
While the students read the poem we will go
though it together and annotate. We will
define terms they do not know and explain the
references so that they have a fuller
understanding. After the poem I will ask the
students if they have changed their mind on
any of the agree or disagree statements and to
explain why or why not. Then as we transition
into their assignment I will explain what it is
and give them a laminated example to pass it
along.

Key Communication Skills Required: Vocabulary to be Taught: Use of Vocabulary and/or Communication
Asking for help, communicating with peers in
class discussion, writing thoughts out,
responding to a prompt or cue, making sense
out of a poem, starting and stopping
communication, answering questions,
expressing frustration.
Instructional Resources & Materials:
The poem: “What if There Were No Black
People?”
Paper
Colored Pencils/Crayons/Markers
Powerpoint
Smartboard
Computers
Planned Supports:
Differentiated Instruction Strategies:
Planned Collaboration with Others:
Management Considerations
Introduction to Lesson/Activate Thinking:
James Brown Skill in the Lesson
Martin Luther King Jr While we are discussing the poem and doing
Segregation the agree and disagree statements these terms
Freedom will show up and we will define them. The
Jazz students will later use these terms in their
Peaceful Protest formal asessment
Racism
Culture
Use of Technology: Assistive Technologies:
Smartboard- used to show presentation The students can use the computers, pencil
Computers- students will have the option to grips, We will have written and verbal
either handwrite or use the computer for the assessments.
formal assessment.
The students that need additional support with writing will have access to a computer that they
can type their responses on. The poem will be explained in depth and I will write the
annotations on the poem with the smart board for all of the students to see.
The students will have the option to do their assignment digitally or physically based on what
they prefer. The lesson has a serires of different kinds of assignments, group discussion, large
group discussion, and individual assignments. This diffrenetion in the type of lesson will allow
the students to learn on multiple different platforms.
We have collaborated on planning the lesson and creating the materials for the assignments.
This lesson will be taught in a coteaching classroom. The co-teacher will teach the agree and
disagree statements, I will do the annotations with the poem. She will explain the assignment
and once he students start to work I will float closely to the sped students to further assist them.
The students will go to one side of the room or the other based on if they agree or diasagree on
the statement. This will allow the students to get up and walk around some during the lesson.
The students will each get their own copy of the poem so they can write their own annotations.
We will do the assignment at the student’s desks. While the students are independently
working the teachers will float around and help the students. While one teacher is teaching the
other teacher will be going around keeping the students on task and helping the students that
may need something or might have missed something.
Hook:

Body of Lesson/Step-by-Step
Procedures/Teaching Strategies
Lesson Closure:
Notes:
Specific Learning Plan link from Tolerance:
We will play the agree and disagree game. This will provide discussion and conversation about
the topic and introduce the topic to the group. If the students agree with a statement they will
stand on one side of the room, and if they disagree they will stand on the other. The statements
will be on the powerpoint presentation. (15 min)
Connection to Background knowledge or Previous Learning:
This will connect to their prior knowledge on MLK, segregation, previous ideas about these
topics.
Introduce and Model New Knowledge:
As a class the students will read the poem “What if There Were No Black People?” first
individually. When the students first read it individually they will mark the poem with certain
symbols provided on the board. Then as a class we will go through the poem and explain each
part of the poem. We will annotate it on the board and write all important notes on the side so
that the students will be able to keep up and understand what is going on. (7-10 min).
Guided Practice:
Then as a class we will go through the poem and explain each part of the poem. We will
annotate it on the board and write all important notes on the side so that the students will be
able to keep up and understand what is going on. We will then put all of the agree and disagree
statements back on the board and see if the students changed any of their opinions. (25 min).
Independent Practice:
We will introduce the assignment of the flyer where the students will talk about the impact of
black culture has had on today’s age and time. Their assignment will focus on the end of
segregation and the impact and how society is working on acceptance of all people. The
students will start working/brainstorming for this assignments(10 min)
Review Standard/Summarize Learning:
The assignment that the students will start will refresh what they learned in class.
Connection to Tomorrow’s Lesson:
The students will continue to work on this assignment tomorrow in class.
https://www.learningforjustice.org/learning-plan/treating-everyone-with-kindness

Powerpoint Link And PDF link:

https://docs.google.com/presentation/d/1I4Brwms5g3UL2cKLBATMHoAt7kbOeqDA42tFkUNNfBw/edit?usp=sharing

Treating Everyone
With Kindness.pdf

Below is the print out of the Poem

What if There Were No Black People?
By Sam Mauricette

If there were no black people what would happen to soul?

We’d have R & B with no ‘B’, now that’s blues for y’all.

And if we didn’t have the blues nor the swing of jazz,

the world would never know what it missed and could have had.

The sounds of Ella, Teddy Pen on tracks with Mr. Coltrane,

James Brown and the opportunity to let freedom reign.

Martin Luther King had a dream we found the word equal,

minus the word blacks, the world lacks that new sequel.

Add the word facts, countless stacks, history acts

as though we were never here though we are the word impact.

Imhotep my soul and mind for we were once kings,

building pyramids after Sphinx, and traffic lights for traveling.

I know why the caged bird sings, Maya Angelou wrote such things,

our contributions to the future are beyond breathtaking.

Let the world know if it was never blessed with the darker tones,

melodies would never be the same,

and neither would the soul.

Source

Written by: SEAN MAURICETTE, aka. SUBLIMINAL.

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