Date: 3-1-23 Teacher Name & CMT: Megan Heiss with Jess Lukens Class: Humanities

(social studies)

Grade Level: fifth Unit Name/Topic: Lesson Number: 1 Length: 45 minutes

Slavery in Americas

Academic Content Standard(s):

5.3.11 Describe the ways Native Americans, Africans, other immigrant groups, and colonists adapted to variations
in the physical environment.
5.1.20 Using primary and secondary sources to examine an historical account about an issue of the time, reconstruct
the literal meaning of the passages by identifying who was involved, what happened, where it happened, what
events led to these developments, and what consequences or outcomes followed.

Enduring Understandings / Goals (Why): Essential Question:

Students will describe life in West Africa in the 1500s What was the impact of slavery on African people?
and how the trade of enslaved people began.
Students will identify the components of triangular - What legacy does slavery contribute to?
trade. - How were enslaved people treated?
Students will analyze how Africans survived the - How do images give insight on slavery?
Middle Passage and responded to a life of slavery in
the colonies.

Student (SMART) Objectives(s):

Outcome(s) students will be able to demonstrate . . .
Students will be able to demonstrate the origins of West African people before they were forced into the evil
institution of slavery. They will progress in comprehending the impact slavery had on African people from the first
arrival of slaves to present day legacies. Students will show their knowledge by completing the Learned column on
the KWL chart that I have access to.

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence

Students will show their learning by . . .
Demonstrating knowledge by restating information they
know about slavery
Show curiosity and engagement by asking questions
about what they want to know
Formative:
Students will show they understood the readings and
activities from Monday and Tuesday by completing the
“Know” column. Students will show they analyzed the
1619 book by making comparisons to the textbook and
Making connections to textbook readings
Summarize what they learned about the impact of
slavery on African people after reading 1619 Born on
the Water
Evaluative Criteria:
Students' success would look like. . .
- Verbal participation with the KWL chart
- Actively listening during 1619 Born on the
Water reading
- completing KWL activity on paper
- Learning new information that helps get closer to
answering the essential question
- Positive attitude and embracing the
uncomfortableness of this unit
new information presented to them by filling out the
“Learned” column.
Summative (if any beyond the performance task):
I have access to see the “learned” column to ensure
students are grasping new information, but I assume
there will be a summative assessment at the end of our
slavery unit. The KWL chart gives insight to what they
have understood from Monday and Tuesday lessons and
what they have recently learned about slavery after
listening to 1619 Born on the Water book. I taught
Monday’s lesson, so I can help guide students to make
connections between textbook and picture book.

Stage 3: Learning Plan

General Methods for Instruction:

(Highlight all that apply)
Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based

Simulation Cooperative Learning Lab Learning Stations Writing to Learn Inquiry Learning

Independent Learning Small Group Direct Instruction Workshop Role Play Game Other:

Where will this lesson take place? General Education Classroom Resource Room or Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Specific Support and Who will provide that?
Since we will be doing one teach and one observe (my
CMT is observing me), I will cater to the needs of
diverse learners or students who may need
individualized support. Because this is my first lesson, if
I am not equipped to give specific support, my CMT
knows when to jump in. I do not anticipate this, but if
there is an emergency in the classroom because this is a
tough topic to teach, my CMT will help me.
Why? What’s the intention
The intention behind this is to ensure the needs of all
students are met, and since there are two teachers, this
One Note is a technological tool that my CMT loves to
use. It is similar to Google Docs, but it is more
collaborative and videos can be added. Since Zionsville
Middle School West is 1:1 with technology, all of them
should have access to a laptop or tablet where they can
take notes. I considered using Onenote, but because I do
not have access to it after I leave Zionsville West Middle
School for the day, I decided to make note-taking for the
KWL chart on paper. I will make it clear that I will
collect their notes to assess their learning. When I read
the book, students will be sitting on the rug with no
 classroom organization makes it much easier to work computers so there should not be any distractions. They
individually with students and talk through their should be engaged by listening to the words and
concerns and questions. analyzing the intricate illustrations. They have been
Needed (Special support? Education Support
frequently using their computers in Language Arts
(support be provided? and/or accommodations and
because they have been working on a research project,
modifications):
so this lesson will give them a technology break.
I have honestly not dealt with any major behavior
problems with any of the students. If they begin getting
too talkative, I remind them of what voice level they
should be at. If students are getting antsy, we do a
movement activity. If they are on their computers too
long, they can get distracted, so I am limiting computer
time.
Intentional Co-Teaching or Grouping Strategies:
❏ 1 Teach 1 Observe (gather specific data)

Lesson Agenda with Discipline-Specific Learning Activities

Time: Teacher Will Be (Planned Students Will Be (Learning Rationale: (Based on

Supports tied to objectives & build Tasks connect to prior knowledge Research/theory)
in checks for understanding) & assets):

9:15-9:25 At 9:15, the first period begins. The
agenda slide will already be posted
on the board. I will briefly outline
what we will be doing this class
period. Then, I will inform students
to pull out a piece of paper to take
notes on what they already know and
want to know. I will instruct them to
fold their piece of paper into three
columns and label each column. I will
model this. For the next 5 minutes or
so, students will silently first write
down what they already know about
slavery and then we will share out as
a class. As a class, I will ask them
what they want to know and write
down a few questions. At this point,
As always, students will be eager to
learn. They will be excited when I
have the agenda slide on the board.
They will rely on prior context from
Monday and Tuesday to jot down
what they already know about
slavery. They will fold a piece of
paper so that it has three columns.
First, they will reflect on Monday
and Tuesdays lesson along with
prior knowledge to display what
they already know. A few people
will share their thoughts. AS a class,
we can come up with a few
questions about what we want to
know. Hopefully, students can
answer these questions by the end of
Every book I have read
emphasizes the importance
of routines in the
classroom. The students are
used to sitting in their seat
when the bell rings and
listens to what Mrs. Lukens
has to say about the
upcoming lesson. They are
familiar with circle time on
the rug so they will be very
excited about that. Inquiry
based learning encourages
students to ask questions
and find answers, and the
want to know column of the
KWL chart allows for that.
 two of the columns of the KWL
should be filled out and I will make
that clear.
9:25-9:50 I will instruct students to leave their
KWL chart on their desks and meet
me sitting down on the rug. I will
introduce the book 1619 Born on the
Water and read it aloud. If I notice a
connection to the textbook, I will
point it out. I have practiced the
pronunciation of terms I am not
familiar with and I am aware of when
to change my tone. At the end, we
can discuss the book and I have a few
questions to guide their thinking.
The last 5 to 10 minutes of class will
9:50/55-10 be silent because the students are
reflecting on what they learned. I will
instruct them to walk back to their
seats and complete the learned
column. Throughout all parts of the
KWL chart, I will walk around the
room during silent work and answer
any clarification questions. I will
collect the KWL charts by 10 because
they are a form of formative
assessments. If we have time, I will
allow students to share out what they
have learned after they turned their
assessment in. After all their hard
work, they can do a dance break
during the passing period.
today’s lesson, but they will
definitely find the solution to them
by the end of the slavery unit. After
the two columns of KWL chart are
filled out, they will meet me at the
rug.
Students listen to the 1619 Born on
the Water book. They know it is a
heavy yet important topic. Active
listening looks like eye contact,
appropriate facial expressions,
sitting still, hands in lap, and
retaining information. After I am
done reading the book, I can ask
about textbook connections and
other questions. Students
demonstrate retaining information
by responding to these questions to
deepen their understanding.
The last 5 to 10 minutes of class
will be silent because the students
are reflecting on what they learned. I
will instruct them to walk back to
their seats and complete the learned
column. Students will silently be
filling out a few sentences or bullet
points about what they learned after
reading 1619 Born on the Water and
making connections to textbooks.
Students will hand their KWL charts
to me by 10 because that is when the
bell rings. Students can explain what
they have learned if extra time
allows.
Students demonstrate what
they already know in the
know column and building
on prior knowledge is key
for student success.
'Born on the Water' gives
Black children in America
their origin story. This book
appropriately informs
students on the horrific
realities of slavery and
images to go along with it.
This book is an honest
representation about slavery
and encourages students to
talk about race. This text is
a great resource for a
culturally and historically
responsive classroom.
KWL charts have an
abundance of benefits.
They are easy to use, show
the level of knowledge and
gaps in understanding,
encourage and engage
students in the learning
process, monitor progress
and learning outcomes,
introduce a new form of
note taking, and can easily
be adaptable or
differentiated to fit
students’ needs.
 Data-Driven Reflection and Decisions
Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the
result? How well did the class do collectively on meeting the objective at the level you expected? Were there any
patterns, collective misconceptions/gaps? Who needs specific support/reteach? Now, justify your next step in planning.
What will you do next? Why (research-based)? What do you anticipate the result to be?

Honestly, I think this lesson was beautifully executed. I started with the agenda, so students knew what to expect.
Movement was prioritized when students scurried over to the rug for circle time. I read the 1619 Project: Born on
the Water picture book. It contains heavy information because the realities of slavery are covered. The students
listened attentively and responded respectfully. They demonstrated what they learned through the KWL chart.The
objectives were met because their knowledge of slavery increased which is a success in my eyes. Some students had
more prior knowledge on slavery than others, but there were no major gaps in the learning. I collected these and
wrote intentional and positive feedback on every students’ KWL charts. For my first lesson I created, I think it went
extremely well! My next lesson will be about the Quartering Acts in the road to the Revolutionary War, and I will
implement student focused instruction of course.

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