Jeffers - 430 435 Final Project

1
Jeffers 2
Table of contents
Theme & Title pg. 3
Essential Question pg. 3
Unit Rationale/Pedagogical Justifications pg. 4
Context for learning pg. 7
Goals & Objectives pg. 8
Standards in focus pg. 8
Scope & Sequence pg. 10
Lesson Plan 1 pg. 17
Inquiry Design Model pg. 38
References pg. 40
Jeffers 3
Theme & Title:

This unit is titled Advocacy, Voices & Writing for Change. This unit is
centered on the EL Curriculum unit 3 for ELA that has a focus on Fredrick
Douglass & the People that could fly. This unit looks at the various forms of
advocacy that have taken place between the time period of 1836-1864 as
well as the historical context of the unit. Students will explore several
articles, narratives, poems, and historical events to build their answer to the
essential question.
Essential Questions:
How does advocacy bring change?
What is the power of words?
Jeffers 4
Pedagogical Justification & Rationale

In this five-week unit titled Advocacy, Voices & Writing for Change, students will
explore the importance of writing, how to advocate for change, and how change happens within
institutions like schools and government. This unit strives to strengthen the transferable writing
skills of the 7th-grade English Language Arts classroom and the analytical skills of the Social
Studies discipline. Throughout the unit, students will learn how to write various forms of
persuasive informational writing like news articles, poems, and short stories to inform the
audience and drive them toward change. The readings are focused on the EL Curriculum unit
three on The Narrative Life of Frederick Douglass, by Frederick Douglass and other writers with
anti-slavery stances. Given the nature of the EL Curriculum unit three, where voices and
perspectives can get lost, the goal was to design a unit highlighting the voices and works of
various people who spoke up in multiple ways to bring change to the United States from 1836 to
1864.
In the lives of our students and educators, the push to be seen, heard, and noticed is all
over the media and the world we live in. Throughout this project, student exploration of the
possibilities and uses of writing as advocacy was the focus. The classroom is not only a place for
students to learn, but within Language Arts, it is a place to discover their voices and presence
within the words they read and write. While creating these lesson plans, implementing the
historically responsive literacy model was the goal: to develop lessons focusing on identity,
skills, intellect, and criticality towards the learning goals and allowing students to engage with
the learning because it is culturally responsive and relevant to them (Muhammad, 2020).
Jeffers 5
Within this unit, six in-depth lesson plans focus on guiding students through an inquiry to build
their answers to the guiding questions for the entire unit.
1. Who are the people who have advocated for civil rights from 1836 to 1864?
2. How does advocacy bring change?
3. What is the power of words?
The guiding questions are supported by the North Carolina teaching standards for English
Language Arts and Social Studies to maximize the cross-curricular student learning experience
and to enhance the learning objectives as they work through the unit. The main topics for this
unit are Civil Rights and National Tensions, Abolitionism, Advocacy, Text Analysis of Frederick
Douglass's Narrative, Abolitionist Newspapers, and Poetry.
When planning these lessons, the constructivist approach to learning shaped the decisions
about how to build the lessons, "Constructivist environments foster students' inquiry, and
questions are recognized as windows into the students' thinking, in which meaning is made
around given concepts and content" (Mcconnell et al., 2020, p. 37). The constructivist approach
to learning was the foundation of the lessons because when instructing students about complex
topics, there was a desire to ensure all the students were on similar levels of background
knowledge before diving deep into all that is inquiry. The IDM model requires much support,
and to adequately allow all students to have the best chance at answering those questions, the
constructivist approach was used in planning to guide and support students through inquiry.
When planning ways to engage students in their learning, the use of discussion stood out
as a way to cultivate shared inquiry within the students in the social studies context, in part
because it allows the teacher to correct any misconceptions about the topic. However, it also
allows students to practice turning their thoughts into words (Parker & Hess, 2001); turning
Jeffers 6
internal dialogues into external ones is an essential skill that builds on their ability to express
themselves verbally and with words. In Teaching with and for Discussion, Parker concludes that
discussions are only successful with debriefs to help students process their learning and to help
teachers process what went well. In each lesson that includes discussion, there is nearly always a
debrief about the discussion topic or a general question to the class about what went well
because, as a teacher, it is both the job to lead the students to inquiry and to improve yourself
through your teaching practice and trial-and-error continuously.
The Advocacy, Voices & Writing for Change unit focuses on student discussion, student
research, historical analysis, and literary analysis and tries to center student-focused learning
while accounting for a classroom with a large amount of language diversity. The larger goal for
student learning is for students to curate their writings that advocate for change, research a
person of interest involved in advocacy, and build a museum exhibit for them, including a small
rationale about why they deserve to be in the museum. This unit aims to unite the skills of
English language Arts and Social Studies to help students understand the power of writing,
advocacy, and their voices while exploring the change of the past.
Jeffers 7
Context For Learning

Students with Specific Language Needs & Dillard Drive Grade 7 ELA - Core 4
Language Needs Number of students Supports, Accommodations, Modifications
Arabic 1 - Use of translation services for language

audio, student is native language illiterate
- Completion grades for copying English
worksheets on the daily topic onto their
own paper
Spanish 8 Four out of eight students are Spanish speaking

only but Spanish literate.
- These students have assignments with
both English and Spanish instructions
- Students are allowed translation services
for online tests and quizzes but mostly get
participation grades for filling in their
worksheets.
- Students use the buddy system in the
classroom and are all paired with bilingual
Spanish speaking students.
The other four students are bilingual Spanish, with

the option to use side by side translation services
on major instructional assignments and class
readings.
- They use the buddy system and are
“interpreter” students for their Spanish
only speaking partners.
- Students also can choose what language
they write in for individual assignments
and notes.
Ukrainian 1 This student is an emerging bilingual with very

little English knowledge
- Student is allowed translation services on
all assignments
- The student receives mostly participation
grades for filling in notes sheets and
completion of assignments.
Student appears to be picking up Spanish from her
ESL classes and peers, and has the ability to
loosely communicate with the Spanish speaking
students but limited English knowledge.
Jeffers 8
Goals & Objectives

Students will be able to….
Learn the key events of the time period and analyze change over time &
reflect on the impacts of advocacy for change
Identify forms of advocacy and their impact
Analyze the language used in written and spoken advocacy.
Apply their understanding of advocacy by researching a person that has
participated in advocacy and their means of advocating.
Implement their skills learned to curate their own pieces of persuasive
writing in the form of poems, newspaper articles & short stories.
Standards in Focus
ELA
RI.7.2 Determine two or more central ideas in a text and analyze their
development over the course of the text; provide an objective summary of
the text.
RI.7.4 I can determine the meaning of words and phrases in text (figurative,
connotative, and technical meanings).
RI.7.6 I can determine an author’s point of view or purpose in informational
text.
RI.7.9 Analyze how two or more authors writing about the same topic shape
their presentations of key information by emphasizing different evidence or
advancing different interpretations of facts
L.7.5 Demonstrate understanding of figurative language and nuances in
word meanings.
W.7.3 Write narratives to develop real or imagined experiences or events
using effective technique, relevant descriptive details, and well structured
event sequences.
W.7.5 Conduct short research projects to answer a question, drawing on
several sources and generating additional related, focused questions for
further research and investigation.
Social Studies
I.1.3 Analyze details, central ideas and inferences from sources using
discipline-specific strategies.
I.1.10 Identify challenges and opportunities created in addressing local,
state, tribal, regional, national, and/or global issues.
Jeffers 9
7.B.1.2 Explain how values and beliefs affect human rights, justice, and
equality for different groups of people.
7.C&G.1.1 Explain how the power and authority of various types of
governments have created conflict that has led to change.
7.H.1.1 Distinguish specific turning points of modern world history in terms
of lasting impact
7.H.1.5 Explain how slavery, xenophobia, disenfranchisement,
ethnocentrism, and intolerance have affected individuals and groups in
modern world history.
Jeffers 10
Scope & Sequence

Inquiry question: How does advocacy create change?
Staging the question within ELA: What is the power of words and media to bring
change? Examine articles of writing and their effectiveness on society and politics.
1 2 3 4 5
Social Social Social ELA - ELA -
Studies- Studies- Studies- Topic: How Topic: Text
Topic: Civil Topic: What Topic: What do we analysis cont. .
analyze text? The
rights, are is advocacy?
Inquiry Abolitionist
tensions, and abolitionists? (looking at
Question 1 Newspapers |
abolitionism Objective: Fredrick Garrison &
Who is Objective: Students Douglass’s Douglass
someone Objective: Students will will be able narrative
Students will be able to to
that identify what understand
Objectives:
be able to Objective: Students will
advocated learn the key abolitionists what
Students will be able to
for Civil events of the support and advocacy is
be able to analyze text,
time period recognize and apply
Rights different their
analyze text style,
and analyze difficult texts determine the
from 1836- the reasons for arguments for understand
using excerpts central idea,
1864? the social abolition ing of
of Fredrick and
division over through advocacy
Douglass’s determine the
slavery. research. through
Slave difference in
researching
narrative. argument
Standards: Standards: people and
Students will between two
7.B.1.2 Explain 7.B.1.2 Explain organizatio
be able to different texts
how values how values ns that
understand on the same
and beliefs and beliefs participate
the author's topic.
affect human affect human in
purpose,
rights, justice, rights, justice, advocacy.
identifying key Standards:
and equality and equality details, and RI.7.2
for different for different Standards:
making Determine
groups of groups of 7.H.1.5 Explain
connections two or more
people. people. how slavery,
to historical central ideas
xenophobia,
context. in a text and
7.H.1.5 Explain I.1.3 Analyze disenfranchise
analyze their
how slavery, details, central ment,
Standards: development
xenophobia, ideas and ethnocentrism
RI.7.4 I can over the
disenfranchise inferences , and
determine the course of the
ment, from sources intolerance
meaning of text; provide
ethnocentrism using have affected
words and an objective
, and discipline- individuals
phrases in text summary of
intolerance specific and groups in
(figurative, the text.
have affected strategies. modern world
connotative,
individuals history
and technical RI.7.9 Analyze
and groups in meanings). how two or
modern world I.1.3 Analyze
more authors
history Lesson details, central
RI.7.6 I can writing about
Elements: ideas and
determine an the same
Jeffers 11
1. Warm up: inferences author’s point topic shape

“What do from sources of view or their
Lesson we know using purpose in presentations
Elements: about discipline- informational of key
1. Warm-up - abolitionis specific text. information by
“Do we ts?” strategies. emphasizing
know 2. Refresh of different
anything historical Lesson evidence or
about the context Elements: advancing
time 3. Key Lesson 1. Introducti different
period?” Abolitionis Elements: on: “What interpretation
2. Abolitionis ts 1. Warm up: do we s of facts.
m, civil 4. Student “Can know
rights & research anyone about
rising of think of Frederick
tensions abolitionis any recent Douglass? Lesson
a. Slavery in t profiles ways ” Elements:
America 5. Presentati people 2. Pre- 1. Warm up:
b. Southern ons have Reading “What
Society 6. Class advocated Discussion does
3. Discussion Reflection for & tools writing
& Wrap up 7. Exit ticket somethin 3. Reading & mean to
4. Exit ticket g?” Talking to you? What
Formative 2. Historical the Text are its
assessment: Context 4. Discussion uses?”
Formative Presentation & 3. Advocacy and 2. Modeling
Assessment: Exit Ticket Case Re-”Annot &
Student notes Studies ation” Observatio
& Exit Ticket 4. Group 5. “What is n of
Presentati the Newspape
ons author's rs
5. Discussion purpose?” 3. Analyzing
& 6. Text ‘The
Reflection understan Liberator’
ding & ‘North
Formative 7. Reflection Star’
Assessment: 4. Writing
Verbal Formative Activity
presentation Assessment: 5. Sharing
Notes & Exit 6. Reflection
Ticket
Formative
Assessment:
Written
paragraph
and exit ticket
6 7 8 9 10
ELA - ELA - IDM Day 1 - Social ELA -
Topic: How Poetry pt. 2 Topic: “Who is Studies/ELA Topic: Writing
do we Topic: Poetry someone that - Articles for
Inquiry analyze review & advocated for
Topic:
change
Question 2 poetry? Poems for Civil Rights
Analyzing
from 1836- Objectives:
How can (looking at change
1864?”
news sources
Students will
politics & abolitionist and
Objectives: analyze the
poetry & “propaganda”
media Students will Objectives:
practice
language
figurative be able to Students will used in news
Jeffers 12
encourage language) understand be able to… articles

the function Research a Objectives:
or and versatility person that Students will Students will
Objective:
discourage Students will of figurative has had be able to curate their
a be able to language. influence determine the own pieces of
Students will within the intended persuasive
movement analyze poetry be able to time period of audience and writing in the
for meaning
for rights? Students will create poetry 1836-1864, a purpose of form of
be able to to advocate person that news/media newspaper
understand for positive was involved articles
the function change. with arts, Standards:
and versatility literature, I.1.3 Analyze Standards:
of figurative Standards: politics, details, central RI.7.9 Analyze
language. L.7.5 narratives, ideas and how two or
Students will Demonstrate inventions/bus inferences more authors
be able to understandin iness, and from sources writing about
create poetry g of figurative education. using the same
to advocate language and Analyze the discipline- topic shape
for positive nuances in impact of their specific their
change. word persons strategies. presentations
meanings. writing, art, or of key
Standards: political RI.7.9 Analyze information by
RI.7.2 W.7.3 Write involvement how two or emphasizing
Determine narratives to more authors different
two or more develop real or Standards: writing about evidence or
central ideas imagined 7.B.1.2 Explain the same advancing
in a text and experiences or how values topic shape different
analyze their events and beliefs their interpretation
development using effective affect human presentations s of facts
over the technique, rights, justice, of key
course of the relevant and equality information by W.7.3 Write
text; provide descriptive for different emphasizing narratives to
an objective details, and groups of different develop real or
summary of well people. evidence or imagined
the text. structured 7.B.1.3 advancing experiences or
event Compare how different events
RI.7.4 I can sequences. individuals interpretation using effective
determine the and groups s of facts technique,
meaning of Lesson respond to relevant
words and Elements: stereotypes, 7.B.1.2 Explain descriptive
phrases in text - Warm up oppression, how values details, and
(figurative, “Would human rights and beliefs well
connotative, you rather violations, and affect human structured
and technical only eat genocide. rights, justice, event
meanings). fruit or and equality sequences.
veggies? Lesson for different
Why” elements: groups of Lesson
Lesson - Poetry - Warm up people. Elements:
Elements: research “would you - Before
1. Warm up: - Poetry rather time Lesson learning
“Have you writing travel to Elements: check-in
ever read - Exit ticket the past or - Warm up, “Happy
poetry?” “How can I future?” “what Friday,
2. Types of support - Discussion: makes What's the
Poetry you with “What have somethin best way
Notes your we learned g you see to eat
3. What is poems?” so far about on tv potatoes?”
Figurative our time memorabl - Review of
Jeffers 13
Language Formative period? e?” news

? Assessment: - Research time - Analyzing articles
4. Creative Exit ticket & graphic news writing
Writing organizer media style
5. Share - Check-in - Researchi - News
time about ng history articles for
6. Reflection people of of the change
& Closing interest media & based on
- Debrief, “what summarie earlier
Formative questions s research
Assessment: or concerns - Debrief, topics
Poems & do you “What role - Exit ticket,
notes have?” has the “How do
completion media you feel
Formative played in about
Assessment: history?” your
Graphic research
Organizer Formative topic? “
Assessment:
Student Formative
summaries Assessment:
Exit ticket and
student
writing
Jeffers 14
Inquiry 11 12 13 14 15
Question 3 ELA - ELA - Social IDM Day 2- ELA -
Are there Topic: What Topic: Writing
for Change
Studies- Topic: How
can politics
Topic: How do
you write for
Are Good Topic: The role
any speeches? & pt.2 Speeches, of Politics & encourage or change pt.3.
debates, & discourage a Novels and
lasting starting
talks
How does
movement for Stories - focus
speeches for policy Change
impacts change. Happen rights? again on
Objectives: Fredrick
of Students will Objectives: Objectives: Douglass’
Objectives:
legacies Students will identify how Students will Students will narrative
advocacy be able to understand
from the be able to
analyze and speeches are understand the functions Objectives:
advocacy distinguish used and the the functions of Students will
effective literary of government. be able to
from speeches from elements that government Students will analyze the
1836- ineffective make them
effective.
and identify be able to
identify how
structures of
novels, and
ones. how ideas
1864? Students will Students will become laws. the their
be able to be able to government effectiveness
apply their apply their Standards: and media at telling
learning about learning about 7.C&G.1.1 work together stories.
speeches to speeches to Explain how to spread Students will
build their build their the power and information also begin
own. own speeches. authority of writing short
various types Standards: stories with
Standards: Standards: of 7.C&G.1.1 effective
RI.7.9 Analyze RI.7.5 Analyze governments Explain how storytelling
how two or the structure have created the power and strategies.
more authors an author conflict that authority of
writing about uses to has led to various types Standards:
the same organize a change. of RI.7.3 Analyze
topic shape text, including governments the
their how the major 7.H.1.5 Explain have created interactions
presentations sections how slavery, conflict that between
of key contribute xenophobia, has led to individuals,
information by to the whole disenfranchise change. events, and
emphasizing and to the ment, 7.H.1.5 Explain ideas in
different development ethnocentrism how slavery, a text.
evidence or of the ideas. , and xenophobia,
advancing intolerance disenfranchise W.7.3 Write
different W.7.3 Write have affected ment, narratives to
interpretation narratives to individuals ethnocentrism develop real or
s of facts develop real or and groups in , and imagined
imagined modern world intolerance experiences or
I.1.3 Analyze experiences or history. have affected events
details, central events individuals using effective
ideas and using effective Lesson and groups in technique,
inferences technique, Elements: modern world relevant
from sources relevant - Check-in history. descriptive
using descriptive “What do details, and
discipline- details, and we know Lesson well
specific well about Elements: structured
strategies. structured politics in - Warm up event
event history?” “what sequences.
Lesson sequences. - Policy influence
Elements: change in does Lesson
- Warm-up: Lesson the U.S. politics Elements:
Jeffers 15
“what's Elements: governme have?” - Warm up

the most - Warm up: nt - Research “what is
memorabl “What is - Discussion of your
e speech an “what is governme favorite
you have effective the role of nt story?
ever debate?” politics?” interactio - How do
heard? - Review - Student ns we write
- Speech persuasive Research - Concept narratives
Analysis, tools “how has web ?
looking at - Study a change building Brainstor
“good” debate happened m
speeches - Let's talk following Formative - Start
(ted about it, your Assessment: writing
talks?) “what do person of Concept web process
- Discussion you think interest of how politics Formative
, “What was inquiry?” works Assessment:
makes a successful - Exit ticket: Narrative
speech about “Is policy brainstorm
good?” debate 1, change worksheet
- Brainstor somethin effective?
m speech g that Explain
topics wasn’t your
- Exit ticket: successful answer.
“What are ?
you Formative
thinking Formative Assessment:
about Assessment: Exit ticket and
researchin Debate study research
g for your worksheet tracking sheet
speech?” completion
-
Formative
Assessment:
Brainstorm
sheet & exit
ticket
Jeffers 16
Inquiry 16 17 18 19 20
Question 4 ELA - IDM Day 3- Discussion Social IDM
How Topic: Topic: Are day: Studies- Summative
Reading there any Topic: Topic: Assessment
does Frederick lasting How does Modern
advocacy Douglass impacts of advocacy problems Topic:
create Narrative pt legacies Bring that need Writing for

3 from the Change? solutions? change &
change? advocacy Preparing
Objectives: from 1836- Objectives: Objectives: for
Students will 1864? Students will Students will presentatio
be able to discuss their look into a
analyze the ideas about modern issue ns
Objectives:
structures of Students will the that people
novels, and effectiveness are Objectives:
continue their Students will
their research into of various advocating
effectiveness forms of and the begin
the results of compiling
at telling advocacy they advocacy students are
stories. using what interested in, their research
have learned and writings
Students will about through they have and begin
also begin researched. brainstorming to create an
their research. overview
writing short Students will ways they can
stories with Standards: help advocate presentation
begin writing about their
effective about the 7.B.1.2 Explain using their
storytelling how values previous person of
results of their interest and
strategies. research. and beliefs learning.
affect human their various
Standards: rights, justice, Standards: works, and the
Standards: students own
RI.7.3 Analyze I.1.3 Analyze and equality L.7.5
the for different Demonstrate example of
details, central advocating
interactions ideas and groups of understandin
between people. g of figurative pieces of
inferences writing.
individuals, from sources language and
events, and using 7.C&G.1.1 nuances in
ideas in Explain how word Standards:
discipline- W.7.5
a text. specific the power and meanings.
authority of Conduct short
strategies. research
RI.7.2 various types W.7.5
Determine of Conduct short projects
I.1.10 Identify to answer a
two or more challenges governments research
central ideas have created projects question,
and drawing on
in a text and opportunities conflict that to answer a
analyze their has led to question, several
created in sources and
development addressing change. drawing on
over the several generating
local, state, additional
course of the tribal, regional, Lesson sources and
text; provide Elements: generating related,
national, focused
an objective and/or global - What is additional
summary of advocacy? related, questions for
issues. further
the text. - What focused
forms can questions for research
Lesson and
Lesson Elements: it take? further
Elements: - How does research investigation.
- Warm-up:
- warm-up “What advocacy and
“what was bring investigation. Lesson
changes Elements:
the have you change?
impact of Any Lesson - Introducti
noticed
Jeffers 17
F.D’s through examples? Elements: on of

narrative?” your - Introducti organizing
- Reading research? Formative on of final day
excerpt $3 - Continue Assessment: research - Organizin
- Narrative researchin day g
writing g impacts Participation - Person of advocacy
time of in discussion interest writings
- Check-in advocacy and informatio - Setting up
“how are - Advocacy conversation n museum
we feeling short helping input compiling exhibits
about stories - Finishing Formative
writing - Preparing short Assessment:
short for stories Presentation
stories?” discussion - Finishing checklist
Formative day any other
Assessment: writings
Narrative - Check in
progress & Formative Formative
reading Assessment: Assessment:
comprehensio Advocacy Assignment
n sheets writing completion
check-in
Jeffers 18
Lesson Plans:
Social Studies Lessons
Lesson plan #1
Lesson Grace Jeffers

Author
Date
Day 1 of unit 3
Period
1, 2, 3, & 4
Grade
Level 7th
Time
Allotted 55 minutes
Context/
Rationale As students begin the unit on Advocacy and Change, students will learn about the major events and
themes of the time period of interest, 1836-1864. This lesson will be the background information that
will propel students into the rest of the unit, learning about what advocacy is and how change
throughout history has happened. The time period of interest includes a lot of change in the precursor
to the American Civil war, so the context surrounding the nation and time is very important for the
learning that will happen throughout the unit.
Central
Focus Students will explore and analyze major historical events in the United States from 1836-1864,
focusing on the causes and consequences of these events with an emphasis on the events that led-up
to the Civil War.
Goals Objectives
Students will be able to….

Learn the key events of the time period and analyze change over time.
Understand the reasons behind the impending divide in America over slavery
Standards
7.H.1.1 Distinguish specific turning points of modern world history in terms of lasting impact
7.B.1.2 Explain how values and beliefs affect human rights, justice, and equality for different groups
of people.
Assessme Informal Formative

nts
Discussion, and feedback from students through Students will write notes of the events learned as
question and answer. exit tickets.
Language Language Function Vocabulary Syntax/Discourse

Supports
Students will be asked to - Students will need to Syntax: Students will use
write in analyze several maps and will know: handouts to track their notes
Jeffers 19
paragraph also be asked what they notice, - Analyze and write questions as well as
form and wonder. - Antebellum connections
- Tensions
- consequences Discourse: Students will
- Chattel discuss in groups about what
Slavery they notice and wonder, as well
- Plantation as some guided question
discussions to conclude the
lesson.
Materials What texts, materials, websites, and equipment do you need to implement your plans? Include
& materials that students and teachers may need (and are available at your school). What technology are
Technolog you using in your lesson? Include hyperlinks.
y
- PPTX Unit 3: Advocacy, Perspectives & Change
- Videos U.S. History | Slavery in Antebellum America & The SOCIETY
OF THE SOUTH in the Early Republic [APUSH Review Unit 4 Topic
13] Period 4: 1800-1848
- Note Taking Sheets Note Taking Sheets (Pgs 1-3)
INSTRUCTIONAL PLAN
How are you inviting students to learn? How are you moving them through the lesson and engage them in the
activities? How are you bringing the lesson to a close? Provide basic “step-by-step” directions and prompts for
implementing these areas of the lesson. A substitute teacher should be able to pick up your lesson plan and say and
do everything you would have if you were there. Please be explicit and specific. Remember – YOU CAN (and
likely SHOULD) ADD ROWS.
Roles & Procedures
Time Lesson Component Teacher Learner
(Label: intro, I-do, We-do,
and You-do, exit, etc.)
0-10 Introduction - Teacher will greet the - students will come in
students, and Will the room, sit down,
slide 3 & 4 pass out papers. and prepare to learn
- While passing the
- students will
materials the teacher
will ask the students participate in the
to do a “think-pair- think-pair-share.
share” about “Do you
know any
events/inventions or
people from or facts
about the late 1800s?
10-15 Video 1 - Teacher will give - students will take
students a notes and pay
U.S. History | Slavery in
corresponding notes attention to the video.
Antebellum America sheet to the students
slide 5 and will start the
video
15-25 Notes review & - Teacher will review Students will participate in the
the notes sheet and discussion in pairs for 1
Discussion prompt the student minute, then students will
slide 6 & 7 (for the discussion snowball
transition to groups for 2
- “Can anyone tell me
song) what Chattel Slavery minutes and then to half the
is?” class for 2 minutes before a
Jeffers 20
- “What was Nat final whole class discussion.

Turner's Rebellion?
What happened after
they got caught?”
- What is the meaning
of “the song Follow
the drinking gourd?”
30-40 Video 2 The SOCIETY Teacher will play the video and Students will watch the video
prompt students to complete and fill in the blanks as they
OF THE SOUTH in the
their notes. catch them.
Early Republic [APUSH - After the video the
Review Unit 4 Topic 13] - students will fill in
teacher will review
Period 4: 1800-1848 the notes and answers. any gaps they have
missed.
& Notes review
slide 8 & 9
40-50 Class discussion - Teachers will have the - students will review
students discuss 2 thor notes and discuss
slide 10 questions in their the questions for 4
groups.
minutes before
- What is
something transitioning to a
that you whole group
found - Students will come
interesting or back together as a
surprising large group and share
about the their findings.
events we
covered?
- How did the
geography
and industry
of the north
and south
impact the
debate over
slavery?
50- 55 Conclusion & Exit - Teacher will put up - Students will share
the summary slide and any questions they
Ticket ask the students if have and fill out the
slide 10 they have any
exit ticket.
questions
- Teacher will then
instruct students to
write on their exit
ticket section 2 facts
that they learned and
one question they
have.
Accommodation
After you review various data (collected through your own observations, discussions with your cooperating teacher,
student conferences, etc.), how will you adjust instructional materials, activities, and sequencing given what you
have learned about students’ academic skills, attitudes, and needs?
Fully explain your decisions here.
Remediation Extension Differentiation
Jeffers 21
For students that may need help For students that excel with this topic and For students that require
with this amount of content and students that desire more inquiry of the differentiation they will also
the subject matter I will offer time topic I plan to encourage them to ask have access to the modified
to re-learn and ask questions questions as we go through the lesson, and note sheets that include my
during drive time and during their for them to work through other learning notes and access to the slides.
bus-room period. These students resources that I will post to the class site
will also have access to the such as a timeline of events: Students with language plans
teacher notes and slides to help Timeline | The American Experience in the and ELL students will have the
their understanding and Classroom opportunity to use translation
retention/review of the services as needed on the slides
information as they go through the Students can also view other historical and class resources.
lesson and after. events from the time period: Rise of
Sectionalism: 1815–1859 - Course Hero
Their note sheets will also have
more of the teacher notes included
on them to aid with their overall
review and understanding as we
move through the lesson.
Jeffers 22
Lesson plan #2

Author
Date
Day 2 of unit 3
Period
Grade Level Grade 7
Time
Allotted 55 minutes
Context/ This lesson is the second one in the unit plan, and the rationale for this lesson is to help give students background
Rationale into looking at the type of arguments that have been historically used to bring change on a broad level within the
U.S. Understanding the concept of abolition is important to understand the perspective of Fredrick Douglass’s
narrative that the students will be reading throughout the unit and several other historical documents and persuasive
perspectives they will be viewing throughout the unit.
Central What are Abolitionists? Students will learn more about the historical context behind the abolitionist movement,
Focus they will explore their arguments and their effectiveness. Students will also begin to understand the perspective of
abolitionists to better understand the argument within the historical context of the time period.
Goals Objectives
Students will be able to…

identify what abolitionists support
recognize different arguments for abolition
analyze the effectiveness of arguments
Standards
7.H.1.5 Explain how slavery, xenophobia, disenfranchisement, ethnocentrism, and intolerance have affected
individuals and groups in modern world history
I.1.3 Analyze details, central ideas and inferences from sources using discipline-specific strategies.
Assessments Informal Formative
Questioning and note taking completion Presentation & Exit ticket

Supports
Students will analyze change over Students will need to know the Syntax: Students will have a note
write in time through identifying means of words, abolition, advocacy, strategy, taking sheet to fill out, as well as a
paragraph change for the cause of abolition, persuasive, enslaves, and moral template and example for their
form and reflect on the impacts of their dilemma. presentation on their chosen person
advocacy for abolition through of advocacy.
research.
Discourse: Students will have the
opportunity to discuss as a class
about their findings, share their
discoveries through presentation
and group work.
Materials & What texts, materials, websites, and equipment do you need to implement your plans? Include materials that
Technology students and teachers may need (and are available at your school). What technology are you using in your lesson?
Jeffers 23
Include hyperlinks.
- White Boards, Markers & Erasers
- Writing utensils (pens/pencils)
- Laptops (optional)
- note & research sheetNote Taking Sheets
- Video (optional) The Abolitionist Movement
INSTRUCTIONAL PLAN
How are you inviting students to learn? How are you moving them through the lesson and engage them in the activities? How are
you bringing the lesson to a close? Provide basic “step-by-step” directions and prompts for implementing these areas of the lesson.
A substitute teacher should be able to pick up your lesson plan and say and do everything you would have if you were there. Please
be explicit and specific. Remember – YOU CAN (and likely SHOULD) ADD ROWS.
Roles & Procedures
(Label: intro, I-do, We-do, and
You-do, exit, etc.)
0-5 Introduction Teacher will greet the students and Students will transition to their seats
pass out the materials for the day,
Slide 11 & 12 and listen to instruction
note sheets & dry erase markers. - Students will discuss in
- “In your groups, quickly
their groups what they
discuss anything you know
about abolitionists and know about abolitionists
write your responses on the and write their answers on
board.” the board.
5-10 Historical Context Teacher will define what an - Students will fill out a
abolitionist is. Do a brief review of
Review notes sheet as the teacher is
the historical context, and discuss reviewing and giving
Slide 13 the challenges that enslaved
information
individuals faced and the moral
dilemma around the institution of - Students will remain in
slavery. seats and ask any questions
- Students will take out
Teacher will also ask students if pencils and write their
they have any questions about the names on their packets
topic. Teacher will pass out note
sheets & research guides
10-16 Short Video on Abolition Teacher will play a short video Students will watch the video
The Abolitionist Movement - (This may be skipped if the
historical context question
Slide 14 & 15 starts a very involved
conversation)
16-20 Key People Teacher will mention several people - Students will continue note
of importance to the abolitionist
Slide 16 taking
movement, and show their photos to - students will write on their
the class.
boards and share their
- William Lloyd Garrison
- Angelina Grimke chosen person to the
- David Walker teachers
- Fredrick Douglass - and listen for transition
- Sojourner Truth direction
- Susan B Anthony
The teacher will transition the
students to research, remember to
research their work within the time
frame of 1836-1864.
Jeffers 24
20-35 Abolitionist Profiles & The teacher will then pass out the - Students will begin their
research guide papers and give
Research research on their chosen
students their instructions: person, and fill out their
Slide 17 “Now that you have picked your
graphic organizers in
person, your group must create a
summary of their life, their work groups
towards abolition, and what - students will ask questions
motivated them.” as needed and receive help
- The teacher will circulate - students will prepare for
the room and help students their brief presentation
as needed.
35-45 Group Presentations The teacher will randomly generate - students will gather
the group order, and each group will
Slide 18 together and present in the
present. The teacher will also identified order
instruct the students to keep notes
- non-presenting students
on the presentations on their note-
taking sheets. will take notes
45-52 Reflection & Exit ticket The teacher will bring the class back - Students will answer the
together, congratulate them on their
Slide 19 discussion questions and
presentations, and facilitate a small share their research
discussion, “What are some
- Students will add their
common goals, strategies and
challenges faced by abolitionists?” ideas to the questions and
build on responses
Teacher will also guide students to - Students will fill out their
fill out the exit ticket: “What is exit ticket.
something you learned about
abolitionists?”
52-55 Transition Teacher will guide students to pack Students will pack up their
up their belongings, clean up their
Slide 20 belongings, Clean up their areas,
areas and prepare for transition. and prepare to transition for the next
class.
Accommodation
After you review various data (collected through your own observations, discussions with your cooperating teacher, student
conferences, etc.), how will you adjust instructional materials, activities, and sequencing given what you have learned about
students’ academic skills, attitudes, and needs?
Students that need remediation during For the students that may excel at this lesson and For differentiation with students that
this lesson will be strategically grouped extra push towards inquiry, I plan to support them have language barriers or language
so that their peers can help their by encouraging them to think more deeply about plans they will have digital versions
understanding and overall view of the the implications of the history and the impacts of of the research to utilize reading
lesson. Students will also have the the topics learned. Through actively observing the software and translation services if
opportunity to work with the teacher students during group work and their discussion I needed to aid their understanding of
within the group setting to help with can spark their thinking through questioning, like their person and their role.
any questions or confusion. And the asking them to elaborate or consider the
slides will be posted for the students to motivation of the person they are researching in For differentiation with students that
view. more depth. have issues reading/writing, there
will be digital versions of their
research resources so that students
can utilize text reading software and
voice to text software as they work
through the assignment.
Jeffers 25
For differentiation with students that

have issues with public speaking
they will have the opportunity to
choose their presenter and the
opportunity to write out their
findings instead of speaking to the
class about them as a whole.
Lesson plan #3

Author
Date
Day 3 of unit 3
Period
1, 2, 3, & 4
Grade Level
7
Time
Allotted 55 minutes
Context/
Rationale To aid students in their understanding of the historical time period, we will explore in depth what advocacy is as the
entire unit is based on an inquiry of how advocacy brings change and how it impacts communities and eventually
the nation when looking at the topic of the abolition of slavery. This lesson will help build the students foundation
of their understanding of advocacy within the time period as they begin their research and prepare for inquiry.
Central
Focus Students will explore the concept of advocacy through a historical lens, focusing on significant events and figures
from the time period 1836-1864, and understand how individuals advocated for change during this era and its
impacts while looking at women's rights, abolition, child labor and prison reform.
Goals Objectives
Students will be able to identify forms of advocacy.

Students will be able to analyze the language used in written and spoken advocacy.
Students will be able to apply their understanding of advocacy by researching a person that has participated in
advocacy and their means of advocating.
Standards
7.H.1.5 Explain how slavery, xenophobia, disenfranchisement, ethnocentrism, and intolerance have affected
individuals and groups in modern world history
I.1.3 Analyze details, central ideas and inferences from sources using discipline-specific strategies.
Questioning, discussion, and participation Presentation

Supports
Students will analyze text, students Words that students will need to Syntax: students will have a
write in will identify different forms of know are advocacy, suffrage, worksheet to fill out and also a
paragraph advocacy and students will apply abolition, policy, protest, and template for their research.
form their learning to research a person influence.
Jeffers 26
who participated in advocacy and Discourse: students will have

their methods. opportunity to be involved in class
discussion, and time to work in their
groups for their presentation
research, as well as through general
call and response.
Include hyperlinks.
- Images and accounts of historic events https://streetcivics.com/7-classic-examples-of-advocacy/
- Note taking sheets pgs. 8 & 9 Note Taking Sheets
- Writing utensils
- laptops/tablets
INSTRUCTIONAL PLAN
Roles & Procedures
You-do, exit, etc.)
0-6 Introduction Teacher will greet the class, and - students will settle into
Ask if they have anything to share their seats
Slide 22 about their weekend. - students will participate in
- Teacher will then transition
sharing if they would like,
to the learning goal,
“Today we will be talking about fun things
about Advocacy. Does - Students will share their
anyone have an idea about definitions of advocacy
what they think this word and what the word might
might mean? “ mean.
- The teacher will then
define advocacy, “It is the
act of supporting or
promoting a cause or
issue” and the teacher will
explain its importance.
6-10 Warm- up question - Teacher will introduce the - students will discuss in
question: “Can anyone their groups the question
slide 23 think of any recent ways for 2 minutes
people have advocated for
- students will come back
something?” Discuss in
your groups for 2 minutes together and share their
- teacher will pass ideas/takeaways.
our notes &
research sheets
- Teacher will bring the class
back together and have
them share their ideas.
10-20 Historical context - The teacher will review the key - students will listen to the
events from the time period they review questions and
Jeffers 27
slide 24 have previously learned and answer them

mention some other movements of - students will watch the
Short video - slide interest, video
25APUSH Review: - The abolitionist movement
- students will ask any
Antebellum Era Reforms - F.D. & W.L.G
questions they may have.
The teacher will ask students if they
have any questions.
20-40 Advocacy Case Studies The teachers will transition the - students will listen to
student to research advocacy groups instructions, pick their
Slide 27/28/29 with the goal to build a short verbal group research topics, and
presentation including:
begin researching.
- Who their
person/organization was - Students will discuss at a
- What they advocated for low level their research and
- How they advocated work together
- and the change that - they will ask any questions
resulted they might have.
Teacher will circulate the room and
help students as necessary.
40-50 Group Presentation & The teacher will ask for volunteers - students will begin
to go first, and use a random presenting their findings to
Discussion generator for the group presentation the class, and take notes on
Slide 30 order.
the other presentations,
- students will present their
research things they found
Teacher will transition the group for interesting.
a brief discussion: - Students will transition to
- What are the similarities discussions, and share their
we have noticed while thoughts
learning about advocacy
efforts?
- Any differences?
- Was there anything you
found interesting about
your person or a person
you heard about?
50-53 Reflection and Closing Teacher will transition to closing, - Students will participate in
“What is the importance of the exit ticket & ask any
Slide 31 advocating for social issues?” and questions they may have.
then will ask the students if they
have any questions or if they would
like to learn more about something.
53-55 Pack up & Transition Teacher will guide the students to - students will pack up their
pack up and prepare for transition. belongings and prepare for
Slide 32
class change.
Accommodation
For students that need extra help with For students that may need an extension of this For ESL students I will translate the
this lesson I plan on working closely activity to help their learning, I will direct them to documents into their native
with their groups to help them get the learning about more social movements and language, and encourage them to do
Jeffers 28
scaffolding and assistance they need. I advocacy within nonprofits specifically, this the readings in their preferred
will also have the classroom setup so resource allows for quizzes, additional readings, language. I will also allow them to
that their learning can be maximized in and vocabulary to take their learning a step write their explanation in Spanish, if
their peer groups. Also for groups that further. they choose, but I will make sure
study with choice, they can use a Social Movements and Advocacy – Introduction to their groups have a diverse range of
website to narrow down their search: the Nonprofit Sector language proficiency so that
https://streetcivics.com/7-classic- someone in the group can present,
examples-of-advocacy or I will read their paragraph.
IEP/504 students, I will modify the

activity so that students that are
more comfortable with writing can
do their written paragraph only or
students that are more comfortable
with speaking will only have to
speak their answers. Since the
reading resource is digital, Students
that have trouble reading can use
various assistant tools to play the
audio reading or watch the videos
provided.
ELA Lessons
Lesson Plan #4
Author
Date
Day 4 of unit 3
Period
1, 2, 3, & 4
Grade Level
7
Time
Allotted 55 minutes
Context/ How do we analyze text?

Rationale For this lesson, since the focus of the unit is on historical literature, which are difficult to read and understand. This
lesson gives students the tool to break down unknown words and find meaning in the text. EL Curriculum unit 3,
deals with the Fredrick Douglass narrative and the text can be difficult for all readers, so giving students the tools to
feel confident reading the narrative is important for their success and engagement throughout the unit.
Central The central focus of the lesson is about how to help students read difficult texts, and to give students the strategies
Focus to work through difficult language and wording as well as give them spaces to discuss their confusions and ask their
peers for help in understanding. This lesson also focuses on the power of annotation or Talking to the text to aid
student understanding and comprehension.
Goals Objectives
Students will learn strategies to analyze difficult texts using an excerpt of Fredrick Douglass’s Slave Narrative.
They will focus on understanding the author’s purpose, identifying key details and making connections to the
historical context.
Jeffers 29
Standards
I can analyze figurative language, word relationships, and nuances in word meanings. (L.7.5)
I can determine the meaning of words and phrases in text (figurative, connotative, and technical
meanings). (RI.7.4)
I can determine an author’s point of view or purpose in informational text. (RI.7.6)
Student participation through questioning & discussion Exit ticket & KWL

Supports - Narrative
Students will describe the events of - Abolitionist Syntax: Students will annotate on
write in the narrative, extract important - Enslaved their reading handouts and have
paragraph points of the story and be able to - author's purpose space for questions and “ah-ha”
form connect the events of Fredrick moments on the page.
Douglass’s narrative to the history
they have learned about the time Discourse: Students will have time
period of his activism. to discuss with their peers about
inferences, questions, and talk about
the author's purpose throughout the
lesson.
Include hyperlinks.
- Excerpt of Fredrick Douglass’s Slave narrative "Narrative of the Life of Frederick Douglass": Excerpts
from Chapters 1 & 7
- Reading Handout Note Taking Sheets pg. 10
- White board, Markers & Erasers
- PPTX with text Unit 3: Advocacy, Perspectives & Change
- Highlighters & Pencils
INSTRUCTIONAL PLAN
Roles & Procedures

You-do, exit, etc.)
0-5 Introduction Teacher will greet the class, ask the The learner will share about any life
class about anything they want to
Slide 33 & 34 events they have going on, and the
share. learner will share any facts they
- Teacher will transition to
have learned from the previous
introducing the topic,
“Today we will learn how lessons or any background
to analyze difficult text by knowledge they may have.
exploring Fredrick
Jeffers 30
douglass’s narrative, - Students should mention

‘Does anyone know tensions over slavery and
something about fredrick human rights as the source
douglass?’”
of conflict between
Additional question:
“What was a topic that caused northern and southern
conflict between the Northern U.S. states.
states and Southern U.S. States?”
5-12 Previewing the text & - Teacher will question the - Students should be able to
students:
KWL answer “an abolitionist is a
- “Does anyone remember person who wants to
Slide 35 & 36 what an abolitionist is from
remove the practice of
earlier this week?”
- Then transition to play a slavery” (example
video overview of response)
Fredrick Douglass’s life, - Student will watch the
and his role as the video and ask questions, &
abolitionist and - Students will fill out their
- Teacher will instruct KWL Chart (Only the K &
students in their groups to
W)
create an inference about
what they think the
narrative will be about,
and fill out their “K &W”
on the chart
12-25 Reading & Highlighting Teacher will instruct students to - Students will begin
“talk to the text” individually and
Slide 37 annotating or “talking to
will give them 9 minutes to do so. the text” quietly
“Please remember as we are
- students will raise their
reading, we are highlighting
important details, circling hands if they have
unfamiliar words/phrases, writing questions or need help.
questions we have or observations.
We are not highlighting the entire
page, If you have questions, please
raise your hand.
- Teacher will circulate and
help students.
25-35 Discussion & Re- - Teacher will call students The student will proceed with
back together, and have the
Annotation taking notes and writing questions.
text pulled up on the They will also share out portions
Slide 38 screen,
they found interesting.
- Teacher will
facilitate a group - If students feel comfortable
reading of the text they will participate in
and will model for sharing their questions and
students the their deduction of meaning.
highlighting and
questioning
process, as they
work through the
text
- Teacher will also ask
Jeffers 31
students for their questions

and clarify any confusions
35-40 Analyzing Author's - Teacher will ask the Students will talk to their peers
students to discuss in their
Purpose group about what they think the author's
groups what they think the purpose is.
discussion author's purpose for
- When prompted, students
Slide 39 writing is.
- Teacher will collect will share the conclusion of
student responses and give their group responses.
praise or clarification as
needed.
40-50 Group Activity - Text - Teacher will post a series Students will discuss the various
of clarifying questions and questions in their groups and give
understanding
ask students to justify their the portion of the text where they
Slide 40 answers using portions of
found their answer. And share the
the text while in their
groups. groups findings
50-55 Reflection & Exit Ticket - Teacher will bring the class Students will participate in sharing
back together and ask them their findings and will participate in
Slide 41
to share their findings, the exit ticket, sticking it on the
thoughts, and takeaways
board as they line up for transition.
from today's reading.
- Teacher will pass out
sticky notes and pose the
exit ticket question on the
board,
- “What did you find most
challenging about the
reading? What strategy
helped with your
understanding?”
- Teacher will instruct
students to prepare for
transition, and post their
stickies on the exit ticket
board.
Accommodation
Students that may need extra help with For the students that may excel at this lesson and For students that need language
the lesson, I plan on supporting them extra push towards inquiry, I plan to support them support I will give them a copy of
individually during their talk with the by encouraging them to think more deeply about the article in their native language if
text time, and provide them with the implications of the history and the impacts of possible along with an English
additional help. Since the students will the topics learned. Through actively observing the version of the text to help their
be doing group and individual work I students during their talk to the text time and their understanding of a difficult text.
will strategically set the groups so they discussion I can spark their thinking through
can help each other. And If needed I questioning, like asking them to elaborate or For students that struggle with
will offer additional working time on consider new perspectives. reading, I will support them through
the article during drive time. offering an audio recording of the
Jeffers 32
text as they follow along with the

paper, he aid in their understanding
and comprehension of the text.
Lesson Plan #5

Author
Date
Day 5 of Unit 3
Period
1, 2, 3, & 4
Grade Level
7th
Time
Allotted 55 minutes
Context/
Rationale This lesson is day 5 of the scope and sequence, in which students learn about persuasive writing through text
analysis, after learning about fredrick douglass’s narrative and the literary devices he has used to help advocate for
change. Students will examine the writing style used within two newspapers writing for change with different
methods. and produce a persuasive paragraph to convince the audience to, for example, salt their water before
adding pasta.
Central
Focus The central focus of this lesson is for students to continue to learn how to analyze text. Students will learn the
difference between different appeals in writing.“The Liberator” which uses an appeal through questioning religious
morality as the U.S. has a large Christian/Catholic population, and “The North Star” which is a newspaper that
focuses on humanity and self-improvement. Students will have to keep track of multiple ideas and differentiate
between the two articles as well as analyzing the key features of persuasive writing and engage in a writing activity
to explore their own opinions on a social justice issue.
Goals Objectives:
Students will be able to analyze text, text style, determine the central idea, and determine the difference in argument
between two different texts on the same topic.
Students will be able to write persuasive paragraphs
Standards
RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text;
provide an objective summary of the text.
RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information
by emphasizing different evidence or advancing different interpretations of facts.
Questioning, participation, discussion Written paragraph and exit ticket

Jeffers 33
Supports - Abolitionist
Students will analyze two different - Persuasive writing Syntax: Students will have a
write in news articles working to achieve the - evidence worksheet to keep track of their
paragraph same outcome. Students will also observations and questions as they
form interpret the arguments being made learn
and how they relate to fighting for
change through writing. Students Discourse: Students will have
will curate their own persuasive discussion at their table groups,
paragraphs. have opportunity to ask questions,
and also have the opportunity to be
involved in a class discussion about
persuasive writing and advocacy.
Include hyperlinks.
- Excerpts From “The Liberator” and “the North Star” Newspapers The liberator.pdfNorth Star
Newspaper.pdf
- Whiteboards, Markets & Erasers
- Projector & PPTX Unit 3: Advocacy, Perspectives & Change
- Notes sheet Note Taking Sheets pg. 11
- Writing utensils
INSTRUCTIONAL PLAN
Roles & Procedures
You-do, exit, etc.)
0-5 Greeting & Check-in Teacher will greet the class, ask the students will prepare for learning by
class about anything they want to settling into class and students will
Slide 43 share. check in with the teacher if they
- Teacher will ask the
want too.
students how they are
feeling about the week as
well.
5-10 Introduction Teacher will transition to - Students will listen to the
introducing the topic, “Today we questions, and participate
Slide 44 will explore how the abolitionist in the warm up questions.
newspapers used persuasive writing
to fight against slavery and identify
strategies to use in our writing for
change unit.”
- “Can anyone tell me what
writing means to them? in
- what ways can it be used?”
10-25 Reading & Analyzing Teacher will pass out copies of the Students will skim the newspapers,
newspapers, whiteboards and and discuss things they notice and
Writing markers and give instruction wonder before reading,
Jeffers 34
Slide 45 - In your groups read both - Students will read the

articles and discuss what articles and share their
you notice about the findings and discuss the
articles.
similarities and differences
- after you read fill out the
compare and contrast chart between them as a group
- On the boards write 2 and write 2 similarities and
things similarities and 2 2 differences on their white
things differences boards.
25-30 Sharing Observations - Teacher will bring the - students will share their
students back together and findings and participate in
Slide 46 open the discussion“What the closing questions
differences did your groups
before transitioning to the
find between the two
newspapers?” learning activity.
- any similarities? What
about the ways they are
written, persuasive
language?
30-45 Writing Activity - The teacher will transition - students will point out the
the students to a sample persuasive strategies used
Slide 47 & 48 paragraph and give before transitioning to
students the option to pick
writing their own
their prompt or use one
provided paragraph.
- The teacher will post a - Students will pick their
sample paragraph for topic and begin writing to
students to view as they persuade their audience as
work in groups to curate a group.
their paragraphs. - students will ask questions
and refer to the sample
paragraph as an example of
their work.
45-52 Gallery walk and - Teacher will have students - students will circle the
circulate the room to view room in their groups to
Reflection all the paragraphs read the other paragraphs,
Slide 49 & 50 - Teacher will ask the class
- Students will talk about the
how they feel about the
activity, “Did you feel paragraphs they read, and
persuaded to do a certain respond to teachers
task or like a certain questions
thing?” (example) - Students will complete
- Also take a minute to fill their exit ticket
out your exit ticket.
52-55 Pack-up & Transition - The teacher will collect the - students will put up their
sheets materials, and pack up
Slide 51 - the teacher will prompt the their bags
students to prepare for
transition.
Accommodation
Jeffers 35
For students they may need assistance For students that will need an extended inquiry For students that struggle with
with the lessons, I plan to work closely they can begin looking into persuasive essays and language they will be strategically
with students that need reading help building a stronger foundation for their future grouped and have the opportunity to
and to offer drive time to students that writing projects. I will also use the students' use translation services to aid in
may need extra time to work on examples and participation to continue to ask their understanding and
persuasive writing skills. questions and use their inquiry to guide the participation of the topic.
discussion further about persuasive writing style.
Argumentative Essay | Definition, Format & Students that struggle with reading
Examples - Video & Lesson Transcript | and writing, will also be
Study.com strategically grouped so that if they
need to read the text out loud or
utilize technology tools to read the
text out loud, or I can read it for
them. Students that struggle with
writing will be grouped so that
someone in the group can write and
they can share their ideas to
contribute to the persuasive
paragraph.
Lesson plan #6

Author
Date
Day 6 of unit 3
Period
1, 2, 3, & 4
Grade Level 7
Time
Allotted 55 minutes
Context/ Students will analyze poetry in preparation for building their own poetry to continue their research within the unit of
Rationale advocacy and change. Students will continue to build on their understanding of figurative language and its functions
following the reading of frederick douglass's narrative and the building and analysis of strong language following the
reading of the newspaper articles.
Central How do we analyze poetry? Exploring poetries use of figurative language to advocate for change. Looking at poetry
Focus made to bring attention to issues of the time. Students will analyze the use of figurative language in poetry and be able
to identify its purpose and meaning.
Goals Objectives
Students will be able to analyze poetry for meaning

Students will be able to understand the function and versatility of figurative language.
Students will be able to create poetry to advocate for positive change.
Standards:
Jeffers 36
RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text;
provide an objective summary of the text.
L.7.5 Demonstrate understanding of figurative language and nuances in word meanings.
Feedback from questioning, exit-tickets Group poems, and notice & wonder completion

Supports - Poetry
Students will be asked to analyze what - Figurative language Syntax: students will be filling in a
write in they see in the poem examples, and - Metaphor poetry sheet to write their modeling
paragraph will be asked to identify the different - simile observations and to write their own
form types of figurative language they - alliteration poem
recognize from the poems. Students - personification
will also be asked to create their own - meter Discourse: Students will have a few
poems to demonstrate their learning. opportunities to discuss with their
peers about what they notice, and time
to work together to create a poem with
their table groups.
Materials & What texts, materials, websites, and equipment do you need to implement your plans? Include materials that students
Technology and teachers may need (and are available at your school). What technology are you using in your lesson? Include
hyperlinks.
- Poetry Handout Note Taking Sheets pgs. 12-14
- Writing utensils
- Highlighters
INSTRUCTIONAL PLAN
Roles & Procedures
You-do, exit, etc.)
0-5 Introduction - Teachers will ask students Students will transition to class time,
how they are doing, and if
Slide 52 & 53 share out if they would like
they have anything they - students will share out about
would like to share.
the leading question for the
- “Have you ever read poetry?
if yes, would you be a sad or day
happy poem?”
- Teacher will introduce the
topic of learning. “Today we
will explore poetry written
during our time period,
discuss the role of figurative
language and how writing
can push for change.”
5-15 Analyzing poetry - Teacher will hand out Students will take out pencils and
Jeffers 37
Slide 54 worksheets. prepare to do a poetry analysis as a

- Teacher will pull up a poem group
for class analysis, the teacher - students will talk in groups
will read the poem and ask
about what they notice and
for a student volunteer to
read the poem out loud. wonder and write down their
- Teacher will ask students to observations
write what they notice and - Students will also talk about
wonder about the poem, and the main idea of the poem.
what they think the poem - students will share their
means a findings when called back
- Teacher will bring the class
together.
back together to share their
findings.
15-30 Activity: Finding figurative - Teacher will ask students, “ - Students will call out
What is figurative language?
language and meaning examples of figurative
What role does figurative language they recognize.
Slide 55 language play in our
- and analyze the poem for
understanding of the poem?
- The teacher will ask the class their assigned figurative
what figurative language they language and find its
recognize, and underline meaning.
them as they recognize them. - Students will share out one of
- Teacher will assign each their findings and ask any
group a stanza or two, to questions they may have
identify figurative language
to find the meaning of (7
minutes)
- Teacher will call students
back to share one example of
their figurative language to
the class and its meaning
- Teacher will ask if students
have any questions before
transitioning.
30-45 Creative writing Exercise The teacher will ask the students to Students will review examples of
work in groups to write a short
Slide 56 & 57 acrostic poems, and begin working in
acrostic style poem with an approved groups to build their poems.
topic and consensus among group
- students will ask for help as
members.
Teachers will be circulating the room they need too.
to help students as needed.
45-50 Sharing & Reflection Teacher will ask if anyone wants to Students will share out their poems to
share their poem, and if they want to the class
Slide 58
read it or have the teacher read it. - Students will participate in
the discussion about
Teacher will then ask the students,
“what have we noticed about the role figurative language in poetry
of figurative language in poetry?”
50-55 Closing & Transition Teacher will transition to the Exit - Students will participate in
Ticket on the sheet: “How can
Slide 59 the exit ticket
figurative language make a message - and prepare for transition to
more powerful?”
Jeffers 38
the next class

And Instruct students to place their
sheets in the middle of the table with
their names. And pack up for the
transition.
Accommodation
conferences, etc.), how will you adjust instructional materials, activities, and sequencing given what you have learned about students’
academic skills, attitudes, and needs?
Students that may need extra help with For students that excel with this activity, there will For students that need differentiation,
the lesson, I plan on supporting them be opportunities for them to extend their learning by in the form of language support I will
individually during their reading time, and researching other poets and studying the use of give them a copy of the poem in their
provide them with additional help. Since language in for their research project. native language if possible along with
the students will be doing group work I an English version of the text to help
will strategically set the groups so they Students will also have the opportunity to research their understanding.
can help each other. And If needed I will meter in poetry.
offer additional working time on the For students that struggle with
reading and poem during drive time. Meter in Poetry | Definition, Types & Examples | reading, I will support them through
Study.com. reading the text out loud as they
follow along with the paper/screen to
aid in their understanding and
comprehension of the text. For
students that struggle with writing
they will be strategically paired so that
someone can write for them, and they
will have the option to submit a verbal
assignment.
Jeffers 39
Social Studies IDM

Grade 7 - The Role of Advocacy in History
Curriculum: ELED_G7_Curriculum_Map_061318.pdf
How does advocacy create change?

7.B.1.2 Explain how values and beliefs affect human rights, justice, and equality for different groups of
people.
Social Studies I.1.10 Identify challenges and opportunities created in addressing local, state, tribal, regional, national,
Standards and/or global issues.
7.C&G.1.1 Explain how the power and authority of various types of governments have created conflict
that has led to change.
Staging the What is the power of words and media to bring change? Examine articles of writing and their
Compelling Question effectiveness on society and politics.
Supporting Question 1 Supporting Question 2 Supporting Question 3

Who is someone that advocated for How can politics encourage or Are there any lasting impacts of
Civil Rights from 1836-1864? discourage a movement for rights? legacies from the advocacy from
1836-1864?
Formative Performance Task Formative Performance Task Formative Performance Task
Research a person of interest; fill in Build a concept web of political Students will research 2 events and
your graphic organizer about how parties and their actions within the build a timeline of how change
they got involved in advocacy and time period happened
what method they used.
Featured Sources Featured Sources Featured Sources
Source A: Potential sources for Source A: Source A:
students to look at U.S: - Emancipation Proclamation
Poets Political Parties - “What 4th of july means to
- James Monroe Whitfeild Overview of Politics me”
- George Horton The Struggle between National and - Brown v. Board of
State Power education
Black Entrepreneurs
https://study.com/academy/ - Supreme court cases
Artists lesson/political-change-definition- - Civil war & its end
- Augustus Washing lesson-quiz.html - Other civil rights people
Pioneers for Education - MLK
Former Slaves Britain: - W.E.B. Debois
Free-Born Blacks Britain Abolition of Slavery - Maya Angelou
Explanation for Britain - Malcolm X
Fredrick Augustus Hinton
Abolition Acts - Black panthers in
Abolitionists Detroit
- William Lloyd Garrison - Harriet Tubman
Arther and Lewis Tappan
Sojourner Truth
Jeffers 40
- Sojourner Truth Speech

Performed
ARGUMENT What sparked the push for civil rights from 1836-1864? Construct an argument that details
why the push for civil rights began and how the person you have researched contributed to
Summative advocacy for change. Use the evidence you have gathered from your sources and specific
Performance claims to justify your response.
Task Students will create a project through media i.e. infographic, news article, video, or poster
EXTENSION.
about the person they have not researched why we should know about them, and the
change they were looking for through their advocacy.
UNDERSTAND Identify and describe a human rights issue that needs to be addressed.
Taking Create a list of actions that involve words and/or media to address issues. i.e. letters,
ASSESS
Informed infographics, videos, poetry, novels, and protests
Action ACT Choose an option for advocacy and present a person of interest either individually to add
to the class museum of advocacy.
Idealised Summative Assessment

For this unit plan, the ideal summative assessment would be a culmination of
student writing done over the semester. I would have them choose a topic or cause
to advocate for, and they would have to write a newspaper article, a poem, and a
short story advocating for change on their issue, following the models we have built
and researched in our class. Students will also create a presentation on an activist of
their choosing during 1836 - 1864 and make a museum exhibit for their chosen
person, culminating their research of how advocacy brings change and their
understanding of obstacles that stand in their way with a short argumentative essay.
Oral presentation
Jeffers - Unit Project Presentation
Jeffers 41
References
Mcconnell, C., Conrad, B., P Bruce Uhrmacher, & Jacqueline Grennon
Brooks. (2020). Lesson planning with purpose : five approaches to
curriculum design. Teachers College Press.
Muhammad, G. (2020). Cultivating Genius: An Equity Framework for

Culturally and Historically Responsive Literacy. Scholastic Inc.
Parker, W. C., & Hess, D. (2001). Teaching with and for discussion.
Teaching and Teacher Education, 17(3), 273–289.
https://doi.org/10.1016/s0742-051x(00)00057-3

Jeffers - 430 435 Final Project

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Jeffers - 430 435 Final Project

Uploaded by

Copyright:

Available Formats

1

Theme & Title:

Pedagogical Justification & Rationale

their answers to the guiding questions for the entire unit.

2. How does advocacy bring change?

3. What is the power of words?

Douglass's Narrative, Abolitionist Newspapers, and Poetry.

through your teaching practice and trial-and-error continuously.

Context For Learning

Arabic 1 - Use of translation services for language

Spanish 8 Four out of eight students are Spanish speaking

The other four students are bilingual Spanish, with

Ukrainian 1 This student is an emerging bilingual with very

Goals & Objectives

Scope & Sequence

1. Warm up: inferences author’s point topic shape

encourage language) understand be able to… articles

Language Formative period? e?” news

“what's Elements: governme have?” - Warm up

create Narrative pt legacies Bring that need Writing for

F.D’s through examples? Elements: on of

Lesson Grace Jeffers

Students will be able to….

Assessme Informal Formative

Language Language Function Vocabulary Syntax/Discourse

- “What was Nat final whole class discussion.

Lesson Grace Jeffers

Grade Level Grade 7

Students will be able to…

Questioning and note taking completion Presentation & Exit ticket

Language Language Function Vocabulary Syntax/Discourse

For differentiation with students that

Lesson Grace Jeffers

Students will be able to identify forms of advocacy.

Assessments Informal Formative

Questioning, discussion, and participation Presentation

Language Language Function Vocabulary Syntax/Discourse

who participated in advocacy and Discourse: students will have

slide 24 have previously learned and answer them

IEP/504 students, I will modify the

Context/ How do we analyze text?

Assessments Informal Formative

Language Language Function Vocabulary Syntax/Discourse

Roles & Procedures

douglass’s narrative, - Students should mention

students for their questions

text as they follow along with the

Lesson Grace Jeffers

Assessments Informal Formative

Questioning, participation, discussion Written paragraph and exit ticket

Language Language Function Vocabulary Syntax/Discourse

Slide 45 - In your groups read both - Students will read the

Remediation Extension Differentiation

Lesson Grace Jeffers

Students will be able to analyze poetry for meaning

L.7.5 Demonstrate understanding of figurative language and nuances in word meanings.

Assessments Informal Formative

Language Language Function Vocabulary Syntax/Discourse

Slide 54 worksheets. prepare to do a poetry analysis as a

the next class

Social Studies IDM

How does advocacy create change?