Lesson Delivery Plan

Pay attention to the R-words to activate the brain for learning!

1. Objective (Rigor) - SMART and should be visible on your board daily.

The student understands the impact of the American civil rights movement.

2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the
thinking and emotional level?

 What will you do to open the lesson to motivate and engage the students’ interest in the
content?
 How will you help students make connections to prior knowledge?
 How will you identify and present your essential questions, Central focus, and Learning
Targets (I CAN statements)?
 How will you identify / teach / assess language demands?
 How will you introduce language supports?

 Is your opening congruent to the objective?

 First, I will ask the students what they think life would be like if we lived in a world that was segregated, then I would
give them a few minutes to tell me what they thought.
 I would then ask if they had any grandparents that they have talked to get their perspective or the experience.
 I would then show the students a video of what it was like to live in that time period.
 Once they have watched the video, I will ask the students to take a few minutes and think about what life was like at
the time. After the minute has passed I will have the students to think-pair-share with their partner and write down
what they thought.
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3. Teacher Input (Relevance) – What information is needed for the students to gain the
knowledge/skill in the objective? (Be sure you have done a task analysis to break the
information/skill into small manageable steps). How will you use strategies, technology,
learning styles? What vocabulary and skills do the students need to master the material? Are
theStudents
strategies
willyou
needplan to use
to learn congruent
or know to the objective?
the vocabulary, the vocabulary is boycott, discrimination, law, equality, NAACP, civil,
nonviolent, racial segregation, legislative.

 Model (Routing) – Outline your I DO activities. Be sure to model strategies and academic
language supports needed.
I will show the students a PowerPoint slide show of what I want them to make. The slide show will have all the language that
the students need to learn, and the slide show will cover the key points of the movement.

 Guided Practice – Students demonstrate a grasp of new learning under the teacher’s
direct supervision. The teacher moves around the room to provide individual remediation as
needed. “Praise, prompt, and leave” is an excellent strategy to use. Outline your WE
DO activities. Be sure to incorporate strategies and academic language supports that are needed.
The students will then be placed in groups with 3-4 students in each group. Each student in the group will be responsible for
completing 3-4 slides each and then they will come together and make one big slide show of the beginning of the Civil rights
movement to the present.

 Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent

application of new skill. Outline your YOU DO activities. Students demonstrate an independent
application of new skill. Be sure to praise and assess strategies and academic language supports
that are being used.
Students will then be given time to work on their slide shows. I will walk around the class and help groups that need help.

 Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes

permanent. So, make sure the students understand how to proceed before moving to the practice

The students will then need to research all of the key events that pushed the Civil rights movement to the mainstream. 1.
Create a timeline of Civil rights events that bring us to modern times. 2. Analyze key events that changed our society for the
 Lesson Delivery Plan

phase of the lesson. You may need to stop and reteach, so students practice correctly. How do
you plan to assess understanding? What HOTQs will you ask? List at least 3

 How will you check for understanding or reteach?

4. Assessment – How will we know that the students have individually mastered
the objective? What evidence will be collected? What will be an acceptable score? What
evidence will be collected to demonstrate mastery of language demands?
If all slides have the needed information, the evidence would be in the slide show.

5. Resources - What materials will you need for a successful lesson?

I will a laptop, internet access with reliable internet, IPADS or laptops, paper and pencils if need to take notes.

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what
was learned?
I will have the students write an exit ticket asking what shocked them the most about what they have learned.

NOTES: