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Technology Support S!, 5/16/13 1:46 PM
Comment [1]: !
2

Table of Contents
Part 1: Learning about a Student
4. Introductory Letter
5. Artifact 1: Student Observation
6. Student Observation Analysis
7. Artifact 2:Student Interview
8. Student Interview Analysis
10. Artifact 3: Teacher Interview and Analysis
12. Artifact 4: Science Teacher Interview and Analysis
13. Artifact 5:Example of Student Work
17. Example of Student Work Analysis
Part 2: Designing Instruction
19. Rationale
20. Lesson plans
27. Civil rights worksheet (part of lesson #2)
30. References






3






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Introductory Letter
4

I was given the invaluable opportunity to join and watch a classroom over almost an
entire semester with this INSIDER project. I was able to gain firsthand exposure for the first
time since completing my teacher observation packet. I was able to get a more in-depth look at
the classroom with a teacher (Mrs. Stevens) that I did not previously know in a school district
(Silent Pines High) that I was also not familiar with. I ended up going to one of Mrs. Stevenss
12
th
grade classroom once a week for about two months. I ended up observing a student by the
name of Jack. Although I picked him due to his engagement in class, I ended up finding out that
he was a very diverse young man; he was homeschooled until 8
th
grade and had recently came
out as homosexual.
As an individual student, Jack made it clear that he did not like to read. Still, however, he
enjoyed English class, looked forward to it, and always seemed engaged. For that reason, I
wanted to make my lesson plans activity-based rather than textually-based. My overall approach
would be to hold the students interests in a flexible way that has students actively participating.
I want them to be engaged while reading about people from the past who they may feel are not
relatable. Though I want to cater to Jack, its clear that an English class requires reading, and I
feel like Jack would benefit from reading due to the fact that he planned on going to college. For
that reason, I did incorporate a text into the lesson plans.








Artifact 1: Observation of Jack in Mrs. Stevens classroom
3

Time Observation Interpretation
11:23 Jack is sitting in the middle of the room towards the front.


Jacks choice of seat might reflect
his interest in the class; I noticed that
students who seemed less engaged
and more inclined to talk to each
other sat towards the back or the side
of the class.
11:25 The teacher sits on a stool in front of the class, and they begin
going over a chapter review sheet for Lord of the Flies.


11:26 Jack raised his hand to answer the first question on the review
sheet, but Mrs. Stevens instead opts to randomly pick on students.
Jack seemed to be familiar with the
material very early on, and he may
have had confidence when wanting
to answer the first question.
11:28 A few questions later, I notice Jack erasing a part of his sheet and
writing another answer in.
Jack may have had a question wrong
and was quick to correct it; it seems
he is paying attention to the review
session.
11:32 The teacher asks Jack to answer a follow-up question, and he
answers correctly.
Jack thoughtfully responded to the
teacher and knew the correct answer
about the text.
11:35 After a few more follow-up questions, Jack raised his hand when
the class got to the next main question of the review sheet. The
teacher, however, picked a different student.
Jacks confidence may have been
high towards this point, as he began
raising his hand more frequently
11:38 Jack once again raised his hand to answer one of the main review
sheet questions, though he wasnt picked to answer it.

11:43 By this point there have been two more questions asked. Jack
rose his hand for each of them but was not chosen by Mrs.
Stevens.
I feel that Mrs. Stevens was
confident in Jacks abilities, as well
as the abilities of a few of the other
students who constantly have been
raising their hands. She instead opts
to ask questions to students who
may not be paying as much
attention.
11:49 Mrs. Stevens selects Jack to answer a question, though his initial
answer wasnt as thorough as Mrs. Stevens was looking for. She
instead asks another student to clarify the answer.

11:53 Mrs. Stevens concluded the lesson and told the students to read
for the last ten minutes of class.

11:54 Jack began reading his book, much like the majority of the other
students
The class seems to respect Mrs.
Stevens, and Jack is using the free
reading time to his advantage
11:59 Jack still is reading diligently while other students have put their
heads on their desks, put their books away, or began talking to
other students

12:04 Jack got out of his seat and started waiting by the door for the bell
to ring, and he waited there for about two minutes before the bell
rang and he was excused. Two other students also starting lining
up to leave.

Though he gave most of the time
to reading, jack also eventually
lost interest in the lesson.


Analysis
6

Jack was one of the two students that caught my attention during my initial observation.
Though he wasnt my first choice of students to observe, Mrs. Stevens suggested him. He was
seemed to be engaged throughout the entire discussion of Lord of the Flies, and he seemed to
really enjoy the class. Unlike many of the other students, I didnt notice Jack talking to other
students during the classroom; he was very quiet and reserved when it came to socializing with
the other students in the class. I didnt know if this was because he wasnt friends with many
other students or perhaps because he was involved with the lesson. He clearly was eager to
answer questions from the review sheet, and it really seemed like he wanted to let his voice be
heard by the class. As a teacher, I feel like I would greatly appreciate students like him who are
not only familiar with the texts, but also are willing to talk about them. Interestingly, Jack
clearly seemed to have read and understood the book even though he claimed in his interview
that he didnt like to read. This shows that Jack is willing to do school work even though he
doesnt enjoy it, and I feel as if that is a testament to his maturity that each of his teachers give
him. He clearly comprehended and had familiarity, showing that his reading skills are
respectable. Though he used most of the free-reading time, his interest in the novel tapered off
by the end of the class. As a teacher, I ideally would plan on having the entire class period timed
appropriately in order to make sure the class doesnt have time that is off-topic. I realize that this
is an idealistic viewpoint that is simply going to vary between classes, days, and school years.





7

Artifact 2: Student Interview with Jack Smith
I was homeschooled up until my 8
th
grade year, so as far as literary resources go, I had many
books at my dispense as a child.
I had English books, math books, science books, really all the types of books that you would
find in a normal public school.
I did not enjoy reading and tried to avoid it as much as possible even though the class I do the
best in is English.
I told myself I would only read if it was needed for my education and never for my free time.
I cant say that I talk any differently at school than I do at home. Im still the same respectful
person I am at home that I am at school.
I make sure I never sound like I am from this area; I make sure I speak with intelligence and
thought. If I do have a word exclusive to this area slip out, I stop, and immediately correct
myself.
English class has not always been the easiest class for me in my first years of high school, but
as I grew older and started grasping the ideas I was learning and actually really started looking
forward to that class.
I do not enjoy [reading] at all, but I will read it if its for the betterment of my education,
absolutely. I would say that being asked to read over being assigned material, like a project, is
much different. Id rather work on a project more than read a book.
I do not enjoy reading not even if it is assigned for educational purposes but I am much more
willing to do so if it is.
I do watch TV and play video games but those two things I rarely watch or play for long
periods of time, and rarely with others.
As far as social media goes I think these days everyone is involved in it, and if you think about
it, everyone is participating in doing so together.
I worked my way up from a small position [in the TV Production Club] to being the Senior
Director and Producer of the show every morning.
After high school I plan to attend Temple Universitys main campus in Philadelphia and pursue
a major in Media Studies & Production. Afterwards, I plan on working in radio, but even further
down the road working for a record label and help progress the music industry.

8

Analysis:
The interview with Jack went really well, and he was extremely willing to answer my
questions thoroughly. The first thing that really caught my eye was his answer to my question
about linguistics; Jack was very adamant about not wanting to sound like his was from his local,
rural Pennsylvania region. He also clearly sought to be respectful both at school and at home.
This coincides with each of the teacher interviews which described him as mature. The fact
that he was homeschooled may lend itself to his eloquence in speaking; he may not have had as
much social exposure to the local dialects of the region. I feel that I would try, as a teacher, to be
welcoming for many local dialects. I know that I personally have certain regional words and
pronunciations, and they would naturally be noticeable when I speak in class. As a role model, I
could show Jack that dialect is not an indicator of intelligence or education. When it comes to
setting guidelines for writing and in-class speeches, I would be open to allowing students to use
their own local varieties. Im glad that Jack enjoys speaking with maturity, but it is most
definitely a misconception when people think that proper equates to intelligence.
The only thing that Jack was more adamant about than not wanting to sound like he was
from his region was the fact that he did not enjoy reading. As a prospective English teacher, I felt
bad hearing that this young man had such a great dislike for reading. It seems like a simple fact
that a lot of students dont like to read, and although its important to cater to individual student
desires, it does not seem possible or even plausible to have an English classroom with no
reading. He also looks forward to English class, which further seems like a kind of paradox.
Although he does best in English class, he still does not like to read. He said that he would
rather work on a project than read a book, so he most likely would enjoy hands-on projects
such as web quests, posters, and papers instead of just reading. I dont think that his aversion to
reading is necessarily an aversion to work, as he shows a willingness to participate in school due
to the fact that he has such a prominent role in the TV club. His essay was also well-written and
received a good grade, and he clearly has aspirations to go to college and become successful.
Jacks homeschooling definitely equated in a surplus of literary sponsors. It seems his
parents or guardians had many books on hand and encouraged him to learn. By not having a gap
between his childhood home life and his childhood schooling, I feel that Jack may have
developed his dislike for reading. He did consume other sorts of media, such as television and
Technology Support S!, 5/16/13 1:50 PM
Comment [2]: !
Technology Support S!, 5/16/13 1:50 PM
Comment [3]: ALlCA1lCn/CCnnLC1lCnS :0
9

video games (though alone and in small amounts, and he seemed to be interested in social media
with his friends.





















10

Artifact 3: Teacher Interview with Mrs. Stevens (English)

Jack's vocabulary both verbal and written is college appropriate.

We discuss books he has read and liked, his senior courses include an advanced math class and
physics. So, reading is a given.

Jack's English grade has improved by a 12% margin over the school year. As his confidence
and understanding of analysis rose, class discussions, written assignments, and test scores
followed.

When participating in group work, he takes whatever role is necessary for the success of the
group. If negatively confronted by folks in a group, he will shut down. this makes group work a
challenge for me!

Jack is very comfortable with himself. This year he openly came out and his classmates readily
accepted his life choices. But, because of these life choices, Jack surrounds himself with a group
of very solid friends who all rank in the top 10% of the class.

Jack is very mature for his age and suffered a bit of bullying from other students. These factors
make him much more empathic towards those who are afflicted by negative circumstances. This
maturity is reflected within his writing and speaking.

Jack devoted much of his personal time to help make our schools first Empty Bowl fundraiser
a success. He created the ad for our school's TV station, sold tickets, and helped man the kitchen
the day of the event. He is also senior director of our school's TV studio and news broadcast.

Analysis:
I felt that my interview with Mrs. Stevens went very well, and she was able to help me
grasp a fuller picture of Jack and his character. I had no idea that Jack was homosexual when I
first chose and observed him. From a linguistic aspect, Mrs. Stevens comments on his strong
vocabulary, as well as his maturity that manifests itself in his writing and speaking. Once again
it seems that Jack tries to do his best to sound mature and educated whenever possible. As an
English teacher, I would most likely value his willingness to use prescriptively proper
grammar during discussion and writing. Having him speak in class might even set a positive
example for how students are to professionally speak and act. Despite his disdain for reading
that he told me about, Mrs. Stevens sees Jack as a strong reader and a hard worker. She
commented on his activism with the fundraiser and his increase in comfort when it comes to
topics pertaining to the English class. The close friend group that Mrs. Stevens mentions seems
11

to be a group of encouraging sponsors when it comes to classroom performance. She did
mention, however, that he will shut down if he is ever confronted negatively during group
work. There also might be a problem with bullying in the classroom; as a gay student, Jack may
be a target. I feel like teaching literature that tackles topics such as bullying and stereotyping
would be beneficial for the class.




















12

Artifact 4: Interview with Mr. Ryder (Science teacher)

Jack pays attention and asks questions on a daily basis. I believe he tries hard and studies to
prepare for tests.

I believe he is an individual and does what he thinks is right.

Jack has better speaking skills than most of his peers and does not use local slang from the
region.

When asked if he was familiar about Jacks involvement in communities or groups, Mr. Ryder
said No, I know he works as a chef at [a local restaurant].

Analysis:
My interview with Mr. Ryder wasnt as thorough or as in-depth as the interview with
Mrs. Stevens or Jack, but I was able to procure more examples about the kind of student Jack is.
It helped me complete the picture of his character, so to speak, and provided me with more of a
background of who Jack is as a student and as an individual. Jacks performance in both of these
classes seems to be strong; he is engaged in class and apparently prepares for tests, showing that
he has grasped basic skills related to reading, studying, and being a student. It wasnt until this
interview that realized that Jack worked at a restaurant (it hadnt come up during my interview
with Jack or Mrs. Stevens). Mr. Ryders description of Jack further shows that he does not like
to use slang terms of local region; Mr. Ryder goes as far to say that his speaking skills are better
than most of his peers. Though Jack said that he looked forward most to English class, it seems
that he cares about his science class because of the fact that he is engaged in class and seems to
try hard and study. His view of Jack as an individual shows that Jack is perhaps not influenced
by his peers to the extent of some other students. His sponsors of literacy in this case may be
intrinsic. Combined with the peer group mentioned by Mrs. Stevens, Jacks motivation in the
classroom seems to come from a varied amount of sources.
13

Artifact 5: Example of student work (paper)

14


13


16


17

Analysis:
This piece of writing not only received a grade in the A range, but it is professionally
written and utilizes quotes from multiple sources. One thing I noticed about the citation paper of
Jack's is the fact that all of his sources were from the internet. This may be due to the ease of
online sources or perhaps due to a lack of exposure to nonfiction texts at this point in education.
From personal experience, I remember that I wrote the majority of my high school paper with
internet sources when there were no hard-copy text requirements.
There is an unneeded comma when he said "known as, Montpelier" as well as an
unneeded comma towards the bottom of the first page when listing the quote. He uses another
comma at the bottom of the second page that is unnecessary. Ive noticed that comma usage is
something that plagues writers even at the college level, and it seems that Jack may be
overcorrecting with his use of commas. The teacher also noted three times when he didn't use
a capital letter on the second page and once again notes the lack of capitalization of
"revolutionary war" on the third page. On this third page, he correctly capitalized "Continental
Congress," which was one of the capitalization errors he made on the second page. The sentence
at the bottom of page one omits a subject and uses the present tense, which is inconsistent with
the rest of the paper. These errors are all relatively minor in nature, and its clear that Jack
knows how to articulate himself. He clearly makes the argument in his paper successfully, and
the conventions errors are relatively minimal.
I found his somewhat satirical comment about Samuel Adams being more than "the alcoholic
beverage" to be interesting; he shows self-awareness about an important American icon and how
his name power has perhaps been skewed. He does show an appreciation for Adams hard work
and dedication towards his goals, however. I compared his comment about Sam Adams beer to
his ideas about not wanting to sound like he is from his local region and how he might see
himself as different from the average high school student, or even the average American.





Technology Support S!, 5/17/13 3:51 AM
Comment [4]: !
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Rationale:
Jack is a hardworking senior in high school in a rural, predominantly white school. By
observing texts about a truly American figure, Jack and his classroom might be able to relate to
the problem relating to prejudice and stereotyping. Linguistically, I feel that holding an oral
presentation during the lessons would help Jack become comfortable with listening to his peers
as they speak from their local dialects. For this reason, Ive chose to downplay the importance of
proper grammar and spelling; these lessons encourage comprehension and thoughts about
society. When considering my choice of topic and text for my lesson plans, I decided to go with
the story of Jackie Robinson. Many of the texts in my young adult literature class dealt with
stereotyping and prejudice. I observed Jacks class as they studied units of Lord of the Flies as
well as the Holocaust; each of these units seemed to teach great lessons about the power of
groups and their possible influences and abuses of power. My idea for a series of classes on
Jackie Robinson could be seen as an extension of what these students were doing in class. I feel
that by focusing on the plight of African Americans in sports the students could ideally see that
the plight of gay rights parallels the civil rights movement of the mid 20
th
Century. This, in
theory, could lead the students to see Jack as more of an equal. I contemplated using a text that
overtly deals with homosexual, but I felt that such a text may have been uncomfortable to Jack
and could have singled him out. My more subtle approach is less confrontation and perhaps
more understandable to the other students.













20

Big Question: In what ways has the idea of Liberty and Justice for all been questioned in
modern American times?

Lesson 1: Introduction to Jackie Robinson
Standards:
CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112
topics, texts, and issues, building on others ideas and expressing their own clearly and
persuasively.
CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives;
synthesize comments, claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional information or research is
required to deepen the investigation or complete the task.

1.1.12.D: Demonstrate comprehension / understanding before reading, during reading, and after
reading on a variety of grade level texts to support understanding of a variety of literary works
from different cultures and literary movements.
1.6.12.A: Listen critically and respond to others in small and large group situations.

1.5.12.F: Use grade appropriate conventions of language when writing and editing.
Spell all words correctly.
Use capital letters correctly.
Punctuate correctly
Use correct grammar and sentence formation.

1.6.12.A:
Listen critically and respond to others in small and large group situations.
Respond with grade level appropriate questions, ideas, information or opinions.

Objectives:
1. Students will be able to thoughtfully respond to a given prompt in order to demonstrate
comprehension skills.
2. Students will actively think about modern civil rights problems in the United States in order
to make realizations about their awareness of social surroundings.
Materials:
Laptop 5/8/13 1:21 PM
Comment [5]: 1hls lesson ls a before readlng"
parL of Lhe lesson, and l'm assumlng Lhe !ackle
8oblnson book Lo be a conLlnuaLlon of LexLs such as
!"#$ "& '() *+,)- and Lhe unlL on Lhe PolocausL LhaL l
saw !ack's class sLudylng.
21

Writing journals
Notebook paper
Teachers computer and projector
20 copies of What I Learned from Jackie Robinson
Activities:
1. (5 minutes)
Students will commit a pre-writing activity that sees them respond in their personal classroom
writing journal to a prompt written on the board. The prompt will read Were you ever the
victim of stereotyping? How did it make you feel?
2. (5 minutes)
Students will watch a mini biography video about Jackie Robinson (located at
http://www.youtube.com/watch?v=ILIA20AqA5I )
3. (15 minutes)
Students will answer the following questions on a separate sheet of notebook paper:
A. Why do you think Robinson was originally shunned by his fans and teammates?
B. Do you think it was a good decision for Robinson to turn the other cheek when
faced with racial insults and threats? What would you have done in a similar situation
C. Are there still racial barriers in America? What are some examples that you have
noticed in our society?
4. (15 minutes)
The teacher will then begin a class-wide discussion. Each question will be discussed for about 5
minutes, and participation will be optional.
5. (5 minutes)
Students will individually be assigned chapters from What I Learned from Jackie Robinson
(Erskine and Rocks), and they will be informed that they are to chose the most important quote
in their chapter and talk about it for about 1-2 minutes, two class periods from the current day.
6. Students will hand in their answers to the questions at the end of class. They will be informed
that there are doing a civil rights internet worksheet tomorrow in class, and that there are two
days before the students will be asked to present a quote from their assigned chapter of the text.
Laptop 5/8/13 1:21 PM
Comment [6]: l lnLend Lo have Lhe [ournal
enLrles be personal and only Lo evoke LhoughL as a
klnd of bell-rlnger" acLlvlLy. !ack and Lhe resL of
Lhe sLudenLs are able Lo be as personal as Lhey wanL
Lo be.
l do reallze LhaL Lhere ls less responslblllLy lf Lhey
don'L share Lhe work, Lhough l would aLLempL Lo
clrculaLe Lhe room and make sure Lhe sLudenLs are
aL leasL wrlLlng someLhlng.
Laptop 5/8/13 1:21 PM
Comment [7]: My reasonlng for chooslng !ackle
8oblnson as an example for Lhe classroom ls
because lL wouldn'L seem obvlous" LhaL l was
caLerlng Lo !ack's homosexuallLy. l feel LhaL Lhere
are comparlsons LhaL all of Lhe chlldren can learn
abouL equallLy when vlewlng a mlnorlLy group LhaL
ls perhaps no longer ln Lhe 'spoLllghL' of clvll rlghLs
dlscusslons.
Laptop 5/8/13 1:21 PM
Comment [8]: !ack's Leacher menLloned LhaL he
wlll shuL down" lf he recelves negaLlve crlLlclsm ln
hls group. lor Lhls reason l Lhlnk an lndlvldual
pro[ecL would be good for hlm. l also noLlced ln
class LhaL !ack ralsed hls hand a loL, l Lhlnk he ls very
eager and wllllng Lo speak ln fronL of class and Lo
share hls knowledge. Pls work arLlfacL was a paper
LhaL was well-wrlLLen and earned a 93.

1here are 14 chapLers ln Lhe book, and l am
assumlng Lhe class Lo conslsL of abouL 20 sLudenLs.
Lach sLudenL wlll geL Lhelr own chapLer, and slx
sLudenLs wlll be Lasked Lo do a repeaL" of a
chapLer.
Technology Support S!, 5/17/13 3:58 AM
Comment [9]: !

Cr maybe everyone does Lwo, and Lhe whole class
could do four LogeLher as pracLlce?
22

Assessments:
1. The three questions will be graded by a checklist for completion.
Each response is supposed to be:
-On-topic
-Thoughtfully and adequately answers question



Lesson 2: Civil Rights Internet Worksheet
Standards:
CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 13 above.)

1.1.12.D: Demonstrate comprehension / understanding before reading, during reading, and after
reading on a variety of grade level texts to support understanding of a variety of literary works
from different cultures and literary movements.

1.5.12.F: Use grade appropriate conventions of language when writing and editing.
Spell all words correctly.
Use capital letters correctly.
Punctuate correctly
Use correct grammar and sentence formation.

Objectives:
1. Students will be able to thoughtfully respond to a given prompt in order to demonstrate
comprehension skills.
2. Students will actively think about modern civil rights problems in the United States in order
to make realizations about their awareness of social surroundings.
3. Students will demonstrate the ability to extract knowledge from web-based sources in order to
provide thoughtful answers to given questions.
Laptop 5/8/13 1:21 PM
Comment [10]: Whlle Lhls descrlpLlon ls
sub[ecLlve, l feel LhaL lL would be beLLer Lo leave
Lhlngs open Lo lnLerpreLaLlon raLher Lhan havlng
arblLrary guldellnes for lengLh and grammar LhaL
mlghL resLrlcL creaLlve wrlLlng and LhoughL.
Technology Support S!, 5/17/13 3:57 AM
Comment [11]: Agreed. now, how mlghL you
help sLudenLs undersLand how Lo do Lhls?
SCAllCLulnC
Laptop 5/8/13 1:21 PM
Comment [12]: 1he ldea behlnd Lhls day ln Lhe
shorL unlL ls Lo geL a background for clvll rlghLs ln
Lhe unlLed SLaLes. A pro[ecL llke Lhls may be more
engaglng for a sLudenL llke !ack, who sald he much
raLher llked Lo do pro[ecLs raLher Lhan read.
23

Materials:
Writing journals
Notebook paper
Mobile computer lab
Civil Rights worksheets (attached to back)
Activities:
1. (5 minutes)
Students will commit a pre-writing activity that sees them respond in their personal classroom
writing journal to a prompt written on the board: Is liberty and justice for all a true statement?
What evidence can you provide for your answer? What groups still have unequal rights in the
country?
2. (5 minutes)
The teacher will distribute the civil rights worksheets and students will be told to get computers
row by row
3. (30 minutes)
Students will be given the majority of the class time to thoroughly read and fill out answers to
their worksheets.
4. (5 minutes)
Students will be told to start shutting off their computers. Those who didnt finish their
worksheets will be told to finish them for homework; they are to be handed in first thing at the
beginning of the next class. Students will also be reminded that their presentations will occur
over the next two days.
Assessments:
1. Each students worksheet will be graded for completion
Each of the nine responses is worth one point, and the responses must be
-At least one complete sentence in length per individual question
-Correctly and adequately answers question
-Written with minimal spelling and grammatical errors
Laptop 5/8/13 1:21 PM
Comment [13]: Mrs. SLevens' classroom had a
small lab of LableL Cs ln Lhe back of Lhe room.
Whlle l undersLand noL all classrooms and dlsLrlcLs
have Lhls luxury, my worksheeL could also be
planned ln advance Lo be done aL a compuLer lab.
Laptop 5/8/13 1:21 PM
Comment [14]: 1hls ls anoLher enLry for Lhe
wrlLlng [ournal, and lL ls open-ended and sub[ecLlve
ln naLure.
Laptop 5/8/13 1:21 PM
Comment [15]: l remember from personal
experlence, LhaL hlgh school sLudenLs Look pro[ecLs
more serlously" lf Lhey were for a grade- by gradlng
Lhelr lnLerneL worksheeLs, l would have a blL of
'lnsurance' LhaL Lhey would answer Lhelr quesLlons
LhoughLfully and properly.
Laptop 5/8/13 1:21 PM
Comment [16]: MosL of Lhe work ln Lhls lesson
sequence has been oplnlonaLed so far. 1hls
worksheeL, however, seLs a llmlL on whaL ls 'rlghL' or
wrong. SLudenLs, ln my oplnlon, should answer a
few 'rlghL-or-wrong' quesLlons, llke Lhey would ln a
maLh or sclence class, ln comblnaLlon wlLh loglcal
oplnlonaLed analysls.
24

Lesson 3: Presentations
Standards:
CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112
topics, texts, and issues, building on others ideas and expressing their own clearly and
persuasively.
CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read and
researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives;
synthesize comments, claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional information or research is
required to deepen the investigation or complete the task.


1.1.12.D: Demonstrate comprehension / understanding before reading, during reading, and after
reading on a variety of grade level texts to support understanding of a variety of literary works
from different cultures and literary movements.
1.6.12.A:
Listen critically and respond to others in small and large group situations.
Respond with grade level appropriate questions, ideas, information or opinions.

1.6.12.B: Demonstrate awareness of audience using appropriate volume and clarity in formal
presentations.


Objectives:
1. Students will attentively listen to each others summaries pertaining to their assigned reading
pieces in order to grasp an overall understanding of the text.
2. Students will give a 1-2 minute presentation in order to demonstrate familiarity with assigned
reading and in order to be engaged in class.
23

3. Students will actively think about modern civil rights problems in the United States in order to
make realizations about their awareness of social surroundings.

Materials:
Writing journals
Notebook paper
Prompt sheet for homework

Activities:
1. (3 minutes)
Students will have a Think-Pair-Share activity in which they talk about what passage/quote they
chose and why.
2. (about 40 minutes)
Students will then present the quotes/passages each of their individual chapters verbally at the
front of the room. Students will be allowed to bring a sheet of paper with them as a guide for
their short talk. All responses should be a minimum of one minute and a maximum of two
minutes. After each question, I will open up the class for 1-2 minutes of discussion about the
choice of quote that the student just presented, allowing any student to comment on the analysis
that was just given.
3. (about 1 minutes) Students will be given a prompt for homework that they must write a
thoughtful, one paragraph essay that is due the next day in class. This prompt will read Weve
seen and read about the struggles of African Americans over the past couple of days. Compare
the plight of African Americans to that of another racial or minority group. Does that group have
equal rights to the majority? What kind of adversity have they faced?

Assessment
1. I will grade each students individual summary with a checklist
Each of their short presentation should be is supposed to be:
-At least one minute in length
Laptop 5/8/13 1:21 PM
Comment [17]: 1hls acLlvlLy wlll geL Lhe sLudenLs
ready Lo dlscuss Lhelr passage Lo Lhe resL of Lhe class
Laptop 5/8/13 1:21 PM
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seemed Lo en[oy sharlng hls answers and oplnlons
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presenLaLlons would be someLhlng he would en[oy.
8y havlng everyone presenL, lL would be able Lo leL
everyone ln Lhe class's volce be heard, even lf Lhey
were shy sLudenLs.
Laptop 5/8/13 1:29 PM
Comment [19]: lf Lhe class runs ouL of Llme (and
hopefully lL would lf Lhere are long, LhoughLful
dlscusslons), Lhen l would have Lhe resL of Lhe
sLudenLs dlscuss Lhelr passages Lhe nexL day.
Laptop 5/8/13 1:21 PM
Comment [20]: 1he summarlzaLlon ls golng Lo
be relaLlvely sub[ecLlve. l would [usL wanL Lo make
sure LhaL Lhe sLudenLs acLlvely read and
comprehended whaL Lhey read. 8y sharlng Lhe
conLenLs of Lhelr lndlvldual chapLer wlLh Lhe oLher
sLudenLs,
26

-On-topic
-Thoughtfully and adequately answers question























27


Mr. Wagner 12
th
Grade Academic English Civil Rights worksheet
Name:_______________________________
Period:_________
Using complete sentences, please answer the following question to the best of your ability
Plessy vs. Ferguson:
http://www.pbs.org/wnet/supremecourt/antebellum/landmark_plessy.html
Who was Homer Plessy, and what did he do to get arrested? When did the trial of Plessy vs.
Ferguson take place?






What is meant by the "separate but equal" doctrine established by this case?





What were some of the implications for non-white people after this case was ruled?




28

Brown vs. Board of Education
http://www.pbs.org/wnet/supremecourt/rights/landmark_brown.html
What was Brown vs. the Board of Education? What year did it take place?




What are some of the tenants of the Fourteenth Amendment?






In what ways do you think that this court case changed education today?










Technology Support S!, 5/17/13 4:01 AM
Comment [21]:
29

The Civil Rights Act of 1964
http://www.justice.gov/crt/about/cor/coord/titlevi.php
What did this act entail?






What are the consequences if a recipient of federal funding breaks the laws of this act?





Was this the true end of discrimination in our country? What are some post-1964 examples of
discrimination and/or racism in the United States that you are familiar with?








30

References:
Common core state standards initiative. Retrieved from http://www.corestandards.org/ELA-
Literacy/W/11-12

Erskine, C., & Rocks, B. (2005). What i learned from Jackie Robinson. New York: McGraw-
Hill.

Standards aligned system. Pennsylvania Department of Education. Retrieved from
http://www.pdesas.org/


RIFF/INSIDER Bloom S. Burg
What I learned from Jackie Robinson In what ways has the idea of
Liberty and Justice for all been questioned in modern American
times?
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3.85
Bloom, thanks for your good work on this compelling lesson sequence. I like how youve annotated your
plans to explain how your case study informed your planning. Your Rationale also provides a clear
explanation of why the purpose of this lesson sequence matters and how the text/focus might benefit your
student(s). I love your Big Question--both provocative and trenchant for the text and your students needs and
interests. I like that youve included a variety of writing/groupwork activities for your audience that both
appeal to Jacks interests and strengths (e.g., speaking, position writing) and also scaffold more serious
engagement with the text and the Big Question (such as comparing civil rights then and now). In terms of
genre, the connections between the objectives and the assessments/Big Question in your plans are clear, and I
also have a clear sense of how youve connected these three lessons to each other closely. How might you use
the journaling to build toward making it possible for students to complete the assessment and understand your
thoughtful and adequate criteria for the chapter/passage interpretations? Thanks for your engagement in
learning to adapt your instruction to students choices! Great work! !