WVSU LESSON PLAN FORMAT (Updated 1/13) Teacher Candidate: Haley Harrison Date: April 10, 2014 School:

Poca Elementary School Grade/Subject: 5th Grade Unit Topic: What contributions have individuals made to help gain greater civil rights for America? Lesson Topic: Civil Rights Activists and Key Vocab Lesson 3 (Flipped Lesson/WebQuest) INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES Students will 1. Apply and use new vocabulary to explain about Civil Rights Activists. 2. Describe and present to the class valid information on an assigned activists. 3. Explore an online Web Quest to stimulate learning throughout the activity and lesson. 4. Show how well they can follow directions by completing their online activity. WV CSOS 1. SS.5.C.1 Illustrate the rights, responsibilities, duties, and privileges of a patriotic citizen within authentic situations and defend these actions as examples or non-examples of good citizenship. 2. SS.5.C.3 Research how government and non-government groups and institutions work to meet the individual needs for common good. NATIONAL STANDARDS: NCSS 1. II. Time, Continuity, and Change: B- demonstrate an ability to use correctly vocabulary associated with time such as past, present, future, and long ago; identify examples of change; and recognize examples of cause and effect relationships. D- Identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others. E- Demonstrate an understanding that people in different times and places view the world differently. 2. IV. Individual Development and Identity: H- Work independently and cooperatively to accomplish goals. MANAGEMENT FRAMEWORK Overall Time: 45 minutes STRATEGIES 1. Teacher modeling PowerPoint 2. Guided Instruction 3. Pair activity 4. Cooperative groups 5. Discovery learning 6. Student/group presentations

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS (Learning Styles, Students with Special Needs, Cultural Differences, ELL) 1. Teacher will provide any additional assistance to a struggling child throughout the lesson via Weebly. (There is a questions, concerns, and comments form available) 2. By having a flipped lesson and webquest, this will engage and promote learning within children in the class who have attention disorders. The two children who struggle with holding their attention in the class enjoy online activities greatly, so this will be perfect for them; I am expecting great things. 3. Students will also have an overview of the activity on the Weebly page. PROCEDURES: Introduction/ Lesson Set 1. Have the children grab a pencil and a piece of paper. 2. Tell the class we are moving down the hall to the computer lab. 3. As students login the computer, have them face their chairs to the whiteboard in front of the class. PROCEDURES: Body & Transitions 1. Have my cooperating teacher go to harrisoncurriculumpage.weebly.com. 2. Remind students to take notes on the video; they might need them later on in the activity. 3. Play the lesson video provided under the Unit 1 tab. (children would be doing this themselves on their own computer however, YouTube is block and my cooperating teacher has to type in a code.) 4. After the video is completed, have students go to http://www.vocabtest.com/vocabulary_word_test.php?tid=202914 where they will take an online quiz on the vocabulary mentioned in the video. 5. After they have completed their vocab quiz, students will then also individually go to harrisoncurriculumpage.weebly.com under the Unit 1 tab. 6. Students will click on the link provided where they will be taken to their Web Quest. (Obj.3) 7. On the site, the students will be given instructions through tab browsing. There will be welcome, introduction, task, process, evaluation, and conclusion tabs. By browsing through these tabs, students will find their assignment on Civil Rights Activists. (Obj.4) 8. On the site, children will be partnered up into groups to complete the project. Each child will be assigned an important role leader during the Civil Rights Movement. 9. Children then have to complete the assigned task; they will have to relay certain information on their specific person through their project. 10. The project can either be in the form of a skit, PowerPoint, or poster. PROCEDURES: Closure 1. Children will then begin conducting research with their partners for the remaining of the period. 2. The class will also be informed that they will have class time to work on their project which will be due on Wednesday, April 30 and presented in front of the class. (Obj. 1 & 2) ASSESSMENT: Diagnostic 1. The lesson video that the students will be watching will recap both previous lessons. ASSESSMENT: Formative 1. Observe during class time while they are working on their projects to make sure they are on task and fully understand the outcome of the project. ASSESSMENT: Summative 1. Check and grade students vocabulary quiz they took online 2. Grade and assess student presentations on Wednesday, April 30.

MATERIALS 1. Overhead projector 2. Computers 3. Pencil 4. Paper 5. Poster Board 6. Markers, crayons, colored pencils 7. Printer 8. Expo markers 9. Rulers EXTENDED ACTIVITIES If Student Finishes Early, the group will have their project checked and reviewed by my cooperating teacher. Also, children can rehearse their presentation. If Lesson Finishes Early, students will simply be allotted more time to work on their project. If Technology Fails, student will watch the lesson video from my flash drive that will be provided to my cooperating teacher. The students will take the vocabulary quiz on notebook paper, and they will be given instructions aloud versus online on the Web Quest.