Sample Lesson plan
Name of Unit Effects of Reconstruction on American life Plan Template Day _____2_____ of Learning Segment C
Subject/Content: Social Studies – Sharecropping/ African
American’s condition Post Reconstruction
Grade Level: 5th grade
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GSE/CCGPS/
Standards:
SS5H2C - The student will analyze the
effects of Reconstruction on American life.
c. Explain how slavery was replaced
by sharecropping and
how African-Americans
were prevented from
exercising their
newly won rights;
include a discussion
of Jim Crow laws and customs.
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Central Focus: What are the important understandings and
core concepts that you want students to develop within the learning segment? Be sure to include a verb.
Explain the Post - Reconstruction changes brought on African Americans, formerly enslaved persons due to customs and laws of the time period.
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Learning
Target(s)/Goal(s) /Objectives:
I can
explain the impact of Jim crow laws on
sharecropping.
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Essential
question(s) for this lesson: This should reflect the big ideas/central
focus of the unit. Did you
address this in your plan?
How did Jim Crow laws effect newly freed
African Americans?
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Academic
Vocabulary: Key vocabulary derived from standards What
words do your students need to be successful? How are you addressing language
needs of your students? This key vocabulary
should appear in the lesson.
Discrimination –
Jim
Crow –
Custom –
Sharecropping
–
Tenant Farming –
Debt –
Credit
– (Crop Lien System)
Cash crop –
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Describe the lesson
OPENING / activating learning: Review,
Describe: The
purpose of the opening activity is to active previous schema to build upon
their existing knowledge. All students will complete a Vocabulary Word Matching
Worksheet, matching the word to the corresponding definition to formatively
test to check student’s understanding of key concepts in this unit. Students
will be given less than 5 minutes to match definitions to words and provide a
PowerPoint slide to check answers. Students’ will be asked to grade their own
work and write on their paper their score and group. Groups will be
determined based on the number they got wrong:
Red: High Group
0-2 wrong Reconstruction Warm UP
Yellow Low group 2-3 wrong Reconstruction Warm UP
Green: middle group, 4-5 wrong on Reconstruction
Warm UP
Students will be asked to use the appropriate
marker to indicate their group color at the top of their warm up worksheet.
Then get into their groups.
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Instructional Resources
and Materials:
Identify:
_____N/A
Vocabulary Word Matching Worksheet, yellow, red,
green markers to indicate the result of their formative assessment Warm up
Technology
Integration:
Identify: _____N/A
PowerPoint Slide of Answers
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Scaffolding: Identify any supports to assist
struggling learners. Note: Scaffolding is withdrawn as students gain
proficiency.
Identify:
_____N/A
Students will be allowed to use the Word Wall, Vocabulary
foldable
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Differentiation _____N/A
Check all that
apply:
What? Why?
_X___Content __X__ Readiness
__-__Process ____ Interest
____Product ____
Learning Profile
Brief
Description: This opening
activity will help to determine student’s readiness for the Work session
activity.
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Teacher – Directed
Lesson
Describe: Ms. Allen
will discuss Key Vocabulary throughout her multimedia presentation. Jim crow
will be reviewed. Before playing the Video she will show a PPT slide to
emphasize the learning target and the standard. Then she will play the video,
which answers the guiding question for the students’ notetaking activity
based on their group level as follows:
Guiding Question: How
does the Sharecropping system replace slavery?
While watching the video each group will take notes in
different ways:
Red Group will use 5 facts boggle notetaking worksheet.
Yellow Group will use 3-2-1 notetaking worksheet
Green Group will write at least 2 things “I saw and heard”
notetaking worksheet
After showing a 3-minute video called Slavery By
Another Name- Sharecropping, introducing key concepts. Students will be
allowed 1 minute of extra time to finish notetaking, Pair and share 1 thing
noticed. Ms. Allen will reinforce concepts taught from the video.
The Ppt presentation will continue with a series of videos
asking students to identify which Picture depicts a scene from slavery and
which one is from sharing cropping by indicating of thumbs up or down. Orally
students will be asked to explain the differences they see in the pictures
shown
Ppt presentation will conclude with a Cafeteria Analogy
about the type of unfair debt situation students. The Coin Lease system will
be introduced, to further explain the debt former enslaved person found
themselves in and how Jim Crow caused it.
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Instructional Resources and Materials:
Identify:
_____N/A
Each group has a group folder with their Group’s Video as
follows
Red Group uses: 5 facts boggle
notetaking worksheet
Yellow group uses: "5-3-1 notetaking
worksheet
Green group uses 2 things "I saw
and heard" notetaking worksheet
Technology
Integration:
PowerPoint with key
Vocabulary
Identify:
_____N/A
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Scaffolding: Identify any supports to assist
struggling learners. Note: Scaffolding is withdrawn as students gain
proficiency.
Identify: __X___N/A
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Differentiation _____N/A
Check all that
apply:
What? Why?
__X__Content __X__ Readiness
____Process __X__ Interest
____Product ____
Learning Profile
Brief
Description:
Many Students Eat
lunch in the Cafeteria and are visual learners, so the Multimedia
presentation and videos appeal to their need to visually and auditory process
the information based on their learning profiles.
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Describe the WORK SESSION: Student centered! Include what the students
will do and the strategies you will use during instruction. Examples:
distributed guided practice, distributed summarizing in pairs, graphic
organizers, mnemonics, etc.
Describe:
Red Group Activity: Allow them to
watch one video clip on the benefits of the reconstruction activities
Student will be told: Pretend you are a part of the Quaker
Abolitionist movement and now you’re a legislator during this period of time
and you want to create a law to combat the problems centering on the unfair
treatment of African American under the sharecropping system. Your law should
either combat a Jim Crow law or create a program, which will help
Sharecroppers. Each person write your name on the back of the poster with the
role you played. Facilitator, Recorder, Supply manager, Reader, Artist
Questions you must answer in your group poster:
What kind of law
would you create to protect the rights of Share croppers in your state? Would
your law create programs similar to reconstruction or something new?
Considering what
happened with reconstruction, How would you enforce your law?
What type of
opposition would you face?
What would you say
to convince others that your law was the right thing?
Scaffolding
Resources:
Wordwall,
Definition Booklet,
Yellow
Group Activity:
Using your 3-2-1 and a Jigsaw read of tenant farmers
article, Create a poster, Comparing and Contrasting Tenant farming and
Sharecropping. Include definitions, at least 3 pictures and a summary. Each
person write your name on the back of the poster with the role you played.
Facilitator, Recorder, Supply manager, Reader, Artist
Green Group Activity:
In a guided group with Ms. Allen, students will Compare
and Contrast Plantation Slavery to Sharecropping. We will discuss further
details the advantages and disadvantages. This group has proven they have
trouble bringing their thoughts together even with resources provided. Each
person write your name on the back of
the poster with the role you played. Facilitator, Recorder, Supply manager,
Reader, Artist
Scaffolding: This group will be encouraged to use Videos,
Vocabulary Foldable Booklet, Word wall to answer the question and create a
poster. Ms. Allen will be leading a guide group practice to help those who
are struggling with unit concepts based on formative assessment.
Anchor Activity:
Jim Crow Matching similar to warm up.
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Instructional Resources and Materials:
Identify: _____N/A
Each group has role name tags and a sheet that defines
each role.
Each group has a group folder with their Group’s Video
Reflections and Project directions.
Red Group will be provided a computer to further explore
their topic.
Technology
Integration:
Identify:
_____N/A
PowerPoint Presentation (PPT) with a Video
Red group will be provided a computer to work with.
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Scaffolding; Identify any supports to assist
struggling learners. Note: Scaffolding is withdrawn as students gain
proficiency.
Identify: _____N/A
Red Group: Computer with Videos, Article, Wordwall,
Definition Booklet,
Green Group: Wordwall,
Definition Booklet,
Yellow Group: Wordwall,
Definition Booklet,
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Differentiation _____N/A
Check all that
apply:
What? Why?
____Content _X___ Readiness
__X__Process __X__ Interest
__X__Product ____
Learning Profile
Brief
Description:
The formative
vocabulary assessment allows us to group students based on their understanding
of material. Red Group are creating a product, but Yellow group is analyzing
materials present in today’s class. Finally green group is struggling to understand
key concept, so they will be working on understanding key concepts based on
their Readiness.
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Closing/Summarizer: (Used as an informal/formative assessment)
Describe: Students
will be asked to add to their group’s video notes things that they learned, Students
will be asked to get into an Inner and Outer Circle. The Red Group will be
the inner circle with yellow and green in the outer circle. Students will be
asked to share their 2 minutes of reflections and those who want to talk more
will be provided time in the end when the outer circle people have shared.
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Instructional Resources and Materials:
Identify:
_____N/A
Technology
Integration:
Identify: _X____N/A
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Scaffolding Identify any supports to assist
struggling learners. Note: Scaffolding is withdrawn as students gain
proficiency.
Identify:
___X__N/A
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Differentiation _____N/A
Check all that
apply:
What? Why?
____Content ____ Readiness
_X___Process ____ Interest
____Product __X__
Learning Profile
Brief
Description:
Many students enjoy sharing and reflecting on their
learning. As a result, those who want to talk less can give more time to
those who talk more. Based on previous data the students who formatively test
in the Red group are the same student each.
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Assessments: Are
your assessments aligned with your Standards, Central Focus, and Learning
Targets? Will these assessments
provide opportunities for students to demonstrate their understanding of the
full range of learning targets you have established? Did you include all assessments in the
sections of your instructional framework?
Informal /Formative
Assessments: Ex: Teacher Observation, Teacher/Student
Questioning, Journal Prompt, Kahoot, etc)
Identify
assessments:
Opening: _____ N/A
Formative Assessment Matching Vocabulary
Red: High Group 0-2 wrong Reconstruction Warm UP
Yellow Low group 2-3 wrong Reconstruction Warm UP
Green: middle group, 4-5 wrong on Reconstruction
Warm UP
Students in the Red group as indicated above’s grading
scale have shown that they have almost mastered the key concepts, so they
will be group so they can continue learning as they produce an analytical
product. Yellow is approaching master, so they will continue using their critical
thinking skills to compare concepts. While the green group need more guided practice.
Teacher –Directed Lesson: __X___ N/A
Work Session: _____ N/A
Since it will take 3 days to teach element C, I will test
on the 3rd day and review using Kahoot. Informal observations will be noted
during the work session to ensure student are engaged in their lesson.
Posters are due on the 3rd day and will serve as a performance
task in additional to a multiple choice true false assessment.
Closing: _____ N/A
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Formal/Summative Assessments: (Ex:
Tests, Performance Task, Long-term project, etc)
Identify assessment(s): __X___
N/A
Summative Assessment
will be given at the end of the unit.
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Work Session instructions for students in their group's folder
Red Group Activity:
Pretend you
are a part of the Quaker Abolitionist movement and now you’re a legislator
during this period of time and you want to create a law to combat the problems
centering on the unfair treatment of African American under the sharecropping
system. Your law should either combat a Jim Crow law or create a program, which
will help Sharecroppers.
Each person write your name on the back of the poster with
the role you played. Facilitator/ Supply manager, Recorder, Reader, Artist
Questions
you must answer in your group poster:
What kind of law would you create to
protect the rights of Share croppers in your state? Would your law create
programs similar to reconstruction or something new?
Considering what happened with
reconstruction, How would you enforce your law?
What type of opposition would you
face?
What would you say to convince others
that your law was the right thing?
Scaffolding Resources:
Wordwall,
Definition
Booklet,
Yellow Group
Activity:
Using your 3-2-1 and a Jigsaw read of tenant farmers article,
Create a poster, Comparing and Contrasting Tenant farming and Sharecropping.
Include definitions of key terms (e.g. Credit, Coin, at least 3 pictures and a
summary.
Each person write your name on the back of the poster with
the role you played. Facilitator/ Supply manager, Recorder, Reader, Artist
Green Group Activity:
In a guided group with Ms. Allen, students will Compare and
Contrast Plantation Slavery to Sharecropping. We will discuss further details
the advantages and disadvantages. This group has proven they have trouble
bringing their thoughts together even with resources provided.
Each person write your name on the back of the poster with
the role you played. Facilitator/ Supply manager, Recorder, Reader, Artist
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ABC Summarizer
Cash Crop
Credit
Crop
Lien System
Discrimination
Debt
Freedman’s Bureau
Jim
Crow Laws
Racism
Reconstruction
Sharecropping
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