DRAFT: This module has unpublished changes.

Lesson 6 Plan

Date: 7/12/11

Lesson Topic: Access to education - changes and continuities since the Civil Rights Movement; tactics of the grassroots youth movement. Unit’s Essential Questions: How has access to education changed since the Civil Right Movement? To what extent do schools remain segregated today? What was the grassroots movement and what were its tactics?


1. Culture.
2. People, places, environments.
3. Individual development and identity.
4. Power, authority, and governance.
5. Civic ideas and practices.

Objectives Your objectives should be measureable, contain an observable verb, and be written in student-friendly language.
Students will know or be able to:

1. Discuss and diagram how access to education changed since the Civil Rights Movement.
2. Interview each other to decide the extent to which schools remain segregated today.
3. Define the grassroots movement and examine its tactics.
Mechanism of assessment for measuring each objective:
1. Students will create diagrams of change in education since the Civil Rights Movement.
2. Students will interview two people and write down their responses.
3. Students will write down a definition of the grassroots movement and list its tactics.
Instructional methods used Look at your “Teaching Methods to Try” list and choose methods that will best help you reach your objectives.
  • Think-pair-share
  • Direct teacher presentation
  • Use of music
  • Students’ personal visual symbols
  • Creating art
  • Diagrams

Methods evaluation: After teaching, reflect on how well each method worked and what you would do to refine or build on each method.

materials and

Folders, paper, pencils, flip chart, markers, handouts of exit tickets and homework

Evidence of differentiation

Based on your assessment of student learning, what are you going to do to accommodate the range of needs in your classroom?

Lesson Agenda


What will you be doing?

What will the students be doing?


10:30-10:35 Notebooks and binders distributed. Objectives are read.
10:35-10:40 Attendance - Shrek or Wall-E?
10:40-11:00 School segregation conversation continued.
  • Yesterday’s carousel’s ideas refreshed:  
  • Remind me, what is segregation? Definition on the board.
  • Please take one look at the posters around the room. In one adjective, one noun, and one verb describe your school.
  • Interview two people in the class, asking them two questions:

 “Do you feel your school is segregated?”



You may not interview a person who interviewed you.  Based on the responses you received and your personal experience (the adjective/noun/verb), draw a diagram/picture/table or symbols to show segregation before and after the Civil Rights Movement.

  • Be prepared to share with the class.

11:00-11:20 DTP
  • Grassroots movement defined.
  • Grassroots for the Civil Rights Movement.
  • Various tactics used by the grassroots movement.
  • Examples of the grassroots movement’s contributions: Amiri Baraka.
  • Grassroots music.

11:20-11:35 Create your contribution to fight for equality. It can be a poem, song, dance, picture, or plain text. Prepare to share.
11:35-11:50 Share your creation with the class.
11:50-12:00 Homework.
Venn diagram: Explanation and demonstration: Apples and tomatoes.
Take a stand: Why is education a right? Is segregation over?
I will read a statement and students will choose what position they are taking. Be prepared to tell me why you chose that position

1. Education is power

2. Quality education is a human right

3. It is an individual’s choice of what school they go to

4. Segregation is over

5. It is my responsibility to make sure I receive a quality education


10:30-10:35 Students will get their notebooks and folders as they come into the classroom. A student will volunteer to read daily objectives written on the board.
10:35-10:40 Students will choose between Shrek and Wall-E when I call their name.
  • 10:40-10:45 Students will sit at their desks and answer the prompt.
  • 10:45-10:50 Students will walk around the room and ask interview questions. Students will write down the given answers.
  • 10:50-11:00 Students will organize their thoughts on paper. Students will share with the class.

  • Students will take notes in their notebooks using the Cornell note-taking system.
  • When poetry is read, students will write down one adjective, one noun, and one verb that best express writer’s thoughts and feelings.
  • Students will compare the two sets of adjective/noun/verb they compiled. Prompt questions: Are there similarities? Differences? Were you and Amiri Baraka trying to convey similar messages?

11:20-11:35 Students will work independently.
11:35-11:50 Students will share with the class.
11:50-12:00 Students will receive their exit ticket. Students will help us draw a Venn diagram on the board.
ACCORDION Students will move from one side of the classroom to the other and share their responses voluntarily or upon request.




DRAFT: This module has unpublished changes.