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8th Grade English 2/20/14 Lesson: Black History Stations Objectives: SWBAT assess information relevant to Black history

y by perusing an Encyclopedia on a specific area of study. SWBAT respond to a visual text by watching a short documentary on Emmitt Till and provide a written reflection on his life and unfortunate legacy. SWBAT strengthen their speech and listening skills by writing and reciting a poem written by a Black historical figure. SWBAT consider how the lives of a specific Black figure impacts contemporary urban life by reading a short historical and biographical text. SWBAT interpret poetry by providing an illustration that represents an emotion or mood of the poem. SWBAT utilize their kinesthetic skills by moving throughout various stations in relation to a specific academic task. Standards: CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. CCSS.ELA-Literacy.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. CCSS.ELA-Literacy.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 68 text complexity band independently and proficiently. CCSS.ELA-Literacy.L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Rationale: Movement in the classroom can be a central tool to effectively engage students in a particular lesson or topic. This lesson utilizes movement and encourages improvement of kinesthetic skills by pairing a specific task with a particular movement. Students will continue to learn about key ideas and prevalent African-Americans while engaging with a multitude of learning styles. In addition to getting students up and out of their seats, this activity hopes to capture the interest of students by having various color-coded stations with specific tasks. Visual texts, poetry, historical works, speech enhancement and group

movement are all key to this activity. Each type of learner will be engaged throughout the hour and hopefully all students will leave class with a better understanding of components of Black history while enjoying the process. Materials: Library Station handout Color-coded stations Laptop / Headphones Encyclopedia Pen / Pencil Powerful Words Ultimate Biography Procedures & Time 1. Distribute Handout (1 min): Each student will collect a Black History station packet as he/she arrives to class. The packets will be color-coded (Green, Pink, Blue, Purple, or Yellow), students will be directed to their specific table. There will be 4-6 students in each color group. 2. Station Assignment Instruction (4 min): Students will sit quietly and listen to the instruction of the assignment. 3. Begin Station One (10 min): Students will move to their assigned station and complete the requirements for that activity. 4. Begin Station Two (10 min): See #3 5. Begin Station Three (10 min): See #3 6. Begin Station Four (10 min): See #3 7. Begin Station Five (10 min): See #3 Give instruction for assignment, remind students of proper library behavior. Remind students of the other class in the library, ask them to be mindful of their peers who are working. Circulate to each station; make sure all students are working diligently on their assignment before moving on to the next one. See Above Teacher Moves Ensure all students have a handout before they sit down. Direct students to their assigned station. Circulate to make sure all students are at their correct table/station. Answer any clarifying questions.

8. Collect Student Work

Give students a verbal reminder, or 5-minute warning, before the bell rings. Collect all work.