Towson University

Department of Secondary Education

Lesson Plan Template
Name: Jennifer Stanley

Date: 09/15/15

Brief Class Description (contextual information including number of students, subject,

level, IEP/ELL/GT or other special considerations):
I will be teaching in an 8th grade GT Language Arts classroom. Although none of the 24
students have IEPs or 504s, there are 2 students with medical conditions in the classroom. I will
have no more than 10 minutes for this introductory lesson; the remaining 75 minutes of
instruction will be led by the primary instructor.
Unit: The Challenge of Civil Rights
Lesson Topic: SlamDunk! Slavery and Abolitionism
Prior Knowledge (How do you know the students are ready for this lesson?):
Prior to this lesson, students will have discussed human rights (specifically African
American and womens rights) in relation to the quest for freedom present in the American
Dream. They should be able to connect such concepts, especially freedom and rights in
relation to their future reading, Narrative of the Life of Frederick Douglass. In addition, previous
discussions about theme will help the students to understand the messages present in Douglass
narrative, especially in relation to topics such as abolitionism, slavery, womens rights, and the
Underground Railroad.
Alignment:
Standard (State
{CCRS/Other} and
Professional Organization
Content Standard)
Lesson standards:
RI. 8.3 Analyze how a text
makes connections among
and distinctions between
individuals, ideas, or events
(e.g. through comparisons,
analogies, or categories)
W. 8.3 Write narratives to
develop real or imagined
experiences or events using
effective technique, relevant
descriptive details, and
well-structured event
sequences.

Objective

Assessment

Activity

Lesson objective:
Students will
synthesize details
from multiple
informational texts
in order to
compose an
accurate and
authentic narrative
response.

Carousel activity:
Students will write
and post their
perceptions and
knowledge about
civil rights,
participating in a
written discussion.
Their work will be
evaluated through
active and effective
participation efforts.

Carousel activity:
Students will activate their
background knowledge of
certain topics (slavery,
abolitionism, etc.) in order
to prepare for the days
lesson ahead of them. They
will have silent
discussions through
writing and will be asked
to build upon other peers
ideas about these concepts.

Materials Needed:

PowerPoint slide only the first slide will be used in my introductory lesson (attached)
o Discussion notes (written on the print-out)
Chart paper, sticky notes, and markers for student brainstorming
Timer for introduction activity

Technology Integration/Needs:
During this opening lesson, a computer/projector is required to present the PowerPoint
information. Additionally, students will need access to individual laptops for the remainder of
the lesson in order to conduct research, as led by the primary instructor.
Lesson Procedure:
Opening Activity:
I will open my lesson by introducing myself to the class and explaining that I will be
teaching the opening segment of todays lesson. Although they have seen me in the classroom
and a few know my name, many still do not and may not view me as an instructional figure yet.
After a brief introduction of myself, I will then transition into an introduction for the main lesson
of the day while handing out materials.
Time Allotted: ~2 minutes
Transition:
So, before we start todays lesson, I want to see what you all know about a few topics or
concepts that are vital to this unit. Around the room, Ive posted some words or phrases that are
important for understanding the background of the novel well be reading in class, Narrative of
the Life of Frederick Douglass.
Activity 1: Introduction to the main lesson (Carousel)
In order to ensure that the students understand todays lesson, particular background
information is required. However, before the PowerPoint is presented and the instructions for the
discovery learning exercise are provided, I will lead the students in a warm-up which seeks to
activate their background knowledge of specific topics related to civil rights abolitionism,
slavery, womens rights, and the Underground Railroad. Prior to class, I will have set up chart
paper in four corners of the room, labelled with these terms. I will also hand out sticky notes, one
per individual. Then, I will assign each group (each made of 6 members, 4 groups total) to one
paper and ask that, silently, each student writes something related to the topic (described in the
sample dialogue) on their sticky note and posts it to the chart paper, spaced apart. Then, after it
seems like everyone has posted (no more than one minute), I will ask the students to look at
what they each have written and to think about any connections their peers had to their own ideas
or some different points of view that they had not previously considered. After they briefly
reflect, (no more than one minute), they will then move on to the next station. There, they will
use their markers to write comments on the paper surrounding their peers sticky notes. The
students may write how they disagree with a certain point or that they, too, thought about the

same concept or event. They will repeat this process for the final two papers and then transition
back to their seats. They will have no more than one minute per station.
Sample Dialogue:
Ive placed four different posters around the room that have to deal with a topic that
youre going to explore this unit civil rights and freedom. The words are: abolition, slavery,
womens rights, and The Underground Railroad. Im going to group you all into groups of 6
people. But, right now, Im going to give each one of you a single sticky note... On this sticky
note, I want you to write something about the topic I assign to you. Your comment could be a
fact that you know, a question that you have about the topic, or maybe even a person or word
associated with that topic
Sample responses:
Slavery Was legal in the U.S. until the Emancipation Proclamation
Abolition Many whites supported abolition in the North
Womens Rights Women were not allowed to vote until the 1900s
The Underground Railroad A lot of slaves tried to escape to the North through the railroad,
but a lot were caught
Then, youll post the sticky note to the poster. Youll have about two minutes to write,
post, and look at what your other group members have posted. I want you to do this
independently and quietly. Does anyone have any questions before we start? [After forming
groups and assigning each topic] Again, youll have no more than two minutes to write
something related to your topic on the sticky note. Go! [After two minutes] When I say go, I
want you to rotate clockwise to the next poster. There, youll use your markers to make
comments on what other people have written. You may agree, you may politely disagree, you
may write I hadnt thought about that! But, I want you to genuinely consider what your peers
have written and try to connect ideas or write questions. Youll have one minute for all of the
remaining stations, in which youll be doing the same thing. Go! [After one minute] You should
be finishing up your comments Next poster go! [After one minute] Last poster! [After one
minute] Okay, once youve finished your last comments, head back to your seats.
Time Allotted: ~8 minutes
Transition:
For the future, did you all enjoy that activity? Can I hear one yes reason and one no
reason? [After hearing a couple of responses]. Thank you all for your cooperation this morning.
I would love to talk more, but I think its time Mrs. Kuczynski stepped back in
Closing Activity/ Extension/Follow-up/ Safety Valve:
N/A (handled later in the lesson by primary instructor)