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EDSC 330 Strategy Lesson Template

This is a simplified version of the official EDSC Lesson Plan Template. If you prefer to use the full EDSC
Lesson Plan Template for this assignment, you are welcome to do so.

Names: Lindsey Mullen Subject Area(s): English


Lesson Topic: Concept Map: Jim Crow Era Grade Level(s): 9
Standards
Literacy Standard(s):
 R1 Read closely, make inferences, and cite evidence from the text.
 R10 Read and comprehend complex literary and informational texts in dependently
and proficiently
 W1 Write arguments to support claims in an analysis of texts using reasoning and
evidence

Content Area Standard(s):


 Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide
an objective summary of the text
 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.

English Language Development (ELD) Standard(s):


 W.9-10.6; WHST.9-10: Collaborate with peers to engage in increasingly complex
grade-appropriate written exchanges and writing projects, using technology as
appropriate
 RL.9–10.1–7, 9–10: Reading closely literary and informational texts and viewing
multimedia to determine how meaning is conveyed explicitly and implicitly through
language

Lesson Objectives & Supports


Content objectives:
 Students will be able to work in pairs to analyze the central message of the
text.
 Students will be able to use quotations from the book to support their
understanding of the text.
 Students will be able to connect the informational text to the literary text.
Literacy objectives:
 Students will be able to read a text and explain/define the topic of the text.
 Students will be able to work independently and collaborate.

Academic vocabulary:
Tier II (General) analyze, define, connect
Tier III (Domain specific) characters, central message

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed


Academic Instruction in English):
 Name and provide a brief (1 sentence) description of each literacy and SDAIE
strategy used in the lesson.
 Be sure to include a reference (author, date) for each strategy.
Concept/Definition Mapping (Buehl, 2017): Students will read the article on Jim Crow Laws
and then fill in the concept/definition map according to the new information they have
learned. The purpose of this map is for students to analyze the concept that is being
introduced, as well as an additional way for students to take notes about a topic. Students
will fill out each section of the box, but for the examples, they will look at various sections
of the book To Kill A Mockingbird (Lee) and find a quote that exemplifies Jim Crow Laws,
(i.e. the separate black church Calpurnia attends).

Assessment: How will you know if students met your objectives?


For EACH content and literacy objective listed above, indicate how you will evaluate if
students met the objective. These assessments might include formal and informal
assessments, individual or group assessments, oral or written assessments, in- and out-of-
class assessments, etc.
I will know if students met my objectives if they are able to properly describe Jim Crow
Laws and the effects they had on characters in TKAM. Students will display this knowledge
in the “example” section of the concept/definition map. I will be able to determine if they
met the objective if they made proper use of the quotation from the primary text to support
their claims.

Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set


Time Teacher Does Student Does
Teacher welcomes students to zoom
Students find their seats and begin to answer the
session/classroom. The teacher will instruct the
quickwrite on either paper or their ChromeBooks.
5 mins students to answer the quickwrite on the board: “How
do laws affect a person’s day to day life?”

Lesson Body
Time Teacher Does Student Does
Students will pull up article about Jim Crow Laws and
read independently.
After answering this question, students will be
prompted to pull up the article about Jim Crow Laws
10 mins from History.com. Students will read this article
independently, and after their reading they will begin
to fill in their concept/definition map.
Students will work together to complete the
Concept/Definition Map. Students will explain the
With their elbow partners, students will complete the
qualities of the Jim Crow Laws.
concept map about Jim Crow Laws. Students will work
together to fill in the “what is it like column” based
10 mins upon what they have read from that article.

When students have completed this part of the map,


Students will then use the target text, TKAM to find
the teacher will ask students to take out TKAM (digital
examples of Jim Crow Laws within the book. Students
copy will also suffice). The teacher will explain that for
will be able to cite the quotations that they use, (page
the “examples” portion of the assignment, students
number, speaker).
15 mins will find three (3) examples from the text that reflect
the Jim Crow Laws. The teacher will explain that the
students must properly cite each quotation that they
use.
Students will answer the final question in the
Students will then use one quote to explain the role of
explanation box, using one quote to support their
Jim Crow Laws in the novel, TKAM. Students will
answer. The answer should illuminate their
follow instructions and expand their understanding of
understanding of the role Jim Crow Laws play on the
JCL as they make connections to a quote found in
characters, as well as address the importance of
TKAM.
empathy. Students can work with their partners to
develop an answer to this question.
Lesson Closure
Time Teacher Does Student Does
The teacher will then ask the students to share some
of the quotations they used and the teacher will write
them on the board. After gathering approximately 5,
the teacher will ask 2-3 partner groups to share their
Students will share the quotes they found that are
sentences, the teacher will also write these on the
explains of Jim Crow Era segregations within the novel.
10 mins board. The teacher will then begin a discussion on how
Students pairs will share the sentence(s) they came up
these laws are unjust and racially charged to disparage
with that answer the question.
the black community. This conversation will lead
students into the next lesson on the theme of
injustice, the topic of the next day’s lesson. The bell
will ring and students will be dismissed.

Instructional Materials, Equipment & Multimedia


List any readings, websites, materials, handouts, technology, etc. necessary for your lesson.
Use APA format for any citations, and attach copies of any handouts or other print
materials used during the lesson.
Buehl, D. (2017). Classroom Strategies for Interactive Learning (4th ed.). Stenhouse Publishers
History.com Editors. (2020) Jim Crow Laws. A&E Television Network.
Harper, Lee. (1960). To Kill A Mockingbird

Suggested passages for students to look at where multiple examples of Jim Crow Era laws
are found:
Chapter 9, page 77
Chapter 12, page 118-121
Chapter 16, page 162-166

Teacher created example of the concept map.


Differentiation:
Indicate how you could adapt this lesson for each of the following groups of students.
Adaptations might include additional literacy supports or scaffolds, texts written at multiple
levels, etc.

English learners: Emergent bilingual students will read the article and find
examples from the article and write about them. At a later date, emergent bilingual
students will make the connection to the text, and then write about it.
Striving readers: Striving readers will have the opportunity to read the passage
aloud with a partner. The striving reader will be allotted extra time to complete the
assignment and only has to find 1-2 examples from the primary text.
Students with special needs: Students with special needs will be able to watch a
video on Jim Crow Laws and will be able to verbally speak their answers to a
partner who will write.
Advanced students: Advanced students will investigate a specific caveat of Jim
Crow Laws seen in the primary text, and understand the implications that law had
on communities.