STEPP Lesson Plan Form

Teacher: Julia Robinson

2014

Date: December 3,

School: Rocky Mountain High School

Grade Level:
Content Area: English Title: Civil Rights

Content Standard(s) addressed by this lesson:

Standard 4.1: 1.
Informational materials, including electronic sources, need to be collected,
evaluated, and analyzed for accuracy, relevance, and effectiveness for answering
research questions.
Prepared Graduate: Gather information from a variety of sources; analyze and
evaluate the quality and relevance of the source; and use it to answer complex
questions.
Understandings: Students will understand the setting of To Kill a Mockingbird, the
way African Americans were treated in the early 1900s, and the importance of the
civil rights movement.
Inquiry Questions:
-

Why is it important to learn about the lack of human rights displayed in the
early 1900s against African Americans? How does this relate to the setting of
the novel?

Why is it important to learn about the civil rights movement and the important
members a part of the civil rights movement?

Evidence Outcomes: (Learning Targets)

Every student will be able to: display their understanding of the importance of
the mistreatment of African Americans in the early 1900s and the civil rights.
I can: take notes on the mistreatment of African Americans and civil rights
movement, research an important civil rights member, and work collaboratively
with group members to complete a worksheet.
List of Assessments:
-

Group Worksheet

Exit tickets

Colorado State University College of Health and Human Sciences

Page 1

STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.

Approx. Time and Materials

How long do you expect the activity to
last and what materials will you need?

Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.

Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)

Lack of Human Rights for African Americans

To make the students aware of the lack of human rights present in the
1930s and the civil rights movement in the 1950s so that they can
better understand the setting of the novel.
90 Minutes lesson
PowerPoint, donuts, name card, Student laptops, civil rights handout
At the beginning of the lesson students will receive a card with a name
on it (the names will represent famous African Americans and famous
Caucasians). I will have donuts and I will call out the names in an order
and the students can get a donut in that order. The first names will be
white males, the next names will be white females, and the last names
will be black men. The African Americans will only be allotted a half of
a donut.
I will then ask the first group of students how the activity made them
feels, I will then ask the second group of students how the activity
made them feel, lastly I will ask the last group of students how the
activity made them feel. I will then explain that this was how life was in
the 1930s. I then will let all the students get a full donut.

- 20 minutes; Anticipatory Set: As described above

- 20 minutes; Lecture: A prezi about life for African Americans in the
early 1900s and the civil rights in the 1930s. This will further enhance
the class understanding about the setting of the book.
-25 minutes; Students will get into groups of four. The students will
then get out there laptops and will have to collectively fill out the
worksheet provided by me. Each group will be assigned an influential

Colorado State University College of Health and Human Sciences

Page 2

STEPP Lesson Plan Form

Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.

Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.

person from the civil rights movement (Rosa Parks, MLK, The Little Rock
9, or Thurgood Marshall). They will have to collectively research their
assigned person and fill out the worksheet pertaining to him/her. This
activity will show the students the struggles African Americans had to
face, and the important figures that helped African Americans. Later
they will compare these people to Atticus, and how he stands up
against the inequality during the time period.
- 20 minutes; Students will then present their finding to the class. They
will discuss what African Americans suffered through in the early to mid
1900s and they will describe why their assigned person is known today.
The groups that are not presenting will be expected to take notes on
the group that is presenting.
-5 minutes: Closure as described below.
For the closure activity the students will do a ticket out the door on a
sticky note. They will be required to state how the civil rights
movement affected African Americans during that time. They will also
have to write down which civil rights member they think was the most
influential and why.

- Group Worksheet: This will assess the students abilities to work

collaboratively and it will assess their ability to research a specific topic.
- Exit ticket: This will show if the students have met the understanding
from above and will show that they see the importance of the activity.

Colorado State University College of Health and Human Sciences

Page 3

STEPP Lesson Plan Form

Colorado State University College of Health and Human Sciences

Page 4

STEPP Lesson Plan Form

Colorado State University College of Health and Human Sciences

Page 5