Lesson plan Template

Name: Audrey Ables

Date: 10/21/2015

Lesson Title: African American Communities

Discipline: Secondary Education-History

School: Huntsville High School

Grade: 11

Context for Learning (EdTPA):

1. In what type of school do you teach? [High School] [Urban]
2. List any special features of your school or classroom setting (e.g., charter, co-teaching, themed
magnet, classroom aid, bilingual, team taught with a special education teacher) that will affect your
learning segment. [N/A]
3. Describe the physical facilities (e.g., regular classroom, specially equipped art room, portable, and
storage space) materials, and equipment (e.g. easels, potters wheel, kiln) available for you to use
during your learning segment. [I am in a regular classroom that has computers, a projector, and a
smartboard.]
4. Describe any district, school, or cooperating teacher requirements , expectations, or scheduling that
might affect your planning or delievery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, or standardized tests. [N/A]
About the class featured in this lesson.
LESSON PLAN TEMPLATE- DR. ANGELA WILLIAMS

1. How much time is devoted each day to History. [The entire fifty-five minutes.]
2. Identify the textbook or instructional program you primarily use for History. If a textbook please provide
the title, publisher, and date of publication. [ The Out of Many sixth edition textbook publishes in 2011.]
3. List other resources you use for History in this class. [There is computers, posters of presidents, posters
of Abraham Lincoln, a poster form the civil rights movement, a question and comments bulletin board,
a smartboard, and a projector.]
About the students in the class featured in this Assessment.
1. Grade levels: [ 10th and 11th]
2. Number of students: [160]
Common Core State Standard(s): Analyze relationships among different regional, social, ethic, and
racial groups, and explain how these groups experiences have related to the U.S. national identity.
Instructional Objective: The students will be able to Examine how African Americans created
communities and strategies to protect their dignity and family structures.
Student-friendly Objective(s): I can statement I can analyze how African Americans created
communities and strategies to protect their dignity and family structures.
Prerequisite Concept(s) or Skill(s): The students must understand the concept of slavery.

LESSON PLAN TEMPLATE- DR. ANGELA WILLIAMS

Language Demand: Societies, Violated, Birth Rates, Rebellion, and Revolt.

Key Vocabulary: Slavery, Second Great Awaking, Harriet Tubman, running away nearby, Gabriels
Rebellion, Nat Turner, and black codes.
Model of Delivery: Jigsaw
Accommodations/Grouping: There are no students in the class that require accommodations. So they
were grouped at random so they would meet and listen to students other than their friends.
Materials, Equipment and Resources: The Out of Many textbook and computers to access the
worksheet.
Teacher
Out of many textbook
The computer/ the Edmodo program
African American Communities
worksheet

Students
Out of many text
Computers/Edmodo
African American Communities worksheet

Lesson Procedures & Activities:

Teacher Activities
Introduction/hook (anticipatory set):
Set/Hook/Advance Organizer

Multiple Ways to Engage Students

Motivator
Essential Question
LESSON PLAN TEMPLATE- DR. ANGELA WILLIAMS

Students Activities
The hook is the notecard with a
number and color on it.
They were curious because they did
not know what the cards were for.
They had to recall what they had
learned about slavery the day
before.
3

Connection to Prior Knowledge

Promotes Curiosity
Lesson:
Mini lesson
Strategies
Big Ideas
Procedures/Sequence
Modeling
Learning Tasks
Academic Feedback
Higher Order Questioning
Differentiation
Active Student Participation
Guided practice/ Independent
practice/application
Closure:
Review
Differentiation
Assessment (aligned with objective)
Student reflections

I need to explain the sequence in

which the jigsaw is going to work.

I am going to have some students

summarize the entire page step by
step so they all have the same
answers.

We are going to review the

worksheet together.

I am going to ask them to put down

any comments or questions they
might have towards the end.

Assessment and Evaluation: Formal whole class instruction.

Extension: N/A

LESSON PLAN TEMPLATE- DR. ANGELA WILLIAMS

I grouped the students in random groups because I knew if I let them choose they would be talkative
and not focus. Plus they need to learn how to work with other students. I had been in the classroom
every day since the beginning of the week. So I knew what the students had learned about slavery
up to the point. I also know them, so I knew which students I needed to keep focused and motivated.
I was constantly going around group by group asking them how they were doing, if they had any
questions, and checking to see how far they were. After everyone spoke I would tell them they did an
awesome. I would also ask them how the subject made them feel. I kept the students engaged by
making them have to explain their answer to the question. At the end of the period I provided a
sheet of paper for the students to ask me any questions about African American Communities or to
give me feedback on how they felt about the grouping activity.

LESSON PLAN TEMPLATE- DR. ANGELA WILLIAMS