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WVSU LESSON PLAN FORMAT (Updated 1/13)

Teacher Candidate: Haley Harrison


Date: April 10, 2014
School: Poca Elementary School
Grade/Subject: 5th Grade
Unit Topic: What contributions have individuals made to help gain greater civil rights
for America?
Lesson Topic: Civil Rights Activists and Key Vocab
Lesson 3 (Flipped Lesson/WebQuest)
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
Students will
1. Apply and use new vocabulary to explain about Civil Rights Activists.
2. Describe and present to the class valid information on an assigned activists.
3. Explore an online Web Quest to stimulate learning throughout the activity and
lesson.
4. Show how well they can follow directions by completing their online activity.
WV CSOS
1. SS.5.C.1 Illustrate the rights, responsibilities, duties, and privileges of a
patriotic citizen within authentic situations and defend these actions as
examples or non-examples of good citizenship.
2. SS.5.C.3 Research how government and non-government groups and
institutions work to meet the individual needs for common good.
NATIONAL STANDARDS: NCSS
1. II. Time, Continuity, and Change: B- demonstrate an ability to use
correctly vocabulary associated with time such as past, present, future, and
long ago; identify examples of change; and recognize examples of cause and
effect relationships. D- Identify and use various sources for reconstructing
the past, such as documents, letters, diaries, maps, textbooks, photos, and
others. E- Demonstrate an understanding that people in different times and
places view the world differently.
2. IV. Individual Development and Identity: H- Work independently and
cooperatively to accomplish goals.
MANAGEMENT FRAMEWORK
Overall Time: 45 minutes
STRATEGIES
1. Teacher modeling PowerPoint
2. Guided Instruction
3. Pair activity
4. Cooperative groups
5. Discovery learning

6. Student/group presentations
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
(Learning Styles, Students with Special Needs, Cultural Differences, ELL)
1. Teacher will provide any additional assistance to a struggling child throughout
the lesson via Weebly. (There is a questions, concerns, and comments form
available)
2. By having a flipped lesson and webquest, this will engage and promote
learning within children in the class who have attention disorders. The two
children who struggle with holding their attention in the class enjoy online
activities greatly, so this will be perfect for them; I am expecting great things.
3. Students will also have an overview of the activity on the Weebly page.
PROCEDURES: Introduction/ Lesson Set
1. Have the children grab a pencil and a piece of paper.
2. Tell the class we are moving down the hall to the computer lab.
3. As students login the computer, have them face their chairs to the
whiteboard in front of the class.
PROCEDURES: Body & Transitions
1. Have my cooperating teacher go to harrisoncurriculumpage.weebly.com.
2. Remind students to take notes on the video; they might need them later on in
the activity.
3. Play the lesson video provided under the Unit 1 tab. (children would be
doing this themselves on their own computer however, YouTube is block and
my cooperating teacher has to type in a code.)
4. After the video is completed, have students go to
http://www.vocabtest.com/vocabulary_word_test.php?tid=202914 where they
will take an online quiz on the vocabulary mentioned in the video.
5. After they have completed their vocab quiz, students will then also
individually go to harrisoncurriculumpage.weebly.com under the Unit 1 tab.
6. Students will click on the link provided where they will be taken to their Web
Quest. (Obj.3)
7. On the site, the students will be given instructions through tab browsing.
There will be welcome, introduction, task, process, evaluation, and conclusion
tabs. By browsing through these tabs, students will find their assignment on
Civil Rights Activists. (Obj.4)
8. On the site, children will be partnered up into groups to complete the project.
Each child will be assigned an important role leader during the Civil Rights
Movement.
9. Children then have to complete the assigned task; they will have to relay
certain information on their specific person through their project.
10.
The project can either be in the form of a skit, PowerPoint, or poster.
PROCEDURES: Closure
1. Children will then begin conducting research with their partners for the
remaining of the period.
2. The class will also be informed that they will have class time to work on their
project which will be due on Wednesday, April 30 and presented in front of
the class. (Obj. 1 & 2)
ASSESSMENT: Diagnostic
1. The lesson video that the students will be watching will recap both previous
lessons.

ASSESSMENT: Formative
1. Observe during class time while they are working on their projects to make
sure they are on task and fully understand the outcome of the project.
ASSESSMENT: Summative
1. Check and grade students vocabulary quiz they took online
2. Grade and assess student presentations on Wednesday, April 30.
MATERIALS
1. Overhead projector
2. Computers
3. Pencil
4. Paper
5. Poster Board
6. Markers, crayons, colored pencils
7. Printer
8. Expo markers
9. Rulers
EXTENDED ACTIVITIES
If Student Finishes Early, the group will have their project checked and reviewed
by my cooperating teacher. Also, children can rehearse their presentation.
If Lesson Finishes Early, students will simply be allotted more time to work on
their project.
If Technology Fails, student will watch the lesson video from my flash drive that
will be provided to my cooperating teacher. The students will take the vocabulary
quiz on notebook paper, and they will be given instructions aloud versus online on
the Web Quest.
POST TEACHING
1. Planning:
a. As I was planning my lesson, I struggled with what I actually wanted to
teach. I didnt know if I should stick to vocabulary dealing with the Civil
Rights or pick a certain event. The more research I conducted, the
more I found myself discovering so many different people that were
involved. I finally decided I was going to conduct my lesson on
important activists along with some key vocab terms. The objectives
really helped me more than anything for this lesson. I knew what I
wanted the students to learn, so I kept referencing to them for
guidance.
b. The Web Quest itself is challenging and promotes higher order thinking
skills. The students are given a website where they have to explore
and figure out what to do themselves without any guidance other than
the website. They are in charge of going at their own pace as long as
they complete the assignment on time.
c. Now that I have completed the lesson, I would totally change the way I
held off till the last minute to complete the flipped video. I had so
many complications and was up for the majority of the night while
publishing it. However, thats nobody elses fault but my own.
d. The WV CSOs fit into my lesson plan due to the students researching
how individuals and groups work to meet the individual names for
common good.
2. Implementation:

a. The lesson in its entirety was a success. It was a long process, but the
end result was great. If I had to revise the lesson, I would set up a
different way to video tape myself.
b. My strategies, objectives, and assessments were very much age
appropriate, yet challenging. The formal summative assessment that
the students took at the end of the lesson wasnt just a test that you
could do with your eyes closed; the students were challenged to study
and memorize the information. The objectives were age appropriate in
the face that the students were given a due date, but they worked at
their own pace.
c. The time factor was excellent during this lesson. My flipped video was
about 8 minutes long, and the students were able to go back and
watch it again if they needed refreshed on the information.
d. My sequence of procedures occurred just the way I had planned. I
didnt have to change anything; everything worked out very well. For
the student groups, I partnered them up. I allowed them to choose
their partners in earlier activities in the unit, but for this particular
assignment, I knew if I allowed them to pick their own partner some of
them wouldnt finish.
e. The closure of my lesson was effective. I made sure to recap on
everything that was taught which showed the children what was
important to know from the flipped video.
3. Clarity of Presentation:
a. For the flipped lesson, your voice is a key factor considering that it is
on a video. My voice is energizing, yet lacks some volume control.
There are times when I would get at a good volume level, and other
times when I would fall back under where I needed to be.
b. Although I noticed in my other lessons that I had pet phrases, I didnt
hear any on my flipped video. I recorded it several times, so I kept
looking over at little things that I would jot down that I needed to work
on.
c. During my flipped video, I referred to previous lessons that the
students and I had went over. By referencing to previous discussions or
topics, the students became interested and were referencing to the
previous lessons in their minds.
4. Attention to Individual Differences:
a. This particular lesson met ALL learning styles. It was hands on, used
lots of technology, there was some written work involved; all of the
students were engaged and interested throughout the entire lesson.
b. However if there was a child struggling while they were doing research
for their activist, I would go over to the group and assist them one on
one. Even though their partner was doing fine, I want every child to
feel like their contribution to the groups project matters, and they can
be helpful!
5. Focus on Relationships and Student Response:
a. The students absolutely enjoyed this lesson. I was told several times
how cool it was. The students were on task, and their presentations
demonstrated that. They all provided excellent information on their
activists.
b. The students worked with a partner for the entire activity of this

lesson. However, they were graded individually.


c. The students were respectful of each other during their presentations. I
didnt have to go over to any child while the presentations were
occurring and tell him/her to be quiet. They all clapped for each other
and asked questions.
d. There was only one group when they presented that I noticed one
person took on most of the work instead of it being evenly spread out.
6. Planning and Implementing Higher Order Thinking Skills:
a. This entire flipped lesson was given to the students as their own
responsibility. They were given the information, the due date, and the
grading rubric that I would be using for the presentation. This entire
lesson was based on them making their own decisions.
b. The students were focused on technological tools throughout the entire
lesson. They had to take a vocabulary quiz online, conduct research,
and build some sort of way to present their topic. The students had to
either make a power point, a poster, or a skit to present their
information to the class. I had a few students who did two way of
demonstration.
7. Assessment Measures Student Learning:
a. For diagnostic assessment, the flipped video gave the students a recap
on what they had previously learned which stimulated the brain and
prepared them for the new information about to be retained.
b. For formative assessment, I observed the students while they were
conducting their research and building their projects. I made sure that
the students were on task and using their time wisely.
c. For a summative assessment, I graded the students vocabulary
quizzes they took online as well as their formal summative assessment
on the activists. This was the same quiz they took in the beginning of
the unit.
d. My feedback was wanted often for this lesson. As they were building
their projects, they were all nervous as to whether or not what they
were doing was acceptable. I often told the students to refer to their
rubric!
e. During my teaching, my students were taught responsibility and how
to work cooperatively. They also learned all the valid information on
important activists during the Civil Rights Movement.
f. To improve on my teaching effectiveness, I shouldnt procrastinate until
the last minute especially when it comes to technology. That never
goes well.
DATA BASE DECISION MAKING
In the beginning of my unit, I gave the students a formal diagnostic test that
consisted of 12 multiple choice questions all concerning Civil Rights Activists. There
was one child who got all 12 correct on the diagnostic assessment, the next highest
score was one 9, and the rest were either 7 or below. I was content with the data I
received from this assessment, however it also made me nervous because I knew
where the students stood and where the needed to be at the end of my unit and
that was all up to me.
At the end of the formal summative assessment, I was SO pleased! I had five
children who got every question correct and four students who got a score of 10 out

of 12. Every student increased their grade by at least 3 points. At the end of the
assessments, the lowest score was one student who received 6 out of 12 however,
that is a great improvement considering for the diagnostic assessment the student
received 2 out of 12. Below is a chart comparing 5 of the most drastic student
changes in comparison to the diagnostic assessment and the summative
assessment.

Diagnostic
Summative