Direct instruction

Teacher(s): Denea Trovillion, Dana Messinger, Jessica Subject: Power of Protest

Guerrero, Zein Sy

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to
this lesson
6c: Students communicate complex ideas clearly and effectively by creating or using a variety
of digital objects such as visualizations, models or simulations. (ISTE)
9-10.SL 1: Initiate and participate effectively in a range of collaborative discussions (oneon
one, in groups, and teacherled) with diverse partners on grades 910 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively. (Common Core)
9-10.RL.4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone. (Common Core)

Objectives (Explicit): Use Blooms verbiage and formula

Students will demonstrate their knowledge of what makes a protest powerful by creating and
presenting their own protest signs using at least three key protesting components.
Student will be able to understand the concepts of protesting and display their knowledge
through discussions of what it means to them
Students will also be able to form their own opinion of what a powerful protest is and give
examples during discussions

Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going
to grade/grading tool? (rubric, checklist, etc.)
Students will be graded on the quality of their miniature protests with an emphasis on having
three identifiable qualities of a protest. This will be gauged using a checklist which contains all
of the discussed qualities of a protest.
Students will be able to discuss with one another why their protest qualifies as a protest by
identifying the three components of a protest sign

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives
action verbs such as write, list, highlight, etc.)
Recall and reflect upon recent protests that had been prevalent in the news
Highlight key qualities of protests and what makes them successful
Create a miniature protest which effectively represents these qualities and relates it to the world
Discuss within the group what their idea of a protest is
Give examples of topics that can be protested and how they are relevant

Key vocabulary: Materials/Technology Resources to be Used:

Protest: A statement or action expressing Students will need their laptops
disapproval of or objection to something. because they will be utilizing
Peaceful Protest: The act of expressing PearDeck.
 disapproval through a statement or action
without the use of violence.
Mob: a large crowd of people, especially one
that is disorderly and intent on causing trouble
or violence.
Students will be provided with the
materials to create their picket signs:
note cards, popsicle sticks, and
coloring/ writing utensils.

Opening (state objectives, connect to previous learning, and make RELEVANT to real life)
ENGAGE/ hook the students

Students will open the lesson by reflecting upon some major recent protests that have occurred
within the past few years and how they felt when it was being reported on at the time.
Highlighting key points and characteristics of these protests will set up the foundation for the
rest of the discussion.
Example Questions: How can we come together as a community to create a change? Where do
we start? How do we achieve a change?

Instructional Teacher Will: (5 Minutes) Student Will: Be specific

Input Present to the students a
variety of recent protests and
lead a discussion as to what
qualities constitute a protest.
Compare and contrast
between a protest and a mob
Follow along with powerpoint.
Participate in discussion
Ask questions regarding the
material being presented (if
needed)

Co-Teaching Strategy/Differentiation How will your instruction look different for

those students who need differentiation or accommodations during your
instructional input/teaching?
Based off of learning style, student can either participate in discussion through the
interactive presentation or in the groups.

Guided Teacher Will: (5 Minutes) Student Will:

Practice Go through key aspects of Answer guided questions with
protesting using a famous interactive slides.
protest. Ask questions that they may have
Guide students through on protests and content.
powerpoint and clarify any
of the guided questions
students may be unsure of.
Discuss how protests have
important meanings and how
mobs carry hateful messages
 Co-Teaching Strategy/Differentiation/Check for Understandinghow are you
going to know if EACH student is ready to move onto independent practice? And
how are you going to differentiate if they do not understand?
Each student should be answering the questions provided on the slides.
The teacher will be able to see if every student has responded. If some of
them havent, teachers will ask if anyone needs clarification, more time, or
review of the question in a different way then it was previously presented.
An example of this would be drawing a picture or small graphic organizer,
or verbally explaining the concept.

Independent Teacher Will: (10 Minutes) Student Will:

Practice Observe and moderate Choose their own topic of protest.
activity. Begin formulating their own picket
Answer any questions signs using protesting techniques
students may have. discussed in class.
Provide instruction and Utilize materials given to create
guidance. their picket sign for the
assignment.
Come together and discuss their
picket sign and choose the most
effective one

Co-Teaching Strategy/Differentiation How will your instruction look different for

those students who need differentiation or accommodations?
Students will be allowed to use different types of creative tools to
create their picket signs such as markers, crayons, pens or pencil.
Students may also choose to instead draw a picture for their sign, or
create one that is all text, depending on their comfort zone and
creative style.
Student choice also comes into play here, as students will have the
option to choose their topic of protest and how to present it on their
sign.

Closing/Student Reflection/Real-life connections: What connections will students make to their real
lives? What essential questions will they reflect on in their closure of the lesson?

Students reflections on the importance and qualities of protest ensures that they are
civically knowledgeable and appreciate the power of assembly that is one of their
constitutional rights as American citizens.
Example Questions: Is the ability to protest a right? Is protest effective?
Essential for the student to recognize the difference between an effective protest with a
cause compared to a mob that has little to no cause.
 Students will be able to identify in the media how protests differ and how the cause for
protest carries a hateful message.