Cooperative: 11/7/16 Lesson Plan

Topic: The 1960s / Discrimination / Racism

Duration: 50 Minutes
Materials:
- Silent reading book
- Notebooks
- Wordsmith, Fact Finder, Illustrator, Questioner
- Journal Articles
- http://worksheets14.edhelperclipart.com/pdf/pdfrcomp1478526744_8271159.pdf
- http://www.edhelperblog.com/cgi-bin/vspec.cgi
- http://www.edhelperblog.com/cgi-bin/vspec.cgi
- http://www.edhelperblog.com/cgi-
bin/vspec.cgi?FORMMODE=RC35_350_1&QUICK=1
- http://www.edhelperblog.com/cgi-bin/vspec.cgi
- Overhead
Standard/Benchmarks:
- CCSS.ELA-LITERACY.RI.7.1: Cite several pieces of textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-LITERACY.RI.7.4: Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings; analyze the impact of a specific
word choice on meaning and tone.
- CCSS.ELA-LITERACY.W.7.3.A: Engage and orient the reader by establishing a context and point
of view and introducing a narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
Technology Used (if applicable):
- Overhead
Purpose:
- The purpose of this lesson is to break away from the constant reading that we have been doing
as a class. Students will engage together as a group to read an article and work together to
complete the required tasks.
- Students will push themselves to work together in order to complete an assignment. We are
wanting students to engage together where they create a fun atmosphere that is enjoyable
and they can teach and ask each other things to improve their learning.
Overall Goal:
- Students will complete the four sheets
- The next morning they will be handed the sheets back and will explain to the class what they
did
- Each student will share one to two examples of what they found, and they will share their
illustration to the class
- Students will answer questions about what they read, if students have questions
Anticipatory Set:
- Powerpoint explaining their daily goals
- Figurative Language Challenge
- Its raining cats and dogs
 - It looks like she is as mad as a bull seeing red
*Learning activities/Teacher assigns Group Work involving- Face to Face interaction, Positive
interdependence, Individual Accountability, Group Accountability (Input: In detail, what will you teach,
how will you teach, and what materials will you use? Try to include audio, visual and hands-on
activities as much as possible, to accommodate all learning styles.)
- Students will walk into the classroom and will read for the first ten minutes, or less.
- Students will have their notebooks after reading.
- As students finish reading, I will explain what we are doing for the day by sitting at the
overhead.
- Students will be placed into groups of four, with four articles. (One for each student)
- Ideally, students will read the article to themselves, but students are allowed to read
the article aloud together
- Each student will be assigned a role by me (Giving students that have trouble, a little
bit easier task)
- Students will work together in order to create a complete group assignment
- Fact finder
- Illustrator
- Wordsmith
- Questioner
- Students will spend the hour working on their section, if they need help, they can
bounce ideas off of each other
- Students will be reading articles based on important events from the 1960s
- I will teach the students:
- Fact Finder: What was important that you and your group read
- Illustrator: Draw what you see
- Words that they should look for: Important/Unknown words
- Questions to ask based upon the blooms chart
- Students will be responsible for completing their section of the assignment before the
bell rings, they will share with their group where they are at within the assignment
Academic Objectives:
o Teacher becomes the learner, and the students become the teachers
Social Objective:
o Interact amongst other group members
o Actively participate in group work
o Respect is given to each group member
How will students have face to face interaction?
o Students will sit in tables of four facing each other
o They will communicate with each other during the process
How will you implement positive interdependence?
o I will share with students that in order to succeed, your entire group has to try
o Each group member needs to respect and support each member
o This should be a fun assignment, the reads are relatively quick and the students should push
their thoughts and ideas to explain what they saw as they read
o Achievement will be based off of success of the whole group, they must work together and
excel as a unit
How will you promote individual accountability?
 o Students are entitled to work as a group, but they need to work alone in order to complete
their section
o Each member of the group is responsible for the entire finished product
o Without them all done, the group cannot complete the assignment
o If a student is struggling, they may go back to interdependence and try to work with other
group members on ideas that they may have
How will you ensure group accountability?
o Students will be responsible for encouraging their group members to complete the assignment
as a whole. This is a group grade, so students will need to ENCOURAGE, and not discourage
their members.
Include a specific role for each group member.
- Fact Finder:
- As the fact finder, your job is to look for 6 very important facts about the story
- These facts should be about people, places or things that make the story ideas clear
- They may be a sequence of events that lead up to the conclusion
- Illustrator:
- As the illustrator your job is to pick one scene, one person, or one symbol that you
think best represents what you read
- You can draw this selection in pencil, or use markers to add color on a 9X12 sheet of
paper
- After drawing, glue or tape the picture on large chart paper or poster board
- Questioner:
- As the questioner, your job is to design 6 questions about what you read
- Use the question starts from each level on the Blooms chart. There should be one
question for each of the numbered levels
- Wordsmith:
- As the wordsmith, your job is to look for 6 very important words in the story
- These words should be specific words that are unique to the story
- They may also be words that you did not know at the beginning of the story, but
learned after you read it
Include the process you will use to group students and your rationale for that grouping. (Random by
name or stick drawing, current table seating, multi-ability, consider separating behavior issues, etc.)
- Students will be pushed into groups of four. They will be moved around based on behaviors
that I have seen in the past. For the most part, students are sitting in assigned seats that have
worked for the past month and we will work with this as how we establish grouping.
Checking for understanding: (Include a minimum of five or more questions that you will ask during your
instruction, with acceptable responses. Include higher level questions as well.)
- What did you learn about your article?
- Students answers will vary, but for the most part students should share how they
have learned about acts of racism and discrimination back in the 1960s.
- What are some important questions that you could ask as the questioner?
- Evaluation, synthesis, analysis, application, comprehension, knowledge. These are
great questions to ask for higher level thinking and for the students to develop higher
questioning skills.
- Who was Martin Luther King Jr. and what did he stand for?
 - Martin Luther King Jr. (born Michael King Jr., January 15, 1929 April 4, 1968) was an
American Baptist minister and activist who was a leader in the African-American Civil
Rights Movement. He is best known for his role in the advancement of civil rights
using nonviolent civil disobedience based on his Christian beliefs.
- Who was Malcolm X and what did he stand for?
- Malcolm X was an African-American Muslim minister and human rights activist. To his
admirers he was a courageous advocate for the rights of blacks, a man who indicted
white America in the harshest terms for its crimes against black Americans; detractors
accused him of preaching racism and violence.
- How can something like this be beneficial to your learning, working in groups that is with
divided responsibilities?
- It gives each student the opportunity to work on something for themselves and it lets
them showcase what they know and have read about the topic. If students are given
one task, they can work on it and feel confident in their work while they are
explaining it to other group members. Students are encouraged to share their
information with others in a way that allows them to teach their other group
members.
Guided Practice:
- Working along with students as they read through the article
- Sharing with the students ideas about questions, important words, facts that they may have a
hard time identifying, and giving the illustrator a bit of help
- Working along with the students on the overhead (Laying the Blooms Chart on the overhead)
Closure: (see handbook page 15)
o What is one thing that you have learned today?
o 6-7 minutes left of class: Your exit ticket is to have each section of this completed, if you need
to, help your teammates finish where needed
o When you come into class tomorrow, be prepared to share about your findings
Independent Practice/Assessment
- Each student will be given a role to complete for their section, it is up to them to get it done
and to have it complete by the end of the class
- Turning in group work
Adaptation/Diversification for Students:
(Highlight any that you may use and add others if needed.)
Emotionally Impaired: Priority seating/group, reduced assignment/task
Special Education: Priority seating, personal aide, read aloud by the teacher, reduced assignments

How work is showcased and compiled:

- Students will come together the following morning as a group during our original silent reading time
and will share their work with their classmates. Groups will be given 2 minutes to share about what
they read and what they did. They will share 1-2 facts, 1-2 questions, 1-2 words they learned, and will
explain what is happening in their picture. After, students will be responsible for answering questions
that other will have. Once they have shared, other students may walk around and she what they have
done. Student work will be stapled together with their names on it, students will be able to look
through it and ask about the articles they didnt get the chance to read.
- Students will be graded individually, and work will be handed back later in the week.