Name: ____________Laura Heath_________________ Date lesson taught: ______3/10/20________
Content Area: History
Course Title & Grade Level: 9th Grade US History
Standards:
SS HS.4.4.a (US) Compare, contrast, and critique the central arguments in primary and secondary sources of
history from multiple media.
SS HS.4.1.c (US) Evaluate the impact of people, events, and ideas, including various cultures and ethnic
groups, on the United States.
Objectives:
Content—
Compare, contrast, and critique the central arguments in primary sources of history from multiple media.
Evaluate the impact of people and ideas, including various cultures and ethnic groups, on the United States.
Language—
Using their DBQ packet, students will be able to analyze 20 differences and similarities between the
strategies used by MLK Jr. and Malcolm X.
Student-friendly—
Today I am analyzing the differences and similarities between MLK Jr. and Malcolm X so that I can
complete my DBQ packet. I’ll know I’ve got it when I have at least 20 differences and 5 similarities.
Assessment:
DBQ packet – (DBQ=Document Based Question)
Proactive Management:
- Calling on students when they raise their hands
- Group by table partners/neighbors
Instructional Strategies:
Venn Diagram (Formative)
Primary Document analysis (Formative)
Note Taking Strategy:
Already should have written answers in their DBQ packet, but they are expected to fill anything in that they
have not yet answered.
Questions:
What was the goal of the Selma March?
Anticipatory Set: (5 minutes)
“What was the goal of the Selma March?” This question will be used at the beginning of the class, even
before the first group presents. Used as a retrieval question that leads into the group’s presentation.
The Lesson:
1. The lesson will begin once the last student presentation is finished.
- Students will be instructed to put all of their materials away that they used during the presentation,
and they will then need to get out their DBQ packets to go over.
- 2 minutes
2. As a class, I will lead the discussion going over the DBQ packets in order to ensure that they have all
of the right answers for their test on Wednesday
3. First, I will ask 6 students to tell me what they answered for the first page full of tables
- (We do)
- 5 minutes
4. For the Venn Diagram, I will draw it on the board and hand out 10 markers for students to walk up
and put down one difference that they have for Malcolm X and MLK Jr. Then, we will pull out
similarities together
- (We do)
- 7 minutes
5. For going over the Documents, I will divide the class into 8 groups. Each will have time to go over the
answers to their documents and then they will read them out loud to the class.
- (You do/we do)
- 10 minutes
Closure: (1 minute)
Procedural— Go back to your seats if you moved and put your DBQ back into your notebook or binder.
Content Summary— Today we reviewed your DBQ, so study this tonight in order to be prepared for your
quiz tomorrow.
References:
All materials are Mr. Klug’s
Lesson Plan Reflection (required):
1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your lesson. How did you
demonstrate high expectations, make learning relevant, and motivate students?
The part of the lesson that demonstrates high expectations and motivating students is when I put the students into groups to
prepare them to share their answers. This gives each student time to gather any answers they do not already have, and then prepare
themselves to present those answers to the class. The other part of the lesson that includes CRT is the warm-up question in the
anticipatory set. This question activates prior knowledge, and helps students make the connection between the previous class to the
one today.
2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components (representation, action &
expression, engagement) of your lesson. How did you differentiate to meet the needs of ALL learners?
The intentionally planned UDL components are put into the part where the students are expected to go up to the white board
to write down the differences and similarities between MLK Jr. and Malcolm X. Not only does this get students on their feet and
active, it provides another way for students to obtain the answers besides me just stating them out loud. They are able to share their
answers with their classmates, which provides more perspectives and ideas that are different than their own.
