I Have A Dream Corin Zaragoza Virginia Tech Standards Contexts Goals Prior Knowledge Essential Skills/Knowledge Resources Scaffolding: Instructional StrategiesAssessments OPTIONAL LOGO HERE TESOL/WIDA Standards: Standard 1: ELL communicate for social, intercultural, and instructional purposes within the school setting. Standard 5: ELL communicate information, ideas, and concepts necessary for academic success in the area of SOCIAL STUDIES. VA SOL : VUS.13: The students will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s by a.Identifying the importance of the Brown v. Board of Education decision, the roles of Thurgood Marshall and Oliver Hill, and how Virginia responded. b.Describing the importance of the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964, and the Voting Rights Act of Students Objectives/Progress Indicators Describe the theme or topic (e.g. cities, Egyptian mummies), particular context (e.g., a particular story), or a particular content-area context (the effect of solar energy on plants). Civil Rights Movement in United States History Describe the theme or topic (e.g. cities, Egyptian mummies), particular context (e.g., a particular story), or a particular content-area context (the effect of solar energy on plants). Students studied the Jim Crow Era in U.S. History during a previous unit, and are aware of the discrimination that African Americans faced. Students also learned the terms “prejudice,” “discrimination,” “separate but equal,” and “Plessy v. Ferguson.” Students also studied minority involvement in WWII, which will influence the Civil Rights movement. Students may have previous experience facing discrimination living here in the United States. I can incorporate prior knowledge by asking students to write a paragraph about any discrimination they have experienced or witnessed in their own lives as a Do Now activity. I could also ask students to complete a Venn diagram comparing/contrasting their experiences with those of minorities during the 1960s. My students are th grade English language learners. The students range from WIDA levels 2-4. The students are from Mexico, Honduras, Cuba, Russia, Burundi, Vietnam, Nepal, Burma, and Kenya.  Lesson Plan 1: Oral Language  Provide photographs and pictures during lecture and discussion  Show videos of subjects discussed  Have students discuss subjects in pairs/small groups  Lesson Plan 2: Process Writing  Provide bilingual dictionaries and online translators for vocabulary words  Provide graphic organizers for note taking  Have students peer edit each other’s work  Lesson Plan 3: Pre-reading, reading, and post-reading  Provide graphic organizers (KWL, note taking, foldables)  Read aloud to students  Have students read in pairs/groups  Have students complete a jigsaw activity  Lesson Plan 1: Oral Language  Compare oral summaries of political situations with visual representations (eg, audio of MLK’s I Have A Dream” speech with picture book of speech)  Identify topics or political issues in photos or drawings based on oral descriptions  Discuss/explain the impact of the Civil Rights movement in small groups  Lesson Plan 2: Process Writing  List and describe the contributions of Civil Rights leaders  Produce a short essay on a Civil Rights leader or event  Lesson Plan 3: Pre-reading, reading, and post-reading  Glean information about Civil Rights leaders from short passages and websites  Detect trends from summaries and information presented in charts, tables, and graphs  Lesson Plan 1: Oral Language  Assess student comprehension during small group discussions  Have students complete worksheet during video/audio clips  Lesson Plan 2: Process Writing  Assess and grade student essays  Lesson Plan 3: Pre-reading, reading, and post-reading  Assess student graphic organizers  Formal test on information from notes AGI U.S. History textbook, YouTube clips, contemporary TV shows/movie clips ( Remember the Titans, Mad Men, Friday Night Lights ), TeacherVision website printables on Civil Rights leaders The goals of this unit is for students to (a.) recall important events and figures from the Civil Rights movement, (b.) critically think about the Civil Rights movement, and (c.) analyze any evidence of discrimination and prejudice in contemporary society Students will be able to explain the significance of the Brown v. Board of Education decision. Students will be able to identify key leaders of the Civil Rights movement and list their contributions to society. Students will be able to evaluate the effects of the Civil Rights movement on contemporary society. Students will be able to give an opinion on racial and gender equality on contemporary society.