1. Social Studies Orientation BTW History Who’s Who?
Name of Class
Social Studies
Orientation
BTW History
Who’s Who?
Make sure this slide is completed. Students will NOT view this slide. This slide is for lesson planning purposes only.

2. From which standard is today’s learning taken?
Type the standard in below:
become familiar with the history of B.T.W. Middle/High School
TODAY’S TASK: Create a “ Black Out Poem” that illustrates the cultural impact of “The” B.T.W. Middle/High School.
Students will NOT view this slide. This slide is for lesson planning purposes ONLY.
Once you have written the standard, align TODAY’S TASK to the standard. TODAY’S TASK is also written on another slide AND displayed on the board.
Color code the standard to match the corresponding part of the task that was designed to match that particular part of the standard.
TODAY’S TASK will be the last assignment (ticket-out the door) that students complete.
TODAY’S TASK will show you if students are able to demonstrate the standard with fidelity.
TODAY’S TASK is written using a verb from two different levels of Bloom’s (analysis, synthesis, and evaluation)
Bold and underline the synthesis and evaluation level verbs you use in the task.
*In the ANALYSIS level of Bloom’s, students break down objects or ideas into simpler parts and find evidence to support generalizations. The verbs to use in this level are: analyze, appraise, breakdown, calculate, categorize, compare, contrast, criticize, diagram, differentiate, discriminate, distinguish, examine, experiment, identify, illustrate, infer, model, outline, point out, question, relate, select, separate, subdivide, test
*In the SYNTHESIS level of Bloom’s, students compile component ideas into a new whole or propose alternative solutions. The verbs to use in this level are: arrange, assemble, categorize, collect, combine, comply, compose, construct, create, design, develop, devise, develop, devise, explain, formulate, generate, plan, prepare, rearrange, reconstruct, relate, reorganize, revise, rewrite, set up, summarize, synthesize, tell, write
*In the EVALUATION level of Bloom’s, students make and defend judgments based on internal evidence or external criteria. The verbs to use in this level are: appraise, argue, assess, attach, choose, compare, conclude, contrast, defend, describe, discriminate, estimate, evaluate, explain, judge, justify, interpret, relate, predict, rate, select, summarize, support, value

3. Bellwork 8 minutes 7 minutes 9 minutes 10 minutes 12 minutes
TIME IS UP!
4 minutes
1 minute
2 minutes
3 minutes
Answer the following: Write two facts about your “story” Write something not true about your story
This is the 1st slide seen by students. The time does not begin until you click the slide.
This slide should be “clicked” when the bell rings ending class (there is enough time allotted for students to have 8 minutes to complete bellwork from when the short bell sounds.
Bellwork introduces the lesson or is a warm-up to what students are going to do today. In some cases, bellwork is a review of what happened during the last class period.
Write your bellwork in the space provided. If you are giving students a hand-out to complete, make a notation on this slide.
When this slide is finished, bellwork should be collected BEFORE you go over the answers.
All bellwork must be graded and returned in 24 hours or the grade will not count.

4. Bellwork Breakdown 3 minutes 4 minutes 5 minutes 2 minutes 1 minute
TIME IS UP!
Each person will share their responses. DO NOT read them in the order that you wrote them The class will guess which is your “story” and which statement is an exaggeration
Use this time/slide to discuss the correct answers/responses to the bellwork students have just completed. REMEMBER to take up the bellwork BEFORE discussing the bellwork so that you truly know what students know and are able to do.

5. Connection 5 minutes 4 minutes 3 minutes 2 minutes 1 minute
TIME IS UP!
Today, you will learn: the history of B.T.W. Middle/High School
Why is this important?: to understand the impact history has on the present
Today’s Text:BTW teacher weebly
Today’s Task: Create a “ Black Out Poem” that illustrates the cultural impact of “The” B.T.W. Middle/High School.
The information on this slide should also be written on the board (this is the white board protocol).
After you have gone over the bellwork, and BEFORE you frontload for the day, you should engage students in this connection slide.
Today, you will learn: This should be written in student-friendly language and should be no more than 10 words total
Why is this important: This should be written in student-friendly language and should have NOTHING to do with EOY testing. Write this statement in no more than 10 words total
Today’s Text: Every lesson should be driven by text. What text will you use to drive this work?
Today’s Task: Copy TODAY’S TASK from slide 2
TEACHERS PLEASE come to room 214 to receive the material needed for the BLACK OUT poem.

6. Frontloading 2 minutes 1 minute TIME IS UP!
1st: List at least 10 synonyms for the word HISTORY ( on your own). 2nd: Review your list and share your responses with two other people 3rd: With your group create three categories to place your synonyms 4th: Place each synonym in the appropriate category 5th: Share out
Introduce the lesson using this slide. How will you hook students and gain their interest? What notes will students be required to take? **students should NEVER be allowed to sit idly while the teacher talks – if it’s important enough for the teacher to write, it’s important enough for the student to write.
Remember that notes (and how students take them, where they keep them, and how they use them again) must be intentional
Use as many of the frontloading slides as necessary (delete what you don’t need), but do not use more than 8 minutes. Additional facilitating will happen in small groups.
Frontloading can happen in any of the following ways:
Activate prior knowledge
Model thought process
I do, we do, you do
Use verbal cues
Motivational context to pique student interest/curiosity
Display historical timeline to offer a context for learning
Model activity students will be asked to complete
Break complex tasks into easier steps
Offer hints/partial solutions to problems
Teach students chants/mnemonic devices to ease memorization of key facts/procedures
Guiding students to make a prediction about what expect to occur
Allow students to contribute their own experiences that relate to the subject/content being discussed
Frontloading presents an opportunity for you to question students. Use question stems from each level of Bloom’s to assist you with creating questions. Write your questions either below or in the comments:
Knowledge level question stems (samples)
What happened after ...?
How many ...?
Who was it that ... ?
Can you name the ... ?
Describe what happened at...?
Can you tell why ... ?
Find the meaning of ... ?
What is ...?
Which is true or false ... ?
Comprehension level question stems (samples)
Can you write in your own words...?
Can you write a brief outline ... ?
What do you think could of happened next ... ?
Who do you think ... ?
What was the main idea ... ?
Can you distinguish between ... ?
What differences exist between. ..?
Can you provide an example of what you mean ... ?
Can you provide a definition for ... ?
Application level question stems (samples)
Do you know another instance where ... ?
Could this have happened in ... ?
Can you group by characteristics such as ... ?
What factors would you change if ... ?
Can you apply the method used to some experience of your own ... ?
What questions would you ask of ... ?
From the information given, can you develop a set of instructions about ... ?
Would this information be useful if you had a ... ?
Analysis level question stems (samples)
Which events could have happened ...?
If ... happened, what might the ending have been?
How was this similar to ... ?
What was the underlying theme of ... ?
What do you see as other possible outcomes?
Why did ... changes occur?
Can you compare your ... with that presented in ... ?
Can you explain what must have happened when ... ?
What are some of the problems of ... ?
Can you distinguish between ...?
What were some of the motives behind ... ?
What was the turning point in the game?
Synthesis level question stems (samples)
Can you design a ... to ... ?
Why not compose a song about ...?
Can you see a possible solution to ... ?
If you had access to all resources how would you deal with ... ?
Why don't you devise your own way to deal with ... ?
What would happen if ...?
How many ways can you ... ?
Can you create new and unusual uses for ... ?
Can you write a new recipe for a tasty dish?
Can you develop a proposal which would ... ?
Evaluation level question (samples)
Is there a better solution to ...
Judge the value of. ..
Can you defend your position about ... ?
Do you think ... is a good or a bad thing? Explain.
How would you have handled ... ?
What changes to ... would you recommend?
Are you a ... person? How do you know?
How would you feel if ... ?
How effective are … ?
What do you think about ... ?

7. Frontloading 2 minutes 1 minute TIME IS UP! School History
Introduce the lesson using this slide. How will you hook students and gain their interest? What notes will students be required to take? **students should NEVER be allowed to sit idly while the teacher talks – if it’s important enough for the teacher to write, it’s important enough for the student to write.
Remember that notes (and how students take them, where they keep them, and how they use them again) must be intentional
Use as many of the frontloading slides as necessary (delete what you don’t need), but do not use more than 8 minutes. Additional facilitating will happen in small groups.
Frontloading can happen in any of the following ways:
Activate prior knowledge
Model thought process
I do, we do, you do
Use verbal cues
Motivational context to pique student interest/curiosity
Display historical timeline to offer a context for learning
Model activity students will be asked to complete
Break complex tasks into easier steps
Offer hints/partial solutions to problems
Teach students chants/mnemonic devices to ease memorization of key facts/procedures
Guiding students to make a prediction about what expect to occur
Allow students to contribute their own experiences that relate to the subject/content being discussed
Frontloading presents an opportunity for you to question students. Use question stems from each level of Bloom’s to assist you with creating questions. Write your questions either below or in the comments:
Knowledge level question stems (samples)
What happened after ...?
How many ...?
Who was it that ... ?
Can you name the ... ?
Describe what happened at...?
Can you tell why ... ?
Find the meaning of ... ?
What is ...?
Which is true or false ... ?
Comprehension level question stems (samples)
Can you write in your own words...?
Can you write a brief outline ... ?
What do you think could of happened next ... ?
Who do you think ... ?
What was the main idea ... ?
Can you distinguish between ... ?
What differences exist between. ..?
Can you provide an example of what you mean ... ?
Can you provide a definition for ... ?
Application level question stems (samples)
Do you know another instance where ... ?
Could this have happened in ... ?
Can you group by characteristics such as ... ?
What factors would you change if ... ?
Can you apply the method used to some experience of your own ... ?
What questions would you ask of ... ?
From the information given, can you develop a set of instructions about ... ?
Would this information be useful if you had a ... ?
Analysis level question stems (samples)
Which events could have happened ...?
If ... happened, what might the ending have been?
How was this similar to ... ?
What was the underlying theme of ... ?
What do you see as other possible outcomes?
Why did ... changes occur?
Can you compare your ... with that presented in ... ?
Can you explain what must have happened when ... ?
What are some of the problems of ... ?
Can you distinguish between ...?
What were some of the motives behind ... ?
What was the turning point in the game?
Synthesis level question stems (samples)
Can you design a ... to ... ?
Why not compose a song about ...?
Can you see a possible solution to ... ?
If you had access to all resources how would you deal with ... ?
Why don't you devise your own way to deal with ... ?
What would happen if ...?
How many ways can you ... ?
Can you create new and unusual uses for ... ?
Can you write a new recipe for a tasty dish?
Can you develop a proposal which would ... ?
Evaluation level question (samples)
Is there a better solution to ...
Judge the value of. ..
Can you defend your position about ... ?
Do you think ... is a good or a bad thing? Explain.
How would you have handled ... ?
What changes to ... would you recommend?
Are you a ... person? How do you know?
How would you feel if ... ?
How effective are … ?
What do you think about ... ?

8. School history Established 1874 as Clay Street School
1911 name changed to Kortrecht High
moved to current location and name changed to Booker T. Washington High

9. School history Green P. Hamilton (1867- ) First principal
Principal from (1892 – 1932)

10. School history Blair T. Hunt (1888 – 1978)
First pastor of Mississppi Boulevard
Principal from

11. School history Elsie Lewis-Bailey First female Administrator
Served on Mayoral Education Task
Force

12. School history Alisha Coleman-Kiner Principal 2005- current
Leadership brought President
Barack Obama to B.T.W.’s
2011 graduation
Open Letter made national
news

13. Notable Alumni 2 minutes 1 minute TIME IS UP!
Claudia Barr- News Anchor Willie Herenton- First Black Mayor of Memphis Maxine Smith- Civil Rights Activist Benjamin Hooks- Civil Rights Activist Maurice White- Leader of Earth, Wind and Fire David Porter- Song writer Marion Berry- Mayor of Washington D.C. Bar-Kays- Music Group
Introduce the lesson using this slide. How will you hook students and gain their interest? What notes will students be required to take? **students should NEVER be allowed to sit idly while the teacher talks – if it’s important enough for the teacher to write, it’s important enough for the student to write.
Remember that notes (and how students take them, where they keep them, and how they use them again) must be intentional
Use as many of the frontloading slides as necessary (delete what you don’t need), but do not use more than 8 minutes. Additional facilitating will happen in small groups.
Frontloading can happen in any of the following ways:
Activate prior knowledge
Model thought process
I do, we do, you do
Use verbal cues
Motivational context to pique student interest/curiosity
Display historical timeline to offer a context for learning
Model activity students will be asked to complete
Break complex tasks into easier steps
Offer hints/partial solutions to problems
Teach students chants/mnemonic devices to ease memorization of key facts/procedures
Guiding students to make a prediction about what expect to occur
Allow students to contribute their own experiences that relate to the subject/content being discussed
Frontloading presents an opportunity for you to question students. Use question stems from each level of Bloom’s to assist you with creating questions. Write your questions either below or in the comments:
Knowledge level question stems (samples)
What happened after ...?
How many ...?
Who was it that ... ?
Can you name the ... ?
Describe what happened at...?
Can you tell why ... ?
Find the meaning of ... ?
What is ...?
Which is true or false ... ?
Comprehension level question stems (samples)
Can you write in your own words...?
Can you write a brief outline ... ?
What do you think could of happened next ... ?
Who do you think ... ?
What was the main idea ... ?
Can you distinguish between ... ?
What differences exist between. ..?
Can you provide an example of what you mean ... ?
Can you provide a definition for ... ?
Application level question stems (samples)
Do you know another instance where ... ?
Could this have happened in ... ?
Can you group by characteristics such as ... ?
What factors would you change if ... ?
Can you apply the method used to some experience of your own ... ?
What questions would you ask of ... ?
From the information given, can you develop a set of instructions about ... ?
Would this information be useful if you had a ... ?
Analysis level question stems (samples)
Which events could have happened ...?
If ... happened, what might the ending have been?
How was this similar to ... ?
What was the underlying theme of ... ?
What do you see as other possible outcomes?
Why did ... changes occur?
Can you compare your ... with that presented in ... ?
Can you explain what must have happened when ... ?
What are some of the problems of ... ?
Can you distinguish between ...?
What were some of the motives behind ... ?
What was the turning point in the game?
Synthesis level question stems (samples)
Can you design a ... to ... ?
Why not compose a song about ...?
Can you see a possible solution to ... ?
If you had access to all resources how would you deal with ... ?
Why don't you devise your own way to deal with ... ?
What would happen if ...?
How many ways can you ... ?
Can you create new and unusual uses for ... ?
Can you write a new recipe for a tasty dish?
Can you develop a proposal which would ... ?
Evaluation level question (samples)
Is there a better solution to ...
Judge the value of. ..
Can you defend your position about ... ?
Do you think ... is a good or a bad thing? Explain.
How would you have handled ... ?
What changes to ... would you recommend?
Are you a ... person? How do you know?
How would you feel if ... ?
How effective are … ?
What do you think about ... ?

14. Frontloading 2 minutes 1 minute TIME IS UP!
What common theme do you notice about the history of B.T.W.? Use that theme to create a “Black Out Poem” Black Out Poem Directions 1st: Skim the page(s) given to you 2nd: Read the page(s) given to you 3rd: Circle words that are relevant to what you learned about the history of B.T.W. 4th: Cut each word out and glue them on the paper provided to create a poem about B.T.W ( you may include a drawing to compliment your poem)
Introduce the lesson using this slide. How will you hook students and gain their interest? What notes will students be required to take? **students should NEVER be allowed to sit idly while the teacher talks – if it’s important enough for the teacher to write, it’s important enough for the student to write.
Remember that notes (and how students take them, where they keep them, and how they use them again) must be intentional
Use as many of the frontloading slides as necessary (delete what you don’t need), but do not use more than 8 minutes. Additional facilitating will happen in small groups.
Frontloading can happen in any of the following ways:
Activate prior knowledge
Model thought process
I do, we do, you do
Use verbal cues
Motivational context to pique student interest/curiosity
Display historical timeline to offer a context for learning
Model activity students will be asked to complete
Break complex tasks into easier steps
Offer hints/partial solutions to problems
Teach students chants/mnemonic devices to ease memorization of key facts/procedures
Guiding students to make a prediction about what expect to occur
Allow students to contribute their own experiences that relate to the subject/content being discussed
Frontloading presents an opportunity for you to question students. Use question stems from each level of Bloom’s to assist you with creating questions. Write your questions either below or in the comments:
Knowledge level question stems (samples)
What happened after ...?
How many ...?
Who was it that ... ?
Can you name the ... ?
Describe what happened at...?
Can you tell why ... ?
Find the meaning of ... ?
What is ...?
Which is true or false ... ?
Comprehension level question stems (samples)
Can you write in your own words...?
Can you write a brief outline ... ?
What do you think could of happened next ... ?
Who do you think ... ?
What was the main idea ... ?
Can you distinguish between ... ?
What differences exist between. ..?
Can you provide an example of what you mean ... ?
Can you provide a definition for ... ?
Application level question stems (samples)
Do you know another instance where ... ?
Could this have happened in ... ?
Can you group by characteristics such as ... ?
What factors would you change if ... ?
Can you apply the method used to some experience of your own ... ?
What questions would you ask of ... ?
From the information given, can you develop a set of instructions about ... ?
Would this information be useful if you had a ... ?
Analysis level question stems (samples)
Which events could have happened ...?
If ... happened, what might the ending have been?
How was this similar to ... ?
What was the underlying theme of ... ?
What do you see as other possible outcomes?
Why did ... changes occur?
Can you compare your ... with that presented in ... ?
Can you explain what must have happened when ... ?
What are some of the problems of ... ?
Can you distinguish between ...?
What were some of the motives behind ... ?
What was the turning point in the game?
Synthesis level question stems (samples)
Can you design a ... to ... ?
Why not compose a song about ...?
Can you see a possible solution to ... ?
If you had access to all resources how would you deal with ... ?
Why don't you devise your own way to deal with ... ?
What would happen if ...?
How many ways can you ... ?
Can you create new and unusual uses for ... ?
Can you write a new recipe for a tasty dish?
Can you develop a proposal which would ... ?
Evaluation level question (samples)
Is there a better solution to ...
Judge the value of. ..
Can you defend your position about ... ?
Do you think ... is a good or a bad thing? Explain.
How would you have handled ... ?
What changes to ... would you recommend?
Are you a ... person? How do you know?
How would you feel if ... ?
How effective are … ?
What do you think about ... ?

15. Tiered Tasks Tier Time Allotted Assignment Tier #1 6 minutes Tier #2
List at least 10 synonyms for the word HISTORY ( on your own).
Review your list and share your responses with two other people
Tier #2
8 minutes
With your group create three categories to place your synonyms
Place each synonym in the appropriate category
Today’s Task
15 minutes
Create a “ Black Out Poem” that illustrates the cultural impact of “The” B.T.W. Middle/High School.
Next Steps
Until bell sounds
All aesthetically completed poems will be posted for display.
Decide which students will begin in which tier. True differentiation does not require all students to complete all assignments.
The “TIER 1” assignment should utilize verbs from the KNOWLEDGE level of Bloom’s. Students only have 6 minutes to complete the assignment in “TIER 1”. Once time is up for Tier 1, this slide will advance.
*In the KNOWLEDGE level of Bloom’s, students remember/recall previously learned information. The verbs to use in this level are: arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state
The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s. Students only have 8 minutes to complete the assignment in ‘TIER 2”. The timing for “TIER 2” will continue on the next slide.
*In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate
*In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write
Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 15 minutes to complete this assignment and timing for this assignment will continue on the next few slides.
What questions will you ask students while they are working?
Knowledge level question stems (samples)
What happened after ...?
How many ...?
Who was it that ... ?
Can you name the ... ?
Describe what happened at...?
Can you tell why ... ?
Find the meaning of ... ?
What is ...?
Which is true or false ... ?
Comprehension level question stems (samples)
Can you write in your own words...?
Can you write a brief outline ... ?
What do you think could of happened next ... ?
Who do you think ... ?
What was the main idea ... ?
Can you distinguish between ... ?
What differences exist between. ..?
Can you provide an example of what you mean ... ?
Can you provide a definition for ... ?
Application level question stems (samples)
Do you know another instance where ... ?
Could this have happened in ... ?
Can you group by characteristics such as ... ?
What factors would you change if ... ?
Can you apply the method used to some experience of your own ... ?
What questions would you ask of ... ?
From the information given, can you develop a set of instructions about ... ?
Would this information be useful if you had a ... ?
Analysis level question stems (samples)
Which events could have happened ...?
If ... happened, what might the ending have been?
How was this similar to ... ?
What was the underlying theme of ... ?
What do you see as other possible outcomes?
Why did ... changes occur?
Can you compare your ... with that presented in ... ?
Can you explain what must have happened when ... ?
What are some of the problems of ... ?
Can you distinguish between ...?
What were some of the motives behind ... ?
What was the turning point in the game?
Synthesis level question stems (samples)
Can you design a ... to ... ?
Why not compose a song about ...?
Can you see a possible solution to ... ?
If you had access to all resources how would you deal with ... ?
Why don't you devise your own way to deal with ... ?
What would happen if ...?
How many ways can you ... ?
Can you create new and unusual uses for ... ?
Can you write a new recipe for a tasty dish?
Can you develop a proposal which would ... ?
Evaluation level question (samples)
Is there a better solution to ...
Judge the value of. ..
Can you defend your position about ... ?
Do you think ... is a good or a bad thing? Explain.
How would you have handled ... ?
What changes to ... would you recommend?
Are you a ... person? How do you know?
How would you feel if ... ?
How effective are … ?
What do you think about ... ?
What will students do if/when they complete Today’s Task?

16. Who’s Who?
In two minutes list all the people/titles in the school who you think can help you to have a successful school year.
Next, share your list with an elbow partner.
With that partner create three categories that describe the people on your list. ( Create a three column organizer) Categories should identify the groups purpose
Then, divide the list of people into the correct categories(you may add people to your categories at this point) .
Write a statement under each category that justifies why each person belongs in the category that you placed them.

17. Who’s Who
As your teacher shows you each of the leaders be sure to add the names to the list in your categories.
Please review each leader as you click the categories from the link.

18. Who’s Who continued
Assign student groups one of the following leaders:
Administrator
Counselor
Teacher
Librarian
Cafeteria worker
Building Engineer/Custodian
Financial Secretary
Records Keeper
Main Office Secretary

19. Who’s Who continued Administrator Counselor Teacher Librarian
Cafeteria worker
Building Engineer/Custodian
Financial Secretary
Records Keeper
Main Office Secretary
Groups should develop a short skit that illustrates how each leader can assist students throughout the school year.
Each skit must show the effect of this leader in our school building.
Each group will share their skit (2-3 minutes)
For each leader assigned, it may be helpful to discuss aloud the different ways each leader may assist students, prior to the development of each skit.
You may also change this activity by placing the leaders title/names on chart paper and have students place responsibilities under each title without repeating what one group has already put. ( as we did in meeting last week).

20. Who,s Who Debrief 3-2-1 On your own write:
3 things you learned about who can help you in our school
2 question you still have about who/how you can receive help while at school
1 way you help utilize the people in your school to help you