William Peace University

Lesson Plan Format

Teacher: Victoria Satterfield

School: Fuquay-Varina Elementary School

Grade Level: 5

Estimated Duration of Lesson: 45-60 minutes

North Carolina Standard Course of Study Objective(s) 21st Century Skills Addressed in Lesson (list all)
Supported by Lesson
Information literacy
(Common Core, North Carolina Essential Standards)
ICT literacy
Media literacy
CCSS.ELA-LITERACY.SL.5.5
Collaboration
Include multimedia components (e.g., graphics, sound) and visual
Communication
displays in presentations when appropriate to enhance the
development of main ideas or themes.
CCSS.ELA-LITERACY.RL.5.5
Explain how a series of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story, drama, or poem.
5.TT.1.3
Use technology tools to present data and information (e.g.,
multimedia, audio and visual recording, online collaboration tools,
etc.).

Primary Measurable Student Objective for Lesson

Lesson Assessment (What will student do to demonstrate mastery

of lesson objective?)

SWBAT demonstrate their knowledge of various literary devices

by comparing and contrasting Langston Hughes I, Too, Sing In groups of 3 or 4, the students will create Prezi presenations that
America and Maya Angelous I Know Why the Caged Bird showcase at least four common/different literary devices in I, Too,
Sings.
Sing America and I Know Why the Caged Bird Sings.

Materials Needed
Printed copies of I, Too, Sing America and I Know Why
the Caged Bird Sings
Pencils
Highlighters
SMART Board
Projector
Class set of laptops

Pre-Assessment/ Prior Student Understanding Required

Prior to the start of the lesson, the teacher will need to determine
whether or not the students know the following information:
Vocabulary:
Literary device: a term referring to refers to the typical
structures used by writers in their works to convey his or
her messages in a simple manner to the readers. When
employed properly, the different literary devices help
readers to appreciate, interpret and analyze a literary work
(http://literarydevices.net/)

Figurative language: the language a writer uses to describe

something by comparing it to something else. Examples of
figurative language include: simile, clich, hyperbole,
personification,
alliteration,
idiom,
assonance,
onomatopoeia, metaphor

Stanza: a group of lines forming the basic recurring

metrical unit in a poem; a verse

Reading strategies:
Annotating: The students will need to have an idea of how to
annotate text for deeper understanding.

Engagement/ Anticipatory Set

The students will watch a video performance of each poem via YouTube:

https://youtu.be/Q3SXnCIU6kA - I Know Why the Caged Bird Sings performed by Angela Bassett
https://youtu.be/TuRQDrySOVQ - I, Too, Sing America performed by Denzel Washington in The Great Debators

Teacher Input of Information

The teacher will begin by giving the students some background information about the times in which the poems were written:
The Onset of the Harlem Renaissance
In the decades immediately following World War I, huge numbers of African Americans migrated to the industrial North from the
economically depressed and agrarian South. In cities such as Chicago; Washington, D.C.; and New York City, the recently migrated
sought and found (to some degree) new opportunities, both economic and artistic. African Americans were encouraged to celebrate their
heritage and to become The New Negro," a term coined in 1925 by sociologist and critic Alain LeRoy Locke in his influential book of
the same name.
(Information taken from http://www.poets.org/poetsorg/text/brief-guide-harlem-renaissance)
Literary Devices:
The teacher will discuss how writers often use various literary devices to give their work structure and depth. To do this, he or she will
use the following PowerPoint presentation found on Slide Share: http://www.slideshare.net/grieffel/literary-terms-26063110
Teacher Modeling
Annotating Text
After briefly discussing the Harlem Renaissance and its place in the chronology of the Civil Rights Movement, the teacher will have the
students read each poem aloud, stanza by stanza, using the popcorn method. Afterwards, he or she will demonstrate how to annotate
the text using the following close reading strategies:
Read the title: Make a prediction about content and genre
Read the questions: Highlight literary terms and words that call your attention to a certain part of the text. (Example: What is the
tone of paragraph 3?)
Read the text selection: When possible, highlight the text. What should you highlight? Start by highlighting answers to the
questions as you find them.

Prezi
The teacher will quickly model how to create/login to a Prezi account and select a layout. For more in-depth instruction, the students are
more than welcome to watch the video tutorial.
Student Practice/Exploration
www.prezi.com
Using the information discussed in class, the students should, in groups of about 3 or 4, create Prezi presentations that compare and
contrast Hughes and Angelous poems. Each presentation should fulfill the following requirements:
At least 5 slides long
Include graphics (i.e. stickers, images, or video clips)
Clearly address the literary devices used in each poem
Use quotes from the text to support ideas
Closure
The students will write a brief review of one groups Animoto video, and submit the review as an exit ticket. Each students review
should include answers to the following questions:
Who were the students in the group?
How many literary devices did they incorporate and/or address in their video? What were they?
Were there any ideas in their video that your group did not have in yours? If so, what were they?
Differentiation: Specific Students Needs Addressed
Students struggling with Animoto may use Prezi or Glogster to demonstrate their mastery of the learning objective. All OHI, AU and
ELL students will be placed in groups with their non-disabled peers, and will be adequately scaffolded based on their individual learning
needs.

Teacher: Victoria Satterfield

School: Fuquay-Varina Elementary School

Grade Level: 5

Estimated Duration of Lesson: 45-60 minutes

North Carolina Standard Course of Study Objective(s) 21st Century Skills Addressed in Lesson (list all)
Supported by Lesson
Communication
(Common Core, North Carolina Essential Standards)
Collaboration
ICT literacy
CCSS.ELA-LITERACY.RI.5.5
Media literacy
Compare and contrast the overall structure (e.g., chronology,
Self-direction
comparison, cause/effect, problem/solution) of events, ideas,

concepts, or information in two or more texts.

NCES:
AH1.H.1.1
Use chronological thinking to:
1. Identify the structure of a historical narrative or story: (its
beginning, middle and end).
2. Interpret data presented in time lines and create time lines.
5.RP.1.1
Implement a research process by collaborating effectively with
other students.
5.TT.1.3
Use technology tools to present data and information (e.g.,
multimedia, audio and visual recording, online collaboration tools,
etc.).

Primary Measurable Student Objective for Lesson

Lesson Assessment (What will student do to demonstrate

mastery of lesson objective?)

SWBAT create a comprehensive timeline of the Civil Rights
Movement, using Dipity Timeline.
To demonstrate fully mastery of the learning objective, the
students will organize several events of the Civil Rights
Movement, chronologically, on a digital timeline.
Materials Needed
SMART Board
Projector
Class set of laptops and/or iPads
Access to Firefox or Google Chrome

Pre-Assessment/ Prior Student Understanding Required

Vocabulary:
Chronology: the arrangement of events or dates in the
order of their occurrence
Discussion:
Prior to the start of the lesson, the teacher will ask the students
the following questions:
What does it mean for something to be arranged in
chronological order?
What is the benefit of studying historical events in
chronological order?
Who would like to raise their hand and share some
things that they already know about the Civil Rights
Movement?

Engagement/ Anticipatory Set

The students will watch Civil Rights and the 1950s: Crash Course US History #39 via YouTube: https://youtu.be/S64zRnnn4Po
Teacher Input of Information
For the sake of time, the teacher will be focusing on the following major events or turning points:
April 17, 1947 Jackie Robinson is the first Black baseball player to play on a MLB team.

May 17, 1954 Brown v. Board of Education

December 1, 1955 Rosa Parks is arrested.
September 9, 1957 Civil Rights Act of 1957 is passed.
September 12, 1959 Brown v. Board of Education is reaffirmed.
November 8, 1960 John F. Kennedy is elected president.
May 4, 1961 Freedom Rides
September 15, 1963 Birmingham, AL church bombing occurs.
January 23, 1964 24th amendment is passed.
July 2, 1964 Civil Rights Act of 1964
August 6, 1965 Voting Rights Act
December 26, 1966 Worlds First Kwanzaa

The teacher will present specific information for each event in the form of a PowerPoint presentation.
Teacher Modeling
www.dipity.com
Step 1: The teacher will demonstrate how to log in to the Dipity Timeline website and set up a blank timeline.
Step 2: After selecting one specific event to place on the timeline, the teacher will show the students how to find credible sources to
conduct their research and find reliable information.
Step 3: Using the layout provided on the website, the teacher will show the students how to add important information and detail to
each specific event.
Step 4: Finally, the teacher will show the students how to find, copy and paste images for each recorded event.
Student Practice/Exploration
In groups of three or four, the students will use Dipity Timeline to create digital timelines of the Civil Rights Movement. They must
choose a minimum of 5 major events to include on their timelines. The events must be in chronological order, with .jpeg and/or .jpg
images or video clips and brief descriptions of at least 3 or 4 sentences. They are not limited to the events listed in the Teacher Input

of Information section. To ensure student accountability, each person in the group should be assigned specific tasks.
Recommendation: To save time, the students should brainstorm and pick which events they want to include in their timeline prior to
doing any real research.
The students may use the following websites as references:
The Civil Rights Movement: Sites for students and researchers:
http://www.ala.org/ala/acrl/acrlpubs/crlnews/backissues2004/september04/civilrights.cfm
The Civil Rights Movement Timeline http://www.infoplease.com/spot/civilrightstimeline1.html
The Civil Rights Movement 1955-1965: Introduction http://www.watson.org/~lisa/blackhistory/civilrights-55-65/index.html

Closure
At the end of the lesson, the students will complete an exit ticket, in which they will answer the following question:
Of all of the major occurrences from the Civil Rights Movement that weve discussed in class, so far, which event resonates with you
the most? Why?
The students answers should be a minimum of one paragraph (5-7 sentences).
Differentiation: Specific Students Needs Addressed
AIG: Students who need to be challenged will be selected to lead and/or facilitate their groups research and discussions.
ELL: Students struggling with language barriers will work in a separate group, led by the teacher or TA. They will be required to
have a minimum of 4 events.
AU/OHI: These students can opt to draw their timeline on paper, using markers and/colored pencils, instead of creating it on the
computer. They will also be required to have a minimum of 4 events.
CCR: The teacher will collaborate with a CCR teacher to make sure all students needs are met.