Group Names: Holly, Maggie, Sam, Sergio, Shelby

UNIT PROJECT COVER SHEET

1. TITLE OF NOVEL: March: Book One

Short synopsis:March is a vivid first-hand perspective of John Lewis' lifelong struggle for civil and human rights,
meditating in the modern age on the distance traveled since the days of Jim Crow and segregation. Rooted in Lewis'
personal story, it also reflects on the highs and lows of the broader civil rights movement.

Book One spans John Lewis' youth in rural Alabama, his life-changing meeting with Martin Luther King, Jr., the
beginning of the Nashville Student Movement, and their struggle to tear down segregation through nonviolent lunch
counter sit-ins, building to a climax on the steps of City Hall.

Theme: Dreams, Wishes, and the Spirit of History; Look how far we have come; Civil disobedience
Motif: The different connotations and meanings of the word March.

Social Justice in America/Grade Level: 11th LENGTH OF UNIT: 3 WEEKS

2. CA CONTENT STANDARD(S):
SL. 11-12.4. Present information, findings, and supporting evidence (e.g., reflective, historical investigation, response to
literature presentations), conveying a clear and distinct perspective and a logical argument, such that listeners can follow
the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance,
and style are appropriate to purpose, audience, and a range of formal and informal tasks. Use appropriate eye contact,
adequate volume, and clear pronunciation. CA

CA ELD Standard Bridging level: 9. Presenting-Plan and deliver a variety of oral presentations and reports on grade-
appropriate topics that express complex and abstract ideas, well supported by evidence and reasoning, and are delivered
using an appropriate level of formality and understanding of register.

3. CONTENT OBJECTIVE(S) OR LEARNING GOAL(S):

Students will learn about the non violent resistance movements that bring about social change. They will also be learning
about John Lewis first hand accounts of social change. Students will also be researching people who have either
experienced a civil rights issue first hand and illustrate their experiences or research someone who is practicing civil
disobedience. The main goal is to present their findings for either based on their research.

4. LANGUAGE DEVELOPMENT OBJECTIVE/S:

Students will be able to use research skills to produce a written graphic novel that tells a clear story. Students will be able
to present clear oral presentations on the themes presented in March.

5. BIG IDEA ADDRESSED/ENDURING UNDERSTANDING:

Acceptance vs. Tolerance
Civil Rights: Then and Now - A never ending story
 6. ESSENTIAL QUESTIONS:
Why is the Civil Rights Movement relevant to today?
How should individuals and groups respond when the justice system itself is bent to serve certain positions and interests?

7. VOCABULARY PLAN
The N Word-Week one lesson 1
Civil Rights
Civil Disobedience

8. READING PLAN
Since this novel is graphic, it will be an easy read for all Juniors. The lexile score for this novel is 760. Juniors should be
at a lexile score between 940-1210. Students will be reading both in class and at home in order for us to finish the novel
by the first four days. For each day they will be reading 40 pages to be finished with the book on the fourth day of
instruction.

9. QUESTIONS
Text to Text:What is the relationship between geography, community, and politics in March?
Text to self: Would you use the same techniques as the Nashville Student Movement, or a different strategy? Has reading
March changed your perspective, and if so, how?
Text to World: Alternatively, is there a modern-day issue for which you might be willing to take a stand?

10. UNIT SUMMATIVE ASSESSMENT

Interview/Research + Graphic Story
Requirements:
You will create a short graphic story demonstrating your understanding of civil disobedience. You may either interview
someone who has been affected by a civil rights issue or research an individual from present-day who is practicing civil
disobedience. Your comic strip must include visuals and dialogue in order to convey a scene or short story based on
events from the individuals life.
Supporting Documentation:
1) Interview or Research Planning documentation
2) write a one-page response to your interview or research
3) Digital or paper product: graphic story

Rubric

Approaching Meets Exceeds

Expressive Graphic is complete but may
coherence lack pride of ownership; main
and visual idea of the story is not directly
appeal related to civil disobedience; art
and dialogue are confusing or
inconsistent with storys main
idea.
Overall look of the graphic is
attractive and coherent. Main
idea of the story uncovers
interesting events related to civil
disobedience; art and dialogue
make the storys main idea clear,
demonstrating thoughtfulness
and quality craftsmanship.
Meets category AND
Work could easily be displayed for a
public audience. Designer has been
thoughtful about selecting information
and images that contribute to
improving social justice.

Text Student has understood Student uses sound storytelling Student uses sound storytelling
organization selected story but provided strategies to demonstrate strategies which demonstrate detailed
and register minimal evidence of strategic understanding and significance of understanding of the events.
organization. Students choices the events. Students style and Students style and tone contribute to
 on style and tone get in the way tone are appropriate to the story.
of the storys impact.
DAILY LESSON PLANS
The N word
Common Core Standard(s) ELA Standards
Determine two or more themes or central ideas of a text and
analyze their development over the course of the text,
including how they interact and build on one another to
produce a complex account; provide an objective summary
of the text.
Learning Goal(s) - Content Objective(s) and
Language Development Objective
Content objective: Students will be able to come to a
decision of how to approach the N- Word as a class
when it comes up in the book March.
Language objective: Students will be able to orally and in
writing justify how they will our approach to the N-word
when it comes up in the novel.
the overall impact of the story.
Week 1 Day 1
CA ELD Standard(s)
R
eading closely literary and informational texts and
viewing multimedia to determine how meaning is
conveyed explicitly and implicitly through language
Assessment(s)
Include assessment used, identify type (entry-level,
progress monitoring, or summative.
Informal formative
2.) Open Tasks/: Students are coming to their own
conclusion of how to approach the word. Each class
will have a different answer.
4.) Informal: Conversations will be held as a class in
the end of the lesson.
Instructional Delivery and Strategies UDL strategies
Differentiation Strategies
Anticipatory Set:Instructor will tell them that they will be
discussing a controversial word that will be brought up in Sentence starters are there for them to answer the
their novels and many others they will be reading anticipatory set in a complete sentence.
throughout high school. I am talking about the N-word.
Students will get out a sheet of paper and answer the
following questions.

After students are done writing launch a class discussion.

Instructor will talk about their own discomfort with the
Instructor will display proper sentence frames in case
word. Instructor will ask them the following questions on
SPED or ELL students may need it:
the powerpoint to guide the conversation. Encourage
volunteers to share their thoughts, but do not put anyone
on the spot. Ultimately you will steer the conversation
towards the words appearance in school books including
the novel we will read.
Input/modeling: Ask for two students to hand out the
Gloria Naylors essay Meaning of a Word. There should
be a copy for each student in the class (120 copies total).
Tell the students that they will be reading this essay
independently. As they are reading They will be filling out
the graphic organizer in groups of four that will be decided
on their own to complete the task. The groups of four will
be assigned a box in the graphic organizer to fill. Here is
what the graphic organizer will look like:

Guided Practice: There will be an example for each box

filled in. instructor will go over the examples for any
clarification.

Collaborative Practice: As they are reading They will be

filling out the graphic organizer in groups of four. One
student will be filling in so the word means in this article.
the second student will fill in why is it important? the third
will do where is the word used and the last will do how
it connects with other words they will fill in by
communicating their answers to one another and discuss
as a table group how they will approach the word. They
will write down their answers as a group.

Independent practice: They will come to an individual and

classroom decision of how to approach the word. The
classroom will be holding each other accountable for this
word. That it is not used for any derogatory reasons.

Closure:When we are approaching the word we are to

take special caution of each individuals choice to skip
over the word if they feel uncomfortable saying it. For
homework read to page 40 with these questions in mind.

History is often considered to be made up of recorded

facts. In contrast, what important role might subjective
factors such dreams and fate play in history, according
to March? Trace the theme of wishes, dreams, and the
spirit of history during the course of the book (pp. 19,
2526).

When the alarm clock on page 13 goes off, in what ways

might it signify the end of a nightmare, or the transition
from a dream to a reality, in terms of national race
relations?

From:http://www.litlovers.com/reading-guides/14-non-fictio
n/9660-march-lewis?start=3

What is John Lewis motivation? In what ways does he

show this?

Title of the Lesson Week 1 day 2-3

March
Common Core Standard(s) ELA Standards
5. Analyze how an authors choices concerning how to
structure specific parts of a text (e.g., the choice of
where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall
structure and meaning as well as its aesthetic impact.
Learning Goal(s) - Content Objective(s) and
Language Development Objective
Content objective: Students will be able to discuss their
varied answers to the discussion questions in March with
consideration to their partners observable by partner
discussions.
Language objective: Students will be able to orally and in
writing justify their answers with evidence to prove their
answers measurable by writing in the TAXES format.
CA ELD Standard(s)
a) Explain ideas, phenomena, processes, and
relationships within and across texts (e.g.,
compare/contrast, cause/effect, themes, evidence-based
argument) based on close reading of a variety of
grade-level texts, presented in various print and
multimedia formats, using a variety of detailed sentences
and precise general academic and domain-specific words.
Assessment(s)
Informal Formative Assessment
Each student will be answering a question using the
TAXES structure format. They should have both questions
answers
Instructional Delivery and Strategies UDL strategies:
I will have a TAXES Graphic Organizer with listed
Anticipatory Set: students will have a sheet of paper out sentence frames in case they need help getting
for a quickwrite / bellwork. They will be answering the started.
following question:
Differentiation Strategies:
History is often considered to be made up of recorded During the reciprocal reading portion. Pair a Sped with a
facts. In contrast, what important role might subjective non- Sped. An English language learner with an English
factors such dreams and fate play in history, according speaking student.
to March? Trace the theme of wishes, dreams, and the
spirit of history during the course of the book (pp. 19, The graphic organizer will have the list of questions
2526). and the possible ways they can answer. If it needs to
be modified tell the student to answer 2 of the three or
Input/modeling: Students will get into groups of two and one question depending on modification.
reciprocal read (one person reads five pages then switch)
up to page (page 70 for day 2 & 110 for day 3) with these
following questions in mind. If they feel like they have
found the answer they will write it using the TAXES
format. Each student is responsible for answering one
question. Within those questions they ask three sub
questions. They are to answer each of those questions
using the taxes format (5 sentences per question) once
finished they will share their answers with their partner so
that they end up with both answers to the questions. Here
is the TAXES format:

T - Topic Sentence (a sentence that states the one point

the paragraph will make)
A - Assertion statements (statements that present your
ideas)
X - eXample(s) (specific passages, factual material, or
concrete detail)
E - Explanation (commentary that shows how the
examples support your assertion)
S - Significance (commentary that shows how the
paragraph supports the thesis statement) TAXES gives
you a formula for building the supporting paragraphs in a
thesis-driven essay.

Here are the following questions (day 2):

1. To practice a crucial skill when reading the memoir

form, identify and analyze the turning points in John
Lewiss life. Some of these the texts language
highlights for us, as in home never felt the same (p.
66), Jim Lawsons words signaling a way out (p. 78)
and my first arrest (p. 103). What would you add to
such a group? For example, is the attempt to transfer
to Troy State (p. 66) a turning point even if does not
work out? How do the authors use the visual layout of
their pages to emphasize important moments and
emotions (for example, by giving a large amount of
 space to a single image, up to a full page or splash
page)?

2. What role did economic factors play in the process of

desegregation? Specifically, if African Americans had
represented a far smaller part of the buying public, do you
think tactics such as boycotts and sit-ins would have been
as effective? (pp. 59, 8384, 9293, 96, 110) What
example of economic freedom early in March may have
inspired Lewis by providing a model of what racially
integrated commerce looks like in practice (pp. 42-45)?

Here are the following questions for (day three) :

1. Why might this trilogy be entitled "March"? How many

marches can you find depicted or mentioned in March:
Book One (front and back covers, pp. 59, 1920, 88,
9091, 96, 110, 116, 117)? Analyze the multiple
meanings, and connotations, of the word march with
respect to the how far weve come theme (p. 19) that
runs throughout the frame story. Specifically, how do the
actions of Lewis and his comrades exemplify the defining
characteristics of marching, such as being resolute,
unified, and steady? If the word is usually used to
describe the movement of an army, what is the
significance of nonviolent groups doing the same? Finally,
how might John Lewis line We have to march, in
response to the bombing of the Loobys house (p. 116),
signal the climax of the book?

11. How do the events depicted in March connect to your

life personally? Discuss with an older family member or
friend their memories of the early 1960s and the civil
rights movement. Alternatively, is there a modern-day
issue for which you might be willing to take a stand?
Would you use the same techniques as the Nashville
Student Movement, or a different strategy? Has reading
March changed your perspective, and if so, how?

Guided Practice: Instructor will have an example of how

the question should be answered. Keeping in mind that
they are to answer all parts of the question.

Collaborative Practice: They will be both speaking and

listening to one another while they read March. They will
also be determining when they need to pause to answer
the question which may involve re reading.

Independent practice: They will be individually reading out

loud five pages each. They will also be answering a
multi-layered question with detailed specific answers
using evidence when possible. Each answer
Closure:
Day 2: Students will be reading to page 80 with these
developing questions in mind.

3. In what ways do Lewiss religious background and

values influence his approach to the struggle for civil
rights as well as the movement as a whole (e.g., pp. 8,
2728, 56,)? Do you feel that love of ones attacker is a
requirement for effective nonviolent resistance (p.82), and
are there any signs of it in the book?

Day 3: Students will be reading until the end of the

book(Pgs 121). Students will be encouraged to take the
answers to these questions and use them for discussion
in the socratic seminar. For future reference, think about a
modern issue that people are using civil disobedience in
(similiar to March).

Socratic Seminar Week 1 - Day 4 & 5

Common Core Standard(s) ELA Standards CA ELD Standard(s)

RL 11-12 1.1 - Cite strong and thorough textual evidence
to support analysis of what the text says explicitly as well
as inferences drawn from the text, including determining
where the text leaves matters uncertain.
11-12.1.C.11.a - Justify opinions or persuade others by
making connections and distinctions between ideas and
texts and articulating sufficient, detailed, and relevant
textual evidence or background knowledge by using
appropriate register.

Learning Goal(s) Assessment(s)

Content Objective - Students will be able to cite evidence
from March to support their analysis of the socratic
seminar discussion questions.
Language Objective - Students will be able to justify their
analyses by making connections and using evidence from
the text.
Diagnostic (Formative)
1. Students will be assessed based on their participation
in during the socratic seminar.
2. Students will be assessed based on their completion of
the socratic seminar packet that will be turned in the day
of the seminar.
Instructional Delivery and Strategies UDL Strategies/Differentiation Strategies
Anticipatory Set: Gradual Release of Responsibility - On Day 4, the teacher
Day 4 - The teacher will play the following youtube video will provide a direct example to the students for the
that brings together a visual summary of the March story. socratic seminar. The students will then find examples in
The teacher will lead a brief discussion to summarize the partners, and finally on their own. In this way, the students
March novel and will inform the students that they will be are provided with a scaffolded approaching to answering
doing a Socratic Seminar tomorrow. the tasks that will be discussed in the Socratic Seminar.
Day 5 - Desks will be arranged in a large circle. Students
will take their seats, ready for the seminar. Graphic Organizer - The seminar packet will have four
Input/modeling: separate charts for each task to help the students fully
Day 4 - The teacher will pass out the Socratic Seminar answer each prompt. This will allow for the students to
packets and will walk the students through the instructions have well supported answers and be better prepared for
and four separate tasks/questions they will be required to the discussion. Additionally, it will allow for the students to
answer during the seminar tomorrow. have something to read off of and refer to as they verbally
Day 5 - The teacher will go over rules for the socratic discuss their analyses with the class.
seminar. The teacher will inform the students that they will
be going over all four tasks during the class period and Writing Supports (Sentence Starters) - The teacher will
the students will lead the discussion. provide sentence starters on both days. The teacher will
Guided Practice: provide EL and SPED students will sentence starters to
Day 4 - The teacher will provide an example to the help them write their analyses in the seminar packet.
students for Task 1 in the seminar packet. After the Additionally, the students will be provided with sentence
example has been presented and discussed, the teacher starters on the day of the seminar to help build verbal
will then inform the students to find a partner. discussions. These verbal sentence starters will include
Day 5 - The teacher will then allow the students to start things such as, I hear what you are saying, and I would
the seminar, beginning with the first task. The teacher will like to add, I agree and would like to add, I understand
predominantly allow the students to run the discussion your point, but have you considered, etc.
and will bring the group back on task as necessary.
Collaborative Practice:
Day 4 - The teacher will have the students work with a
partner to find an example for Task 1. This will be a timed
task that will be discussed after the allotted time period.
Day 5 - N/A
Independent practice:
Day 4 - Students will then have the remainder of the class
period to work on tasks 3-4. Students will work
individually.
Day 5 - During the last 5 ish minutes of class, the teacher
will end the seminar discussion and will have the students
begin a quick-write reflection. The teacher will ask the
students to include their overall thoughts and feelings
about the book and the discussions held in class.
Closure:
Day 4 - The teacher will stop the class about 5 minutes
before the bell and will inform the students that they must
finish the packet before the start of class tomorrow.
Students will need to come prepared, ready to discuss
and participate in the seminar.
Day 5 - The teacher will have the students turn in their
reflections and seminar packets at the end of the period.
Civil Disobedience Week 2, Day 1

Common Core Standard RS 6-12 #7 CA ELD Standard(s) -

CCSS.ELA-LITERACY.WHST.11-12.4
Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience.
10. Writing a) Write longer and more detailed literary and
informational texts (e.g., an argument about free speech)
collaboratively (e.g., with peers) and independently using
appropriate text organization and register.

Learning Goal(s) - Assessment(s)

Content Objective(s)
Students will be able to understand background and
examples of civil disobedience throughout history and use
this information to write about civil disobedience after
reading two texts from Thoreau and Gandhi.
Students will be assessed on their graphic organizers and
writing responses as a formative assessment. This will
help me gauge if students are understanding and
comprehending the topic of civil disobedience.

Instructional Delivery and Strategies UDL strategies

Anticipatory Set:
Journal prompt:
What does it take to make big societal changes
come about? For example, if you wanted to
institute a new rule saying that teachers in your
school would not be allowed to assign homework,
what would you and other students have to do?
Would this change happen easily? Would it take a
long time? What steps might you take in order to
get a new rule like this in place? Can an individual
make a difference?
Differentiation Strategies
-Provide an outline for the civil disobedience writing
response for struggling writers (including EL, RFEP,
and/or SN students).
-Provide vocabulary support for both texts to entire class
(UDL) but specifically to assist EL and RFEP students.
-Provide sentence frames for writing response for EL,
RFEP, and SN students.

After students have responded to this journal prompt,

open this up to a class discussion.

Guided Practice
What is Civil Disobedience?
Explain to students that throughout history, people
have felt so strongly about certain issues that they
broke the status quo and resisted their current
situation.

Pass out the following photos:

http://www-tc.pbs.org/wnet/african-americans-many-rivers
-to-cross/files/2013/11/Episode-3-Calculated-Acts-Introdu
ctory-Activity.pdf

Number the students in each group 1-4. They will

analyze their corresponding images. Ask students
to answer the following questions:
Do you know what this event is?
What do you think these people are
resisting or trying to change?
 What words would you use to describe
their actions?
Do you think they were successful in
making a big change happen? Why or
why not?
Students will answer these questions on their
graphic organizer and round table their responses
with their group members while they complete
their graphic organizers.

Collaborative Practice
Civil Disobedience by Henry David Thoreau + On
Civil Disobedience by Mohandas Gandhi.
Students will read these texts together as a group.
Students will compare and contrast the main
ideas of each text and each authors view of civil
disobedience.

Independent practice:
Continue with Civil Disobedience by Henry David
Thoreau + On Civil Disobedience by Mohandas
Gandhi.
Students will write a one-page writing response
about the common theme between the two texts.
Prompt: What was a common theme regarding
civil disobedience between the two texts? Use two
pieces of evidence, one from each text, to support
your claim

Closure:
If students did not finish writing response in class,
complete for homework.

Project Intro + Work Days Week 2, Day 2, 3, 4

Common Core Standard(s) ELA Standards: CA ELD Standard(s)

Analyze various accounts of a subject told in different
mediums (e.g.,
a persons life story in both print and multimedia),
determining which details are emphasized in each
account.
10. Writing a) Write longer and more detailed literary and
informational texts (e.g., an argument about free speech)
collaboratively (e.g., with peers) and independently using
appropriate text organization and register.
Learning Goal(s) - Content Objective(s) and
Language Development Objective
Students will be able to either interview someone who has
been affected by a civil rights issue, write a one-page
response to this interview, and create a comic-strip of that
experience.
-OR-
Students will research one person from present day who
is practicing civil disobedience. They will write a one-page
writing response about the person, the issue they are
protesting, and why its significant/is an example of civil
disobedience. They will create a comic-strip of this current
event.
Instructional Delivery and Strategies
Anticipatory Set:
2) Video + discussion
What do you think about the San Diego climate change
activists and their act of civil disobedience?
3) Video 2 + discussion
Does our community express disobedience to the state?
Explain your answer using evidence/examples.
4) Formative feedback
Input/modeling:
2) Explain Assessment and hand out prompts
3) review plot diagram
4) None
Guided Practice:
2) Interview Brainstorming Document
3) storyboarding graphic organizer
4) individual check-ins
Collaborative Practice:
2) Generate ideas together for current acts of civil
disobedience
Students can read the following articles to learn
more about current examples of nonviolent civil
disobedience:
NAACP protest Sessions
Standing Rock protest
Students protest curriculum change
3) student share out at table, then whole class
4) student share out at table, then whole class
Assessment(s)
Include assessment used, identify type (entry-level,
progress monitoring, or summative
Day 2 + 3
Formative - Exit Ticket - students will 1) summarize what
they accomplished
2) write what they wish they knew more about and
3) identify their next action
Day 3
Students are at least 50% done with assessment,
according to teacher evaluation.
Day 4
Students check in their work as completed
UDL strategies
Have students share with elbow partners, call on tables to
share, not volunteers (to encourage a variety of
participation)
VAK and multiple intelligences
Structured organizational tools for learners who struggle
to complete work.
Differentiation Strategies
Students will receive individualized feedback between day
3 and 4
Reading can be modified to accommodate a learner who
struggles with comprehension. Videos can be
emphasized.
Students may choose topic based on interests.
Sentence starters or specific prompts can be given to
students who struggle with responding in writing.
Independent practice:
Students will create to-do tickets at the beginning of each
work session and exit tickets at the end of each work
session. Students will work on their assessments
independently.
Closure:
Exit tickets
Critique + Revision
Common Core Standard(s) ELA Standards:
CCSS.ELA-LITERACY.WHST.11-12.5
Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific variety of extended written exchanges
purpose and audience.
Learning Goal(s) - Content Objective(s) and
Language Development Objective
Students will be able to improve the cohesion, structure,
and content of their writing response by revising their
written response and participating in peer editing.
Week 2, Day 5
CA ELD Standard(s)
2. Interacting via written English
Collaborate with peers to engage in a
and complex grade-appropriate writing
projects, using technology as
appropriate.
Assessment(s)
Include assessment used, identify type (entry-level,
progress monitoring, or summative
Students will complete a self-revision checklist as well as
a peer edit checklist. This will be an assessment for
themselves to ensure they have met the requirements of
the assignment. It will also help them to make any stylistic
changes as well.
Instructional Delivery and Strategies UDL strategies
Differentiation Strategies
Anticipatory Set:
N/A -Students who need sentence starters, outlines, or other
supports will be provided with those throughout the writing
Input/modeling: process.
I will model with students how to complete their
revision/critiques. I will go through the process so students -Peer editors will be paired according to ability level. (i.e.
are aware of expectations. an advance student with an English learner or a student
with an IEP)
Guided Practice:
As students begin to revise their writing responses and
complete the self-revision list, I will check in with students
and offer guidance and feedback as needed. Students will
complete their self-reflections and revisions.

Collaborative Practice:
Students will be paired with a partner to complete the
peer-edit checklist. Students will read their partners
writing response, utilize the checklist, and provide
constructive critiques about their partners writing
response (providing positive feedback as well as noting
areas of improvement)

Independent practice:
Allow students to revise their writing response
independently.

Closure:
Remind students of their presentation dates and tutorials
held after school for extra help with writing.

Watch the film Selma Week 3, Days 1-2

Common Core Standard RS 6-12 #7 CA ELD Standard(s) - Interpretative

Analyze various accounts of a subject told in different 11-12, 6. Reading/viewing closely
mediums (e.g., a. Explain ideas, phenomena, processes, and
a persons life story in both print and multimedia), relationships within and across texts (e.g.,
determining which details are emphasized in each compare/contrast, cause/effect, themes, evidence-based
account. argument) based on close reading of a variety of grade-
appropriate texts, presented in various print and
ELA Standards multimedia formats, using increasingly detailed sentences,
None and a range of general academic and domain-specific
words.
Learning Goal(s) - Assessment(s)
Content Objective(s)
After watching the film, students will be able to use their Notes that students must take during the movie that can
notes about the film to enhance their assessment. add value to their assessment.

Language Development Objective

Students will be able to write notes related to the film
which they can use on their assessment.

Instructional Delivery and Strategies UDL strategies

Anticipatory Set:
None
Guided Practice
Instructor will explain instructions and how students can
use the information from the film to enhance their
assessments which they will present later in the week.
Differentiation Strategies
-Instructor will turn on the subtitles feature so that students
may benefit from reading dialogue in case they cannot
hear or understand film.
-Instructor will provide IEP students with a transcript of the
film if necessary.

Collaborative Practice
None

Independent practice:
Students will watch film and take notes.

Closure:
Instructor will remind students that the next day in class
student will begin presenting their assessments.

Assessment Presentations Week 3, Days 3-4

Common Core Standard(s) SL 5 11-12 CA ELD Standard(s)

Make strategic use of digital media (e.g., textual, Grades 11-12 C. Productive 9. Presenting
graphical, audio, visual, and interactive elements) in Plan and deliver a variety of oral presentations and reports
presentations to enhance understanding of findings, on grade-appropriate topics that present evidence and
reasoning, and evidence and to add interest. facts to support ideas by using growing understanding of
register.
ELA Standards SL 5 11-12
Integrate multimedia and visual displays into presentations
to clarify information, strengthen claims and evidence, and
add interest.
Learning Goal(s) - Assessment(s)
Content Objective(s) Students will present their assessments to the class,
After working on their assessments for days and engaging instructor will use a rubric to assess student work.
with content related to the Civil Rights movement, students
will be able to present their choice assessment in front of
the class.

Language Development Objective

Students will be able to orally present their choice
assessment in front of the class.

Instructional Delivery and Strategies UDL strategies

Anticipatory Set: Differentiation Strategies
None
-IEP students or any other student who is unable to
Input/modeling present in front of the rest of the class may do so in front
Instructor will demonstrate how to operate technology that of a private audience with the instructor.
students may need to use for their presentations.
-Students may use notecards while on stage presenting
their assessment.
Guided Practice
None

Collaborative Practice
None

Independent practice:
Students will be presenting their assessments to the class.
Those watching must pay close attention and show
courtesy to presenters.

Closure:
At the end of each presentation students are encouraged
to ask questions, provide feedback, and applaud each
presenter.

Reflection on Unit - Analyze Song of the Era Week 3, Days 5

Common Core Standard(s) CA ELD Standard(s)

SL 11-12 #3
Evaluate a speakers point of view, reasoning, and use of
evidence and rhetoric, assessing the stance, premises,
links among ideas, word choice, points of emphasis, and
tone used.
ELA Standards
RI 11-12 #6
Determine an authors point of view or purpose in a text in
which the rhetoric is particularly effective, analyzing how
Grades 11-12 B. Interpretive
7. Evaluating language choices
Explain how successfully writers and speakers structure
texts and use language (e.g., speci c word or phrasing
choices) to persuade the reader (e.g., by providing
well-worded evidence to support claims or connecting
points in an argument in specific ways) or create other
specific effects, with moderate support.
style and content contribute to the power, persuasiveness,
or beauty of the text.

Learning Goal(s) - Assessment(s)

Content Objective(s)
After listening to the song and discussing the meaning
behind the lyrics, students will be able to write a 2
paragraph reflection on either the persuasiveness or the
beauty of the text.
2 paragraph reflection on either the persuasiveness of the
song or the beauty of the text analyzed in class. Students
have the remainder of the period to finish.

Language Development Objective

Students will be able to write a 2 paragraph reflection on
either the persuasiveness or the beauty of the text
analyzed in class.

Instructional Delivery and Strategies UDL strategies

Differentiation Strategies
Anticipatory Set:
Students will walk into class while Only a pawn in their -All students will be provided with a hardcopy of the lyrics
game - Bob Dylan plays in the background. to the chosen song.

Input/modeling -Students will have the opportunity to listen to the song

Instructor will explain the background of this song, when played by the artist and the choice to sing along if they
and by who it was written. choose.

Guided Practice -Class discussion following the reading of the song will
-Instructor will ask students to work with a partner to figure provide insight to certain nuances not known to the
out the meaning of the song. students.
-Instructor will ask students to listen to the song as it plays,
singing along is optional. -Students may take this assessment home to finish if more
-Instructor will lead class discussion on the meaning time is needed.
behind the song.

Collaborative Practice
-Students have the option of working with a partner to
figure out the meaning of the song.

Independent practice:
-Students are responsible for producing a 2 paragraph
reflection analyzing the persuasiveness or the beauty of
the song.

Closure:
Class will end with students turning in their reflection and
singing the song together.