1. SIOP Lesson Plan Outline- Concept Attainment Lesson: Segregation/Desegregation

Date: 02/01/2012 Grade/Class/Subject Fourth Grade Social Studies

Unit Theme: Civil Rights Movement

Standards: Civics-Government Standard Benchmark 2: The student understands the shared ideals and diversity of American society and political culture.1. The student defines shared ideals across regions in the U.S )the right to vote, freedom of religion and speech).

Lesson Objectives:

Content Knowledge: By the end of the lesson, ESOLs will:1. Define the term segregation. 2. Define the term desegregation. 3. Give examples of both segregation and desegregation.

Language Objectives: By the end of the lesson, ESOLs will demonstrate increasing proficiency in the performance of the following functions and their forms:

Function (in –ing form, eg. “Retelling a story” )

Form(grammatical term and/or example, eg. “Past Tense: ‘The boy went to see his

grandfather;’”)

1) Differentiating between verb and noun, -tion form. (segregate vs. segregation.)

Present tense form, for defining new vocabulary.

2) Making connections. Compound sentences, connecting words, expressing opinion.

Vocabulary Objectives: By the end of the lesson, ESOLs will demonstrate an understanding of the following vocabulary words:

Content Vocabulary (new vocabulary to be explicitly taught that is

critical to an understanding of the content)

Academic Vocabulary(vocabulary that may need to be taught or emphasized

that is critical to participation in academic

tasks, such as “categorize”,

Cohesion Words(vocabulary that may need to be taught or emphasized

that link concepts in meaningful ways, such as

conjunctions and time

“list”, describe”) markers)

SegregationDesegregationDiscriminationEqualitySeparate

DefineDescribeIllustrateListExplain

ProbablyI thinkIn my opinionTherefore

Special Cross-Cultural Considerations for ESOLs: Students from different cultures may or may not have similar historical backgrounds where minority groups were segregated from the majority. They may not be familiar with the history of the Civil Rights Movement.

Materials: Paper for each group of students, and pictures that represent the concept being taught.

Lesson Sequence (This may be adjusted as necessary to accommodate unique lesson plan features)MOTIVATION: (Describe how you will build background and the specific strategies that you will use to ensure the participation of ESOLs.)

Begin the lesson with the silent word web on the word “segregation” and review what was discussed the previous day. For this lesson, each student will choose a partner. Participation will be monitored by each group member having a specific job. One group member will be the recorder, another the presenter. To begin this lesson, the teacher will write the word “desegregation” up on the board. The teacher will state that he/she needs help defining this new word. He or she will present this problem to the class:“Every night I go on a walk with my dog around town. I love walking around town. I get to see all of the new shops and restaurants that open up. Lately I have been noticing something different around town that people are calling “desegregation.” I was wondering if you could help me figure out what the change is that I have been noticing around town and what this new word means.”

PRESENTATION: (Describe the specific techniques you will use to make your presentation of new material comprehensible to ESOLs, to provide opportunities for interaction through appropriate questioning, and to assess whether or not ESOLs are “getting it”.)

Using pictures to present these new vocabulary terms and definitions will help to make the material more comprehensible to ESOLs. These students may not be familiar with these concepts in their native language, but presenting it with pictures instead of simply defining the words will give them a clearer understanding of their meaning. In addition, allowing students to work with partners will provide them with opportunities to interact with their classmates. To assess whether students are comprehending the material, the teacher would collect their definitions and grade them for accuracy. Having all of their definitions available and their corrections will also show the teacher how well they are grasping the material.PRACTICE/APPLICATION: (Describe the activities you will use to allow for meaningful interaction and practice using ALL language skills, the strategies you will use to ensure full participation by ESOLs, and the techniques you will use to assess their success in the activities.)

1. First, show the students a picture of the segregated water fountains. Tell them that this is what you used to notice around town. Show them a picture of the single water fountain and say that this is what you are now noticing around town. 2. The students will discuss what they think a good definition for the change is with their partners. The recorder should write their first definition, then the presenter from each group will share their definition with the class. 3. Next, show the students the picture of an all white class. Tell that them that this is before the change. Show the students a picture of a desegregated class. Tell them this is what you noticed after the change. The students should discuss with their partners and modify their definition so that it fits the new information. The recorder should write the new definition below their original definition on their piece of paper. The presenter should share their new definition with the class. Allow the students to modify their own definitions after the discussion if they want.

4. Finally, show the class the picture of the segregated class picture. Say that this is what you used to notice. Show them a desegregated class picture and say that this is a change that you noticed. 5. Have the class revise their definitions one last time. Have each student write the definition on their individual piece of paper.6. When the class has a definition that fits what desegregation is reveal the following definition:

noun

the elimination of laws, customs, or practices where different races, groups, etc., are restricted to specific or separate public facilities, neighborhoods, schools, or organizations.

Pictures:

EXTENSION: (Describe additional follow-up activities you will use with ESOLs to address any areas that you deem need further explanation or practice to ensure their mastery of the content and language objectives.)

Discuss the term “segregation” that was introduced to the class the previous day, and how it is different from the word desegregation. Then explain to the class that these terms don’t just apply to race, but to all kinds of people and situations. Then, ask the students to respond to the following question in their Social Studies journals: What does segregation and desegregation mean? Where have you seen or felt this in your life before? Students may share their responses with a partner or with the class, or they may choose to keep their responses private. Encourage students to use illustrations to accompany their journal entries. ESOL students may write in their native language if they feel more comfortable.

Assessment: I will assess student understanding of these terms by formally reviewing their responses in their journal entries, and informally observing their class participation and responses during discussion.