- Author: Author: Chad Moorhead
- Topic: Text
Factors for Informational or Non Fiction Texts
- Grade Level: 4th
- Common Core Standard(s):
CCSS.ELA-LITERACY.RI.4.3 Explain events, procedures, ideas, or concepts in
a historical, scientific, or technical text, including what happened and
why, based on specific information in the text.
- Lesson Objective: Students will be able to explain the historical events that lead to the Civil Rights movement, including what happened and why based on specific information in the
text.
- Lesson Materials:
Rosa by Nikki Giovanni, computers, laptops, internet to research Civil
Rights topics, paper pencils
Instructional
Lesson Methods and Assessment
Anticipatory
Set
- Ask the students if they have ever felt something was not fair or they could change the way things were done.
- Have the students Turn and Talk to their partner about something they think is not fair or something they think should be changed.
- Allow the students one minute to discuss this with their partner.
- After the one minute is up, I will call on 3 partners to share out what they discussed.
- Then, I will call on Sally, Susie, and Bobby to stand up.
- I will then ask the class, "Would it be fair, for the rest of the school year, if I treated these students better than I treat everyone else?" (Students should respond, No)
- Next, I will say that there was a time in the United States where people were treated differently because of the color of their skin.
- Next, I will display a picture displaying whites only/blacks only water fountains.
- Next, I will say that in the 1950's African Americans were treated different from white people.
- Then, I will say, "One woman, named Rosa Parks, did not think this was fair and because of her the Civil Rights Movement began."
- I will then define what the Civil Rights Movement was and tell the students that we are going to learn how Rosa Parks helped set that movement into motion.
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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2.1 Define vocabulary and symbols
I defined vocabulary by giving the definition of Civil Rights. 3.1 Provide or activate background knowledge I provide the students by providing a picture of a segregated water fountain |
To provide varies ways to respond, I ask the students to turn and talk to their partners. I call on students and ask open responses.
I provide books on tape for the
students.
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Authenticity is given in the form of the picture of the segregated water fountain from the time period being discussed.
I foster collaboration by asking students to confer with their buddies.
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Introduce and Model New
Knowledge
- I will introduce a short video about Rosa Parks. I will explain that the video includes parts of a movie about Rosa Parks life and real pictures of Mrs. Parks
- After the video, I will tell students that Rosa did not know when she got on the bus to go home one night that she would change history.
- The story I am going to read will tell you a little about Mrs. Parks, what happened that day, and the events that transpired because of her actions.
- I will introduce the book Rosa to the students.
- Before I read, I will introduce the following vocabulary words from the story:
- Boycott- a groups refusal to do business or have any dealings with a certain organization.
- Seamstress- someone who makes or mends clothes
- I will the book displayed under the document viewer so the entire class will be able to view from their seats.
- I can also enlarge the font on the viewer to help students that may be visually impaired.
- Then, I will also pause and have the students to do a one minute essay. The question will be, how you think the other African Americans felt when they saw that Rosa was not giving up her seat?
- Do you think they were fearful? Or do you think they were proud? and why?
- After the one minute timer goes off, I will draw 3 Popsicle sticks out and ask those students to share what they wrote.
- After the 3 students share what they wrote, I will tell them that we are going to watch an interview and hear Rosa's account of what happened.
- After the video, we will have a short discussion then I will have students get into their research groups.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
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I use the document viewer to display the story book for all students to see from their seats.
I define the vocabulary words, seamstress and boycott before reading the text.
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5.3 Provide ways to scaffold practice and performance
I scaffold performance by asking students if think the bus passengers were fearful or proud of Rosa not getting up from her seat. |
7.2 Enhance relevance, value,and authenticity
I enhance authenticity by showing pictures of the real Rosa Parks and by showing the students the interview of her. |
I highlight critical features by providing an interview from Rosa Parks after reading the story book.
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Guided
Practice
- Students will be broken in 3 groups.
- Each group will be given a topic taken from the book to research.
- I will provide each group with one website to help them get started.
- One group will research Rosa Parks.
- One Group will research the Montgomery Bus Boycott.
- One Group will research Dr. Martin Luther King, Jr..
- Each group will be required to use 3 sources.
- Each group will be required to include 6 facts and 1 must come from each source.
- The students will be give students 20 minutes to research and 3 minutes to present their findings to the class.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
|
Allow students to listen to the videos from the websites provided.
|
Students
will be navigating different websites.
4.3 Integrate assistive technologies Students will be allowed to use computers to research their topic. |
Students
are required to work cooperatively in groups.
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Independent
Practice
- After the presentations, I will tell the students that I want them to think about what it would be like in Montgomery right after Rosa Parks was arrested.
- I will then tell them that I want them to make a pamphlet based on the events after Mrs. Parks' arrest.
- I will then instruct students to take a a sheet of paper and I will model two ways to tri-fold the paper.The two ways are shown below
- I will then give the students allow the students to choose a topic they want to make a pamphlet on.
- The first choice is a pamphlet supporting the bus boycott.
- On this pamphlet students must give 3 reasons to support the boycott one on each fold.
- Each fold must also include a fact supporting the reason listed.
- The second choice is a scenario.
- It has just been announced that Dr. Martin Luther King will be coming to town to talk about the boycott.
- There should be 3 pieces of information. One on each fold.
- The first page should include the what. What is Dr. King coming to town for? Do not just list the event, be specific.
- Page two should list the who. We know it is Dr. Matin Luther King,Jr, but give a mini-biography to help people learn who he is.
- The last fold will list the where and win.
- We have learned when Rosa Parks was arrested, so the date should be after that.
- Students can make up a name for a building the event would be held in and the time for the event.
- The pamphlets will be take up for a possible classroom display.
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
3.3 Guide information processing
I state clearly what should be included in the pamphlets. |
6.1 Guide effective goal setting
Goals are defined by listing what is expected on each pamphlet. |
Students are given the choice of which pamphlet they would like to create.
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Wrap-up
- I will tell students that sometimes one voice can change the world.
- Rosa Parks probably never thought she would change the world just by doing what she thought was right.
- I will then ask the students to remember when they talked to their buddies about what they felt was wrong.
- Is what you felt wrong just something you do not like? Or is it something that is wrong for a lot of people.
- If it is wrong for a lot of people, do you have the courage to try to change it?
- Remember it only take one person to be the first to speak up.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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3.4 Support memory transfer
I will ask the students to remember back to the beginning of the lesson. |
9.3 Develop self assessment and reflection
I have the students think about if they feel something is wrong and if they would the courage to stand up. |
Assessment
Formative
Formative
- On an exit ticket, students will tell why the Civil Rights movement occurred and what events helped put it into motion.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
3.4 Support Memory and Transfer
Students will have to recall the information that they have been exposed to during the lesson. |
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Brain Network
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UDL Principle
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Recognition Networks
“What”
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I. Multiple Means
of Representation ensures that the Recognition networks of students are
supported
Specific
UDL Accommodations (1.1 – 3.4)
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Strategic
Networks
“How”
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II. Multiple Means of Action and
Expression ensures that the Strategic networks of students are supported
Specific UDL Accommodations (4.1 – 6.4)
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Affective Networks
“Why”
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III. Multiple Means of Engagement
ensures that the Affective networks of students are supported
Specific UDL Accommodations (7.1 – 9.3)
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