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Maniac Magee: A 5th Grade Literacy Focus Unit

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Parker Swanson

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FEATURED SELECTION

Maniac Magee by Jerry Spinelli. Published by Little, Brown Young Readers (1990), 5th grade level.

When a 12 year old boy named Magee has his life changed drastically by losing his parents in a trolley accident, an important journey begins. After moving in with his aunt and uncle, he decides to run away because they fight too often. He ends up in the town of Two Mills, a town divided into two ends, segregated by race. The first friend he makes is Amanda Beale, a black girl who is Magee’s age, and shares his thirst for knowledge. When Magee adds hitting home runs off of the town’s best pitcher, John McNab, to his list of feats, the other boys of the town begin trying to force him out of their neighborhood. Amanda takes Magee home with her so he can be safe from the boys, and he has a new home. While at first the people of the town are very skeptical of a white boy living with a black family, Magee is successful in bringing black and white people together, by forcing interactions.

RELATED MATERIALS

Martin’s Big Words: The Life of Dr. Martin Luther King, Jr. by Doreen Rappaport. Published by Hyperion Books for Children (2001), 3rd grade level.

This books explains how the country was segregated before the Civil Rights Movement and what one man decided to do about it. It relates to the featured selection by showing how one persons actions can have a large influence on other people.

Through My Eyes by Ruby Bridges. Published by Scholastic Trade (1999), 5th grade level.

Before schools were integrated, black and white children could not attend school together and faced segregation much like the town of Two Mills. In 1960, a six-year-old black girl broke that barrier and was the first to break that barrier, and this story is told through her eyes.

“I Have a Dream” Speech by Dr. Martin Luther King, Jr. (1963) found at

.

The speech is one of the most memorable from the United States Civil Rights Movement, and describes the hopes and dreams he had for a truly united country.

John Lewis in the Lead: A Story of the Civil Rights Movement by Jim Haskins. Published by Rowman & Littlefield (2004), 4th grade level.

The book tells the stork of John Lewis, a black man who idolized Dr. King, and once he graduated high school, he became one of the “Big Six” of the Civil Rights Movement. He has since been elected to the U.S. Congress, representing Georgia.

Knowing Your Civil Rights by Christin Ditchfield. Published by Children’s Press (2004), 3rd grade level.

The book determines the differences betweens wants and needs, with emphasis on the concepts of fairness and equity. Key aspects of United States democracy is focused on and rights of citizens are explained, as well as ideas for what people can to do to influence public policy decisions.

If a Bus Could Talk: The Story of Rosa Parks by Faith Ringgold. Published by Aladdin Paperbacks (2003), 3rd grade level.

On Marcie’s way to school, a bus does talk. She learns about the Civil Rights Movement, and the contribution Rosa Parks made. The books show how women played an important role in gaining civil rights for all.

Film: “Remember the Titans” written by Gregory Allen Howard, released in 2000.

This true story is set in 1971 when suburban schools in Virginia began to integrate black students and white students into the same school, something that had previously not been done. The school football team’s coaching position is given to Herman Boone, a powerful leader who helps bring the team, and the community together.

Song: “We Shall Overcome” by Charles Tindley (1903), performed by Pete Seeger in 1960. Found at



The song portrays the emotions of those who have faced discrimination and hope to overcome it. The song gives hope and courage to those who wish for equality.

Remember: The Journey to School Integration by Toni Morrison. Published by Houghton Mifflin Company (2004), 5th grade level.

The author has created fictional dialogue, questions and comments that correlate to the pictures that are featured in the book, allowing the reader to gain insight on what it may have been like to have lived during the time. The book gives the reader an idea of what it was like to live during the Civil Rights Movement and how black people were treated. 

Ida B. Wells Barnett: A Voice Against Violence by Frederick and Patrick McKissack. Published by Enslow Publishers (2001), 5th grade level.

The authors have created a biography Ida B. Wells, a woman journalist who promoted civil rights for women and other minorities during the Civil Rights Movement. Also a founder of the NAACP, Wells was a strong leader guiding people peacefully towards equality.  

GOALS

-Students will examine the character of Magee in order to gain an understanding of what it takes to bring a segregated community together.

-Students will gain a better understanding of the Civil Rights Movement that occurred in the United States, especially the strengths of the leaders involved and the obstacles they had to overcome.

-Students will examine the effects of discrimination on individuals.

-Students will compare and contrast discrimination in today’s world with discrimination in the 50s and 60s.

-Students will examine and describe different events and conditions that happened to make people stand up for their rights, and how they went about doing it.

-Students will consider the effects of non-violent resolution.

Standards

Social Studies

Standard 2

Civics and Government

Students will identify main components and characteristics of the United States government. They will identify and explain key ideas in government from the colonial and founding periods that continue to shape civic and political life.

5.2.6 Identify and give examples of individual rights in the Bill of Rights.

Standard 5 — Individuals, Society, and Culture

Students will identify individuals and groups that have contributed to the development of the United States, investigate the way that individuals and groups cooperate to adapt to the environment and resolve conflicts, and examine the challenges faced and the contributions made by various cultural groups to American society.

3. Read fiction and nonfiction stories about conflicts among and between groups of people at different stages in the formation of the United States and give examples of how these conflicts were resolved.

Language Arts

Standard 2

READING: Comprehension and Analysis of Nonfiction and Informational Text

Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 5, in addition to regular classroom reading, students read a variety of nonfiction, such as biographies, books in many different subject areas, magazines and periodicals, reference and technical materials, and online information.

3. Recognize main ideas presented in texts, identifying and assessing evidence that supports those ideas.

4. Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

Standard 3

READING: Comprehension and Analysis of Literary Text

Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List (doe.state.in.us/standards/readinglist.html), which illustrate the quality and complexity of the materials to be read by students. At Grade 5, students read a wide variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, songs, plays, and other genres.

5.3.2 Identify the main problem or conflict of the plot and explain how it is resolved.

UNIT PLAN

Pre-reading:

- The students will watch the film “Remember the Titans.” The movie demonstrates what segregation was before schools were integrated. While segregation may seem ridiculous today, many people felt integration what ridiculous until the 1970s. The class will look search for reasons that led to a call for integration, and what actions people took to try to alleviate segregation. The class will discuss what segregation was, when it was most prominent in the United States, and what actions were taken to bring the nation closer together.

- Key concepts and vocabulary we will be looking at will be: segregation; discrimination; integration; racism; non-violent protesting; leadership; courage; equality.

- Introduce Maniac Magee by Jerry Spinelli by giving a book talk about it. Explain how it is similar to “Remember the Titans” because it deals with segregation, and a community unites despite their differences, because they learn to appreciate one another for other reasons.

Reading:

- The teacher will read the first several chapters to the students, modeling what is expected (highlighting and making note of important or confusing sections of the book, or important or confusing words). The students will also be taking the book home with them to read select chapters, in which they will also record answers to questions, ask questions, make connections, find difficult/interesting vocabulary, list feelings or summarize those chapters in a journal specifically designated to the book. They will have to time to read and perform the same activities as they do at home with small groups at school as well. Struggling readers can work with the teacher during group time at school, taking turns reading along with the teacher, as well as listening to the teacher. I may try to work a bit ahead with these students so there are fewer chapters to struggle through for them at home.

Responding:

- The students will write in their reading journals designated for the unit for each section/chapters of the book assigned.

- The students will participate in grand conversations on a daily basis to express their feelings, concerns, questions, and general comments about the book, as well as making sure that everyone understands the story.

Exploring:

- The following words will be added to the word wall and discussed in relation to the book: Segregation; Protest; Leadership; Courage; Integration; Peace.

- Students will use at least 3 of the words in each of their daily journal entries for the book, and all of the words need to be used at least twice by the end of the week.

- Select passages will be reread to expand on topics discussed in grand conversations.

- Minilessons will be used to incorporate the related materials. A lesson about the lives and work of Dr. Martin Luther King, Jr., John Lewis, Rosa Parks will be taught. Discussions about what life was like for children growing up during that time will be had, using the story of Ruby Bridges. Children will also look at the basic rights of a U.S. citizen, and how they apply to all citizens.

- Aside from reading and writing in their journals, children will write a poem about how segregation makes them feel, will use peaceful conflict managing skills to solve problems through acting out skits, learning the song Charles Tindley's gospel song "We Shall Overcome."

- Discuss Jerry Spinelli and how he attended Gettysburg College. Then discuss the Battle of Gettysburg, and relate it to Herman Boone’s statement in “Remember the Titans” when he says “This is where they fought the battle of Gettysburg. Fifty thousand men died right here on this field, fighting the same fight that we are still fighting among ourselves today.” What did he mean by that statement?

Applying:

- Students can choose from a variety of projects to expand the book. They could choose to write a biography on a Civil Rights leader, create a newspaper with articles from events from the 50s, 60s, or 70s that relate to actions taken for Civil Rights, write a motivational speech encouraging peace and equality, write a song pertaining to civil rights, or research a current civil rights issue and write a brief research paper about it.

- Students will then present their projects to the class.

Time Schedule:

|Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

| | | | | |

|Brainstorm/ |chpt 7-8 in class in groups,|chpt 11-12 in class in |Teacher reads chpt 15-16 in |chpt 19-20 in class in |

|Vocabulary/ |Discussion, |groups, |class. Discussion/ |groups. Discussion/ |

|Introduce Civil Rights | |Discussion, |Discuss Dr. MLK Jr. |Discuss Rosa Parks. |

|Movement. |chpt 9-10 for tomorrow | | |Skits about peaceful |

|Watch “Remember the Titans” | |chpt 13-14 for tomorrow |chpt 17-18 for tomorrow |resolutions. |

|Introduce book and teacher | | | |Begin projects |

|reads chpt. 1-2 in class, | | | | |

|read chpt. 3-4 in small | | | |chpt 21-26 for Monday. |

|groups, | | | | |

|5-6 for tomorrow | | | | |

|Begin journals that they | | | | |

|will record for each | | | | |

|assigned reading | | | | |

|Day 6 |Day 7 |Day 8 |Day 9 |Day 10 |

| | | | | |

|Teacher reads chpt 27-29 in |chpt 33-35 in class in |chpt 37-39 in class. |chpt 43-45 in class. |Discussion/ |

|class. |groups. |Discuss John Lewis and |Discussion/ |Discuss Spinelli/ |

|Library for projects. |Discussion/ |current civil rights. |“We Shall Overcome” |Boone’s reference to Battle |

| |Discuss Ruby Bridges. Poem |Library for project. |In class project work. |of Gettysburg. |

|chpt 30-32 for tomorrow |on feelings about | | | |

| |segregation. |chpt 40-42 for tomorrow |Finish book for tomorrow |Presentations half in A.M., |

| | | |(46) |half in P.M. |

| |chpt 34-36 for tomorrow | | | |

ASSIGNMENT CHECKLIST

Journal entries during unit

Skit – Peaceful conflict resolution

Poem – feelings about segregation

Project

Ideas for Focus Unit Taken from





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