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Civil Rights473392513716000-122872521336000Grade 313335009334500National Geographic Readers: Martin Luther King, Jr. by Kitson JazynkaSit-In: How Four Friends Stood Up By Sitting Down by Andrea Davis Pinkney and Brian PinkneyFreedom Summer by Deborah Wiles“Then we walk through the front door together.”Laura KingRE 4030Nora VinesPurpose In designing this unit, my main goal is for students to understand the impact that The Civil Rights Movement has on our lives today. To achieve this goal, the students will be focusing on three books to help them understand the issues of that time: Martin Luther King, Jr., Freedom Summer, and Sit-In, How Four Friends Stood up by Sitting Down. To begin this unit, we will read Freedom Summer as a class to introduce the topic and dive into an internet workshop researching specific individuals. This will provide the students with information that will help them interact actively and have an idea of how specific people can influence history. During their reading of Sit-In, How Four Friends Stood up by Sitting Down, students will complete a series of vocabulary activities. They will be working with Tier II words through many different activities to develop a deeper understanding of the definitions. They will also be working on comprehension-based lessons and assignments that allow them to actively engage in the texts. This will help them develop their reading, writing, and critical thinking skills. Once they have read multiple resources on the Civil Rights Movement, students will participate in shared writing. Students will use the information they have gathered to write a letter to the person they found most inspirational to them. Students will complete a two-voice poem on two subjects of their choosing. This will demonstrate their understanding of the Civil Rights Movement through this unit. Annotated ReferencesJazynka, K. (2012) Martin Luther King, Jr. Washington, D.C.: National Geographic Society. “Dr. King went all over the country giving speeches. He talked about injustice and civil rights. He made people think. He made people feel. And he asked people to join him in protests for change.”This book is an informational book put out by National Geographic Kids. It covers Martin Luther King, Jr.’s life up until his death. It is full of photographs so students can get a better image of who he was and what he accomplished in his short life. Pinkney, A. D., & Pinkney, J. B. (2010). Sit-in: How four friends stood up by sitting down. New York: Little, Brown and Company. “After weeks of sitting—when their backsides ached. After months of being still—when their feet fell asleep. After years of praying for laws to change. When they were so hungry for equality. The young people finally got what they ordered. It was worth the wait. It was served to them exactly how they wanted it—well done.”This book is based on the Greensboro Sit-ins 50 years ago. Four college students were peacefully protesting segregation at a lunch counter downtown. It demonstrates the importance of the actions we make and what they were trying to accomplish through this sit-in. The images are engaging and the book is full of recipe metaphors. Wiles, D., & Lagarrigue, J. (2005). Freedom Summer. New York: Aladdin Paperbacks.“I want to go to the Dairy Dip with John Henry, sit down and share root beer floats. I want us to go to the picture show, buy popcorn, and watch the movie together. I want to see this town with John Henry’s eyes.” Two children are friends despite their differences but they cannot participate in everything together. One child is white and the other is black. It simplifies segregation to a child’s point of view. Children will be able to relate regardless of color and might give them more of a reason to form their own opinion. This book is a great way to introduce the unit. Additional Texts Bridges, R. (1999). Through my eyes. New York: Scholastic Press.This book was written by Ruby Bridges herself. It is her story from her words. It had photographs in it so children can see who she was. It’s powerful to hear stories of struggles through the eyes of those who experienced them.Coleman, E., Cohn, S. B., Geter, T., & Albert Whitman & Company. (1996). White socks only. Morton Grove, Ill: A. Whitman.This book is about a little black girl who drinks from a fountain marked White’s Only. She thinks she can drink from it because she’s wearing her white socks. She is pushed off the fountain by an angry white mob and the African-American’s stand up for her mistake. Another great perspective of young minds during the segregation.Coles, R., & Ford, G. (1995). The story of Ruby Bridges. New York: Scholastic.Ruby Bridges was a first grader who was required by the law to attend an all-white school. She faced angry mobs of parents who refused to send their children to school with her and racism at the school itself. She was moved from Mississippi to New Orleans to attend school. She was a black first grader in the heart of racism. King, M. L. (2012). I have a dream. New York: Schwartz & Wade Books.This book is Martin Luther King, Jr.’s most famous speech. It was written into book format with amazing illustrations. It keeps younger children’s attention through the pictures while they hear his speech. Some copies come with a CD recording of him giving the speech.Levine, E., & Nelson, K. (2007). Henry's freedom box. New York: Scholastic Press.Henry’s freedom box is about a boy born into slavery. He does not have birthdays because slaves aren’t given birthdays. He is torn from his family to work in a warehouse. He grows up and marries but his family is again sold into slavery. He opens up a crate at the warehouse and makes a plan to mail himself to freedom. This is a story focused on the history that led to the Civil Rights Movement.Shelton, P. Y., & Colo?n, R. (2010). Child of the civil rights movement. New York: Schwartz & Wade Books.This book is about a young girl who grew up in the deep south. She is surrounded by activist family members. She watched and listened to the struggles and eventually joins her family in the historic march from Selma to Montgomery.?Weatherford, C. B., & Lagarrigue, J. (2007). Freedom on the menu: The Greensboro sit-ins. New York: Puffin.This story is from an eight year old girl’s perspective as she witnesses four college men protesting at the Woolworth’s counter in Greensboro. She joins the cause by making signs for protests since she’s too young to march. She’s an example of how you can help not matter how old you are. It’s a good resource for another perspective of the sit-ins. Internet Workshop Website Summer by Deborah WilesRead-aloudPart 1:Purpose: Making prediction and forming connectionsGather students together. Don’t let them see the cover of the book. The purpose of the discussion is to activate prior knowledge of the fact that everyone has not been able to go somewhere or play with someone because of their differences. Be careful with using examples. Be sensitive to students’ emotions and previous experiences.To start the discussion, use a personal example of when I couldn’t do something but something good happened to me or someone was really nice to me and made me feel better. (Not being able to go to the haunted house because I was too young, but my dad taking me to ride the cups.)Have you ever been excluded from something? Due to your age or ability level or where you live? How did it make you feel? Did something good happen to you instead? Were you able to do something else? Did someone come and help you or play with you?Post reading activity: 5 minute journal about why the boy in the book couldn’t go swim and what the other friend did to help. Pick a character and write a short journal about what you were thinking.Part 2:Common Core State Standards .3.RL. Reading Standards for LiteratureKey Ideas and DetailsRL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of eventsCraft and StructureRL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters..3.RF. Reading Standards: Foundational SkillsRF.3.4 Read with sufficient accuracy and fluency to support comprehension.3.4a Read grade-level text with purpose and understanding.RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary..3.SL. Speaking and Listening StandardsComprehension and CollaborationSL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.Presentation of Knowledge and IdeasSL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace..3.L. Language StandardsVocabulary Acquisition and Use L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).Internet Workshop This Internet Workshop will introduce you to people involved during the Civil Rights Movement. You are invited to explore information on the Internet. Take notes in your Writing Notebook. Come prepared to share your information at our workshop session.Goals: 1)“Introducing students to relevant background knowledge.” 2)“Developing specific content knowledge” (Frye, et al., 2010).Please answer the following questions:Go to the Web site listed on our blog: the timeline to explore Civil Rights events. List 3 major events.Next, List 2 people you have heard of before and 2 people you have not heard of. Navigate to on Ruby Bridges, Rosa Parks, Martin Luther King, Jr. and one of your choosing.Fill out the following Data Retrieval chart as you read about them individually.When and where were they born?What did they do in their life? What are they most known for? What relates to the Civil Rights Movement? Did they accomplish their goal? If so, how? What interests you in their life? Is anything surprising?FactsRuby BridgesMalcolm XMartin Luther King, Jr.Born (Year, location, etc.)How were they involved in the civil rights movement?Did they accomplish their goals?Interesting factsUse info from internet workshop-> Which person seemed the most interesting to you, could you relate? Sit-In: How Four Friends Stood Up By Sitting Down by Andrea Davis Pinkney and Brian PinkneyVocabularyWord and Page #Student-Friendly Definition and SentenceActivityAssessmentEager Pg. 2Showing an enthusiastic desire or interestSynonym/AntonymMultiple Choice;Go to the dentist, go to the zoo, go to the doctorJusticePg. 6The quality of being fair Have you everMatchingIntegrationPg. 17To combine slowlyWord NetworkMatchingMotivatedPg. 19Someone having a reason for doing somethingSynonym/AntonymCreate a sentenceLashPg. 20To strike someoneHave you everCreate a sentenceProtestPg. 24 To stand up against something, a complaintHave you everCreate a sentenceOpposedPg. 24To be against something, stand againstSynonym/AntonymMultiple choice; wanted to go home, didn’t want to brush your teeth, wanted to go to bedActivistPg. 27Someone who believes and stands up for a purposeWord NetworkMatchingTier II ActivitiesSynonyms and AntonymsSynonymWordAntonymEagerMotivatedOpposedHave you everDescribe a time you’ve seen justice being done.When might someone lash out at another person or object?How might someone protest something? Describe an event. Word NetworkWhat people, things, situations, or words come to mind when you think about the word integration?IntegrationWhat people, things, situations, or words come to mind when you think about the word Activist?ActivistTier II AssessmentFor the following sentences choose the correct vocabulary word that represents the sentence: Which would you be eager to do?Go to the dentistGo to the zoo Go to the doctorWhich would you be opposed to?Eating ice cream for dinnerBrushing your teethWatch movies all dayMatch the correct word with its definition:Word Bank!!Justice Activist Integrate___________ The quality of being fair___________ To combine slowly___________ Someone who believes or stands up for a purposeCreate 3 sentences using the following words:Motivated: Lash:Protest:2 Comprehension Mini LessonsCharacter Report Card: Read a few pages of the book and ask the class if they think the characters are showing any of the characteristics on our report card. Once they seem to get the hang out it, let them take it from there. They can take notes individually but compare as a group before the class comes together as a whole to discuss their character traits. Sit-In: Character Report CardAs you listen to Sit-in: How four friends stood up by sitting down, evaluate their character. Use the character traits in the chart to grade them. Example: if there is evidence from the book that the students were truly inspirational people in American History, you might consider giving them a grade of A. Provide examples from the text as support for your grade. The last box is left blank for you to identify a character trait.Inspiring ____Examples:Brave ____Examples:Patient _____Examples: _____Examples:Literature Circles while reading Sit-In; how four Friends stood up by Sitting Down by Andrea Davis Pinkney and Brian Pinkney. In groups of four, each person has a different role. After completing, students discuss what they wrote down as a table. Once the tables have had enough time to go through every job, come together as a class to discuss the different roles. Architect: Draws up blueprints of the building through prediction.As you read with your group, stop at appropriate points in the story to use prior knowledge and experience to make predictions. Ask questions and discuss together to infer and predict. Remember to justify your prediction. Make notes of pages and points where your group made predictions in the space below. Were your predictions correct? You will share with the whole group after small group reading. Job-inspector: “Get-it Goggles” help the inspector Clarify by attending to words and ideas.As you read with your group, highlight vocabulary words that may need further examination. Discuss with your group to create definitions or use resources (internet, dictionaries, each other) to find definitions. Also pay attention to passages or ideas that may need to be discussed for full understanding. Use the space below to make note of words and ideas your group focuses on.Electrician: Questions to keep the group “wired.”As you read with your group, stop to ask questions. Questions that prompt discussions (even if brief) will keep you and your group members active in reading the story. Record talking points in the space below. Bricklayer: Cements understanding by summarizing and connecting main ideas.After your group has read, sum up the events, main ideas and themes from the reading. Use your comments to encourage discussion within your group. Use the space below to take notes as you read and to take notes of the conversation. Comprehension AssessmentAfter having discussed the character traits of the students who sat down, the students should have a better basis for forming their ideas. Write a list of some major events that happened in the book to help remind students of some examples. This is a journal exercise to test comprehension of the book and also a way to see how they are progressing with their writing on a first draft. Low risk assignment.Students will write an opinion piece once they have finished reading the book. Display the following prompt on the board. “These students stood up for what they believe. Write an opinion piece about whether or not you think what they did was right. Use examples from the story to back up your reasoning. Do you think you would have been able to do what they did? Why or why not?” National Geographic Readers: Martin Luther King, Jr. by Kitson JazynkaInformational Reading Comprehension Strategy Mini-lessonAs a class, start creating a Venn Diagram comparing Martin Luther King, Jr. and Ruby Bridges based on the books and research we have done. (Even add sit-in college students if class is advanced or wanted to compare them also.) Once you have gotten them started as a class, let them finish the diagram at their tables and come together again as a class to compare. They will be turning the paper in. Comprehension AssessmentUse an example to show students what a wanted poster looks like. They can use paper bags as a background or simple printer paper colored in once they finish writing and drawing on it. Create a list as a class on the people in the book to help give students some ideas of who to create the poster of. They can use similar people in groups but everyone needs to create their own poster.Create a Wanted Poster for one of the people from National Geographic Readers: Martin Luther King, Jr. and make connections to the book.You will complete an artistic representation (drawing/illustration) of the character and then complete the following information for your character:WantedPerson’s nameWanted For…Physical DescriptionPersonalityInterestsMain Goal in LifeDislikesHang OutsSuspected WhereaboutsTime and Place Last SeenShared Writing for the UnitDiscussion of the people we’ve read about. What are their strengths and weaknesses? (Reference our internet workshop and Venn Diagram from MLK’s informational book.)Choose who was the most inspirational person as a class. Create a pro/con list on the board with facts we know (people for that person will help give pros and those who thought someone else was will help more with cons).As a class, write a letter to the person we choose as the most inspirational. Edit and revise as a group. Have students journal a draft and peer edit them. Once they have been edited by someone they trust, have them complete a final draft in class. Guidelines for Peer Editing:Upon the completion of the first draft:Revision is initiated by sharing the paper with a listener.Author reads the paper aloud while the listener reads along.Active listening is critical and the listener asks questions about what may be unclear.After the paper is read, the listener tells the writer what the paper is about and what he or she likes bests.Listener should be taught to comment on main ideas and important parts as wellNext the listener reads the paperAsks for help if something cannot be readAsk the questionsIs there anything unclear?Is there any portion in which more detail should be added?This is the step during which the partners can focus on a particular component (e.g. voice, word choice, etc).Partners discuss recommendations made by the listenerWriter’s Role as EditingStep 1: After revising draft, reread paper to check for any grammatical errors which they may find.Listener’s Role as EditingStep 1: Check the writer’s paper for errors in:SentencesCapitalsPunctuationSpellingStep 2: Share suggestions with the writer.Culminating ActivityUse this example to introduce two-voice poems to the class. After discussing different topics to compare as a class, let students group up in pairs to write their own poems. They can write them in their journals or bring it laptops for them to type them up. Add pictures to make them pretty and display their work around the room.Two-voice poemTwo events, two people, two years, two view pointsExample: Integration vs. Segregation Segregation SegregationIt tears us apart It keeps us apartIt makes us less valuable It keeps us safeIntegration IntegrationI hope I live to see it I hope I never see itI hope it comes true I hope it never happensDream DreamOne day we will be equals One day we’ll never be equalsOne day it will come true One day they’ll never seeALIGNMENT CHARTPrepare a chart with the CCSS Language Arts and Essential Standards for Social Studies items that relate to the activities in your unit for the specific grade level you chose (3, 4, 5, or 6).? Include all activities.Unit activityReading Literature Grade 3Students participate in a read-aloudRL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.Students complete an Internet workshop on civil rights activists3.H.1Understand how events, individuals and ideas have influenced the history of local and regional communities.3.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.). 3.TT.1.2 Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.).W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.Students complete Vocabulary assessment on Sit-InRL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.Students complete Character Report Card on Sit-InRL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of eventsL.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.3.H.1 Understand how events, individuals and ideas have influenced the history of local and regional communities.3.H.1.1 Explain key historical events that occurred in the local community and regions over time.3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions.3.H.2.2 Explain how multiple perspectives are portrayed through historical narrativesStudents complete Literature Circles on Sit-InRL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.Students complete a comprehension assessment by writing an opinion pieceRI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Students complete a Venn Diagram comparing MLK and Ruby BridgesRL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.3.H.2.2 Explain how multiple perspectives are portrayed through historical narratives.Students complete Shared Writing W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Students create a two-voice poem after completing a letter to an inspirational person in their Reading Notebook.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.Writing Grade 3W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.)3.H.1Understand how events, individuals and ideas have influenced the history of local and regional communities.3.H.1.1Explain key historical events that occurred in the local community and regions over time.3.H.1.2Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.3.H.1.3Exemplify the ideas that were significant in the development of local communities and regions.3.H.2.2Explain how multiple perspectives are portrayed through historical narratives ................
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