Curriculum / ELA / 1st Grade / Alternate Unit 5: Movements for Equality / Lesson 10
ELA
Alternate Unit 5
1st Grade
Lesson 10 of 28
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Defend if a young person can or cannot be an activist.
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Can a young person be an activist? Defend why or why not using details from the books you have read about the civil rights movement.
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L.1.1.b — Use common, proper, and possessive nouns.
L.1.1.d — Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
L.1.1.g — Use frequently occurring conjunctions (e.g., and, but, or, so, because).
L.1.1.j — Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
W.1.1 — Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Standards that are practiced daily but are not priority standards of the unit
L.1.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.1.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
SL.1.1 — Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups
W.1.6 — With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.1.7 — Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).
W.1.8 — With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Lesson 9
Lesson 11
Explain why Elizabeth was bold and unstoppable.
L.1.6 RI.1.3 RI.1.8
Analyze and explain why Shirley Chisholm was a trailblazer.
RI.1.3 RI.1.8
Analyze what Kamala was passionate about as a child and what it shows about her.
Explain why the author titles the book Kamala Harris: Rooted in Justice.
RI.1.3 RI.1.8 RI.1.9 RI.1.9
Discussion & Writing – 2 days
Write an opinion piece explaining how the world would be different if the women had not fought for women’s rights.
L.1.1.b L.1.1.d L.1.1.g L.1.1.j W.1.1
Identify Clara Luper’s four steps for nonviolence and explain why each step is important.
Describe Clara Luper and her students.
Explain how the actions of the four friends influenced others.
Analyze what we can learn from the children who marched in the Birmingham Children’s Crusade.
RI.1.2 RI.1.8 RI.1.9 RI.1.9
Explain how Clara proved that she had grit.
Explain the role that Carlitos and his mama played in the Justice for Janitors movement.
RI.1.3
Write a letter to Clara Lemlich or Carlitos explaining why they appreciate them.
L.1.1.b L.1.1.d L.1.1.g L.1.1.j L.1.2.a L.1.2.c W.1.1
Explain why the Stonewall Inn is an important part of the LGBTQ+ movement.
Determine why Harvey Milk was an influential part of the LGBTQ right’s movement.
RI.1.3 RI.1.8 RI.1.9
Explain what the LGBTQ+ flag represents and why it is important.
L.1.1.d L.1.1.d L.1.1.g L.1.1.j W.1.2
Analyze how and why Jennifer participated in the disability rights movement.
Defend why Alan was thankful for his stutter and how it helped him find his passion.
Defend how Emmanuel shows that being disabled does not mean being unable.
Create a poster to educate the school community about the disability rights movement.
Explain what message Nokomis and the Mother Earth Walkers were trying to spread and what we can learn from them.
RI.1.3 RI.1.7
Explain why the author titles the book We Are Water Protectors.
RI.1.2 RI.1.8
Explain how the Standing Rock Sioux Tribe fought for justice.
RI.1.2 RI.1.3 RI.1.8 RI.1.9
Write a paragraph explaining what steps you can take to be a water protector in your own community.
Discussion
Discuss unit Essential Questions.
L.1.6 SL.1.1 SL.1.2 SL.1.6
Assessment
Writing – 2 days
Edit and publish a piece of writing from earlier in the unit. Share and present writing with classmates and school community members.
L.1.1 L.1.2 SL.1.2 SL.1.6 W.1.5 W.1.6
Informative Writing – 4 days
Write a research report on one of the people you read about in the unit.
L.1.1 L.1.1.a L.1.1.j L.1.2 L.1.6 SL.1.1 SL.1.6 W.1.2 W.1.5 W.1.7 W.1.8
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