Curriculum / ELA / 1st Grade / Alternate Unit 5: Movements for Equality / Lesson 17
ELA
Alternate Unit 5
1st Grade
Lesson 17 of 28
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Analyze how and why Jennifer participated in the disability rights movement.
Book: All the Way to the Top: How One Girl's Fight for Americans with Disabilities Changed Everything by Annette Bay Pimentel and illustrated by Nabi Ali
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Why did Jennifer become an activist for disability rights? Give two examples of how Jennifer participated in the disability rights movement.
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Questions about the text that will help guide the students understanding
What challenges does Jennifer face when she goes to school? How does she respond?
How does Jennifer feel when she goes to the strategy meeting? Why does she feel that way?
What word can be used to describe Jennifer? Why?
What is the Americans with Disabilities Act (ADA)? Why did it not get approved?
What happens when Jennifer and other people with disabilities get to the capitol steps? Why?
What words can be used to describe Jennifer? Why?
How does the Capitol Crawl help get the ADA passed?
Did life change for Jennifer after the ADA is passed? Why or why not?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
motivated
v.
to be interested or excited in doing something
passionate
adj.
showing strong feelings or strong beliefs
accessible
if something is accessible, it is able to be used, entered, or reached
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RI.1.3 — Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.1.8 — Identify the reasons an author gives to support points in a text.
Standards that are practiced daily but are not priority standards of the unit
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).
RI.1.1 — Ask and answer questions about key details in a text.
RI.1.4 — Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.1.10 — With prompting and support, read informational texts appropriately complex for grade 1.
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
Next
Defend why Alan was thankful for his stutter and how it helped him find his passion.
Explain why Elizabeth was bold and unstoppable.
Standards
L.1.6RI.1.3RI.1.8
Analyze and explain why Shirley Chisholm was a trailblazer.
RI.1.3RI.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.1.3RI.1.8RI.1.9RI.1.9
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.bL.1.1.dL.1.1.gL.1.1.jW.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.1.2RI.1.8RI.1.9RI.1.9
Defend if a young person can or cannot be an activist.
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.bL.1.1.dL.1.1.gL.1.1.jL.1.2.aL.1.2.cW.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.1.3RI.1.8RI.1.9
Explain what the LGBTQ+ flag represents and why it is important.
L.1.1.dL.1.1.dL.1.1.gL.1.1.jW.1.2
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.1.3RI.1.7
Explain why the author titles the book We Are Water Protectors.
RI.1.2RI.1.8
Explain how the Standing Rock Sioux Tribe fought for justice.
RI.1.2RI.1.3RI.1.8RI.1.9
Write a paragraph explaining what steps you can take to be a water protector in your own community.
Discuss unit Essential Questions.
L.1.6SL.1.1SL.1.2SL.1.6
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
Edit and publish a piece of writing from earlier in the unit. Share and present writing with classmates and school community members.
L.1.1L.1.2SL.1.2SL.1.6W.1.5W.1.6
4 days
Write a research report on one of the people you read about in the unit.
L.1.1L.1.1.aL.1.1.jL.1.2L.1.6SL.1.1SL.1.6W.1.2W.1.5W.1.7W.1.8
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