Curriculum / ELA / 1st Grade / Alternate Unit 5: Movements for Equality / Lesson 19
ELA
Alternate Unit 5
1st Grade
Lesson 19 of 28
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Defend how Emmanuel shows that being disabled does not mean being unable.
Book: Emmanuel's Dream: The True Story of Emmanuel Ofosu Yeboah by Laurie Ann Thompson and illustrated by Sean Qualls
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How did Emmanuel show that being disabled does not mean being unable?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
What lesson did Emmanuel’s mother teach him from a young age? Why?
How did Emmanuel earn the respect of his classmates? Why was this important to him?
How was Emmanuel treated in Accra? How did it make him feel? Why?
What does it mean to be resilient? How does Emmanuel show that he is resilient?
Read the sentence from the text. “Emmanuel had a sharp mind, a bold heart, and one strong leg.” Why does the author include the adjectives “sharp,” “bold,” and “strong”? What do they show about Emmanuel?
Why did Emmanuel bike across Ghana? What was his message?
How did Emmanuel change the world?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
resilient
adv.
able to stand or recover quickly from difficult conditions
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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
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
Lesson 18
Lesson 20
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
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.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.
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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