Curriculum / ELA / 1st Grade / Alternate Unit 5: Movements for Equality / Lesson 9
ELA
Alternate Unit 5
1st Grade
Lesson 9 of 28
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Analyze what we can learn from the children who marched in the Birmingham Children’s Crusade.
Book: Let the Children March by Monica Clark-Robinson and illustrated by Frank Morrison
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What can we learn from the children who marched in the Birmingham Children’s Crusade?
Upgrade to Fishtank Plus to view Sample Response.
Questions about the text that will help guide the students understanding
What did Dr. Martin Luther King Jr. suggest? How did people respond? Why?
Who will participate in the march? Why? Do you think this is a good decision?
How did the children feel when they were marching? Tell multiple feelings that the children were having.
How were the children treated when they were marching? How did they respond?
How did the narrator and the other children respond when they were jailed? What does this show about them?
What does the illustration show? Why does the author include this illustration?
How did the children of Montgomery use their feet, voices, and courage to make change?
How did the march change the children’s life?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
burden
n.
a duty or problem that causes hardship, anxiety, or sadness.
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
RI.1.2 — Identify the main topic and retell key details of a text.
RI.1.8 — Identify the reasons an author gives to support points in a text.
RI.1.9 — Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
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.1.3 — Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.1.6 — Distinguish between information provided by pictures or other illustrations and information provided by the words 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 if a young person can or cannot be an activist.
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.
RI.1.2RI.1.8RI.1.9RI.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.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
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.1.3RI.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
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free