Curriculum / ELA / 5th Grade / Unit 4: Young Heroes: Children of the Civil Rights Movement / Lesson 2

Young Heroes: Children of the Civil Rights Movement

Lesson 2

ELA

Unit 4

5th Grade

Lesson 2 of 25

Lesson Overview

Objective

Analyze the experiences of young people to explain how they felt about segregation and the challenges they faced in trying to speak out or take action.

Readings and Materials

Book: Freedom’s Children: Young Civil Rights Activists Tell Their Own Stories by Ellen S. Levine — pp. 5 (Gwendolyn), pp. 13–14 (Pat), pp. 35–36 (Fred)

Lesson Notes

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Resource: Unit Essential Questions Tracker (G5, U4)

Lesson Notes

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Lesson Map

Lesson

Summarize how and why Barbara Johns responded to the segregation in her community.

Materials

Witnesses to Freedom — Chapter 1
Unit Essential Questions Tracker (G5, U4)

Standards

RI.5.2RI.5.3

Lesson

Analyze the experiences of young people to explain how they felt about segregation and the challenges they faced in trying to speak out or take action.

Materials

Freedom's Children — pp. 5 (Gwendolyn), pp. 13–14 (Pat), pp. 35–36 (Fred)
Unit Essential Questions Tracker (G5, U4)

Standards

RI.5.2RI.5.3

Lesson

Analyze the role that the nation's courts played in the fight for civil rights.

Materials

Witnesses to Freedom — Chapter 2
Unit Essential Questions Tracker (G5, U4)

Standards

RI.5.2RI.5.3

Lesson

Explain how the author uses evidence and reasons to support the idea that school desegregation required courage.

Materials

Witnesses to Freedom — Chapter 3
Unit Essential Questions Tracker (G5, U4)

Standards

RI.5.8

Lesson

Explain how Ernest uses reasons and evidence to support the idea that you can do a lot more than you think you can.

Materials

Freedom's Children — pp. 41–46, 48–49
Unit Essential Questions Tracker (G5, U4)

Standards

RI.5.8

Lesson

Language

Use the perfect verb tense to show when events occurred.

Materials

Freedom's Children
Editing Checklist 1 (G5, U4)
Caption This! Worksheet (G5, U4, L6)

Standards

L.5.1.bL.5.1.c

Lesson

Writing

Overview

Synthesize and analyze details from multiple texts to deepen understanding of a topic.

Materials

Witnesses to Freedom
Freedom's Children
Brainstorming Page (G5, U5, L7)
Brainstorming Page Sample Response (G5, U4, L7)
Two Paragraph Outline (G5, U4, L23)
Two Paragraph Outline Sample Response (G5, U4, L7)

Day 1 - Brainstorming

Use different sentence types to craft engaging topic sentences.

Materials

Witnesses to Freedom
Freedom's Children
Brainstorming Page (G5, U5, L7)
Brainstorming Page Sample Response (G5, U4, L7)
Two Paragraph Outline (G5, U4, L23)
Two Paragraph Outline Sample Response (G5, U4, L7)

Standards

RI.5.9SL.5.1W.5.2W.5.2.aW.5.2.bW.5.2.eW.5.5

Day 2 - Drafting

Support main ideas by including relevant direct quotations.

Materials

Witnesses to Freedom
Freedom's Children
Brainstorming Page (G5, U5, L7) — Completed on Day 1
Two Paragraph Outline (G5, U4, L23) — Completed on Day 1

Standards

RI.5.9SL.5.1W.5.2W.5.2.aW.5.2.bW.5.2.eW.5.5

Lesson

Summarize the key events of the Montgomery Bus Boycott by determining a main idea and supporting details in order to summarize a text.

Materials

Witnesses to Freedom — Chapter 4
Unit Essential Questions Tracker (G5, U4)

Standards

L.5.1.bRI.5.2RI.5.3

Lesson

Identify the central idea the author conveys in this chapter and what the central idea reveals about the author's perspective on Jim Crow laws and Black resistance in Montgomery.

Materials

Claudette Colvin pp. 2–9 — Chapter 1
Editing Checklist 1 (G5, U4)
Unit Essential Questions Tracker (G5, U4)

Standards

L.5.1.bRI.5.2RI.5.6

Lesson

Compare and contrast Claudette's account with what is documented in the police report, and explain why the author includes both versions.

Materials

Claudette Colvin pp. 30–36 — Chapter 4
Editing Checklist 1 (G5, U4)
Unit Essential Questions Tracker (G5, U4)

Standards

L.5.1.bRI.5.6

Lesson

Explain the tactics and strategies the Black community used in Montgomery to help change laws.

Materials

Claudette Colvin — Chapter 7 (pp. 63–65, 67–69) & Chapter 8 (pp. 73–79, 81–83)
Editing Checklist 1 (G5, U4)
Unit Essential Questions Tracker (G5, U4)

Standards

L.5.1.bRI.5.3RI.5.6

Lesson

Discussion

Debate whether Claudette Colvin or Rosa Parks should be remembered as the hero of the Montgomery Bus Boycott and how the perspective from which history is told has influenced our point of view.

Materials

Claudette Colvin
Discussion Brainstorming Page 1 (G5, U4)

Standards

RI.5.2SL.5.1SL.5.2SL.5.3

Lesson

Writing

Overview

Write a poem that honors the life of Claudette Colvin or Rosa Parks by using details from across texts.

Materials

All unit texts
“Day 1: March 5, 1770: Crispus Attacks”
“Ruby Bridges' Brave Step”
Narrative Writing Rubric (G5)
Single Point Narrative Writing Rubric (G5, U4)
Poetry Brainstorming Template (G5, U4, L13)
Poetry Brainstorming Template Sample Response (G5, U4, L13)

Day 1 - Brainstorming

Brainstorm a theme, events, and key words before writing a poem.

Materials

All unit texts
“Day 1: March 5, 1770: Crispus Attacks”
“Ruby Bridges' Brave Step”
Single Point Narrative Writing Rubric (G5, U4)
Poetry Brainstorming Template (G5, U4, L13)
Poetry Brainstorming Template Sample Response (G5, U4, L13)

Standards

W.5.3W.5.3.aW.5.3.dW.5.5

Day 2- Drafting

Use rhyme to add meaning, tone, and beauty to a poem.

Materials

“Day 1: March 5, 1770: Crispus Attacks”
“Ruby Bridges' Brave Step”
Single Point Narrative Writing Rubric (G5, U4)
Poetry Brainstorming Template (G5, U4, L13) — Completed on Day 1

Standards

W.5.2.aW.5.3W.5.3.bW.5.3.dW.5.5

Day 3 - Drafting

Use figurative language to add meaning, tone, and beauty to a poem.

Materials

“Day 1: March 5, 1770: Crispus Attacks”
“Ruby Bridges' Brave Step”
Single Point Narrative Writing Rubric (G5, U4)
Poetry Brainstorming Template (G5, U4, L13) — Completed on Day 1
Poem drafts — Started on Day 2

Standards

L.5.5.aW.5.3W.5.3.aW.5.3.bW.5.3.dW.5.5

Day 4 - Revision & Editing

Use commas and punctuation to support the rhythm and meaning of a poem.

Materials

“Day 1: March 5, 1770: Crispus Attacks”
“Ruby Bridges' Brave Step”
Narrative Writing Rubric (G5)
Single Point Narrative Writing Rubric (G5, U4)
Poetry Brainstorming Template (G5, U4, L13) — Completed on Day 1
Poem drafts — Completed on Day 3

Standards

L.5.1.bL.5.1.cL.5.2W.5.5

Lesson

Determine the main ideas the author is trying to convey about the Civil Rights Movement in Chapters 5 and 6 and describe how the author uses key details to support the main idea.

Materials

Witnesses to Freedom — Chapters 5 and 6
Editing Checklist 1 (G5, U4)
Main Idea and Details Graphic Organizer (GK–5)
Unit Essential Questions Tracker (G5, U4)

Standards

L.5.1.bRI.5.2RI.5.8

Lesson

Language

Use verb tenses to accurately convey time or the sequence of events.

Materials

Editing Checklist 2 (G5, U4)
Time Traveler Activity Cards (G5, U4, L15)

Standards

L.5.1.bL.5.1.c

Lesson

Determine the main idea the author is trying to convey about the role young people played in the Civil Rights Movement in Chapter 7 and describe how the author uses key details to support the main idea.

Materials

Witnesses to Freedom — Chapter 7
Editing Checklist 2 (G5, U4)
Unit Essential Questions Tracker (G5, U4)

Standards

L.5.1.cRI.5.2RI.5.8

Lesson

Analyze how the activism of children and teens contributed to the successful passage of the Civil Rights Act.

Materials

Witnesses to Freedom — Chapter 8
Editing Checklist 2 (G5, U4)
Unit Essential Questions Tracker (G5, U4)

Standards

L.5.1.cRI.5.3

Lesson

Explain the connection the author is making between Sheyann Webb's experiences and the larger fight for voting rights.

Materials

Witnesses to Freedom — Chapter 9
Editing Checklist 2 (G5, U4)
Unit Essential Questions Tracker (G5, U4)

Standards

L.5.1.cRI.5.3

Lesson

Compare Lynda's and Sheyann's perspectives on Bloody Sunday, focusing on their experiences and perspectives.

Materials

Turning 15 on the Road to Freedom: My Story of the 1965 Selma Voting Rights March pp. 50–65
Editing Checklist 2 (G5, U4)
Unit Essential Questions Tracker (G5, U4)

Standards

L.5.1.cRI.5.6

Lesson

Identify the central idea of this section of text and how the author develops it using images and descriptive details.

Materials

Turning 15 on the Road to Freedom: My Story of the 1965 Selma Voting Rights March pp. 68–87
Editing Checklist 2 (G5, U4)
Unit Essential Questions Tracker (G5, U4)

Standards

L.5.1.cRI.5.2RI.5.6

Lesson

Explain the author's point of view and purpose for telling her story.

Materials

Turning 15 on the Road to Freedom: My Story of the 1965 Selma Voting Rights March — pp. 97–106 and 131–133
Editing Checklist 2 (G5, U4)
Unit Essential Questions Tracker (G5, U4)

Standards

L.5.1.cRI.5.2RI.5.6

Lesson

Discussion

Synthesize and analyze details from multiple texts to deepen understanding of a topic.

Materials

Turning 15 on the Road to Freedom: My Story of the 1965 Selma Voting Rights March
Witnesses to Freedom
Discussion Brainstorming Page 2 (G5, U4) — Keep for Lesson 23

Standards

RI.5.9SL.5.1SL.5.3W.5.2

Lesson

Writing

Overview

Synthesize and analyze details from multiple texts in order to deepen understanding of a topic.

Materials

Turning 15 on the Road to Freedom: My Story of the 1965 Selma Voting Rights March
Witnesses to Freedom
Discussion Brainstorming Page 2 (G5, U4) — Completed in Lesson 22
Two Paragraph Outline (G5, U4, L23)
Two Paragraph Outline Sample Response (G5, U4, L23)

Day 1 - Planning

Use different sentence types to craft engaging topic sentences.

Materials

Turning 15 on the Road to Freedom: My Story of the 1965 Selma Voting Rights March
Witnesses to Freedom
Discussion Brainstorming Page 2 (G5, U4) — Completed in Lesson 22
Two Paragraph Outline (G5, U4, L23)
Two Paragraph Outline Sample Response (G5, U4, L23)

Standards

RI.5.9SL.5.1W.5.2W.5.2.aW.5.2.bW.5.2.eW.5.5

Day 2 - Drafting

Include the most relevant part of a quotation to support the main ideas.

Materials

Turning 15 on the Road to Freedom: My Story of the 1965 Selma Voting Rights March
Witnesses to Freedom
Discussion Brainstorming Page 2 (G5, U4) — Completed in Lesson 22
Two Paragraph Outline (G5, U4, L23) — Completed on Day 1
Two Paragraph Outline Sample Response (G5, U4, L23)

Standards

RI.5.9SL.5.1W.5.2W.5.2.aW.5.2.bW.5.2.eW.5.5