Lesson 23 - Day 1 - Planning | The Civil Rights Movement | 5th Grade Language Arts

Lesson Map

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

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

Standards

RI.5.2RI.5.3

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 1 (G5, U5, L7)
Brainstorming Page 1 Sample Response (G5, U4, L7)
Two Paragraph Outline 1 (G5, U4)
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 1 (G5, U5, L7)
Brainstorming Page 1 Sample Response (G5, U4, L7)
Two Paragraph Outline 1 (G5, U4)
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 1 (G5, U5, L7) — Completed on Day 1
Two Paragraph Outline 1 (G5, U4) — 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 1 (G5, U4)
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 1 (G5, U4)
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

Standards

Lesson

Describe the racism and oppression Black people in the South faced on a daily basis.

Materials

Freedom's Children pp. 9–16

Standards

RI.5.3RI.5.6

Lesson

Debate if the children in the section would agree or disagree with the statement that “their courage made a difference not only in each of their individual lives, but for all the others who have followed,”.

Materials

Freedom's Children pp. 32–40

Standards

RI.5.3RI.5.6

Lesson

Explain what the quote reveals about the author’s point of view of Claudette and how the author supports his point of view.

Materials

Claudette Colvin — Chapter 6

Standards

RI.5.6RI.5.8

Lesson

Explain why Claudette and Rosa Parks were perceived differently by the community and if Claudette could have been the face of the movement.

Materials

Claudette Colvin — Chapter 7

Standards

RI.5.6RI.5.8

Lesson

Explain the tactics and strategies the Black community used to make the bus boycott a success and if all members of the community shared the same perspective.

Materials

Claudette Colvin — Chapter 8

Standards

RI.5.6RI.5.8

Lesson

Defend if Claudette’s actions did or did not prove that she was able to make a larger impact and that she could have been the “right” individual.

Materials

Claudette Colvin — Chapter 9

Standards

RI.5.2RI.5.3RI.5.8

Lesson

Explain what happened in Montgomery after the court decision was made and how different groups responded.

Materials

Claudette Colvin — chapter 10

Standards

RI.5.3RI.5.8

Lesson

Writing

4 days

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”
Poetry Brainstorm Template
Narrative Writing Rubric (G5)

Standards

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

Lesson

Determine the main ideas the author is trying to convey about the civil rights movement in chapter 8 and describe how the author uses key details to support the main idea.

Materials