Lesson 23 - Day 2 - Drafting | 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

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

“Gwendolyn Patton, Pat Shuttlesworth, and Fred Taylor”

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

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

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

“Ernest Green”

Standards

RI.5.8

Lesson

Language

Use the perfect verb tense to show when events occurred.

Materials

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.

Day 1 - Brainstorming

Use different sentence types to craft engaging topic sentences.

Materials

Brainstorming Page (G5, U5, L7)
Brainstorming Page 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

Brainstorming Page (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

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

“Chapter 1”

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

“Chapter 4”

Standards

L.5.1.bRI.5.6

Lesson

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

Materials

“Chapter 7–8”

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

“Chapter 1”
“Chapter 4”
“Chapter 7–8”

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.

Day 1 - Brainstorming

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

Materials

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

Poetry Brainstorming Template (G5, U4, L13) — Completed on Day 1

Standards

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

Day 3 - Drafting

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

Materials

Poetry Brainstorming Template (G5, U4, L13) — (Completed on Day 1)

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

Poetry Brainstorming Template (G5, U4, L13) — (Completed on Day 1)

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

Standards

L.5.1.bRI.5.2RI.5.8

Lesson

Language

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

Materials

Time Traveler Activity Cards (G5, U4, L15)

Standards

L.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

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

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

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

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

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

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

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.

Day 1 - Planning

Use different sentence types to craft engaging topic sentences.

Materials

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

Discussion Brainstorming Page 2 (G5, U4) — (Completed in Lesson 22)
Two Paragraph Outline 1 (G5, U4) — (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

Lesson

Assessment

Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.

Lesson

Writing

Overview

Synthesize information across multiple sources to convey the main idea about different historical figures.

Day 1 - Brainstorming

Synthesize details to craft a topic sentence that introduces a big, thematic idea.

Materials

Brainstorming Page (G5, U4, L25)
Two Paragraph Outline 2 (G5, U4, L25)
Two Paragraph Outline Sample Response (G5, U4, L25)
Brochure Template 1 (G5, U4, L25)
Brochure Template 2 (G5, U4, L25)

Standards

RI.5.9W.5.2.aW.5.2.bW.5.2.eW.5.8

Day 2 - Drafting

Use a text structure and signal words that match the information in a paragraph.

Materials

Brainstorming Page (G5, U4, L25) — (Completed on Day 1)
Two Paragraph Outline 2 (G5, U4, L25) — (Completed on Day 1)
Two Paragraph Outline Sample Response (G5, U4, L25)

Standards

RI.5.9W.5.2.bW.5.2.cW.5.2.eW.5.8

Day 3 - Drafting

Include appropriate background information in the introduction section and leave readers with a final takeaway in the conclusion.

Materials

Brainstorming Page (G5, U4, L25) — (Completed on Day 1)
Two Paragraph Outline 2 (G5, U4, L25) — (Completed on Day 1)

Standards

RI.5.9W.5.2.aW.5.2.e

Day 4 - Revision & Editing

Rearrange sentences so that the writer's ideas are clear and logical to the reader.

Materials

Revision Handout (G5, U4, L25)

Standards

L.5.1.cW.5.4W.5.5

Day 5 - Publishing

Elaborate on main ideas by adding supporting text features.

Materials

Brochure Template 1 (G5, U4, L25)
Brochure Template 2 (G5, U4, L25)
Brochure Sample Template (G5, U4, L25)

Standards

SL.5.4SL.5.5W.5.6

Young Heroes: Children of the Civil Rights Movement

Lesson Overview

Objective

Readings and Materials

Lesson Map

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