Curriculum / ELA / 5th Grade / Unit 4: Young Heroes: Children of the Civil Rights Movement / Lesson 24

Young Heroes: Children of the Civil Rights Movement

Lesson 24

ELA

Unit 4

5th Grade

Lesson 24 of 25

The following assessments accompany Unit 4. For more guidance, see the Summative Assessments and Assessments Accommodations & Modifications Teacher Tools.

Content Assessment

The Content Assessment measures students' understanding of the unit's content knowledge and vocabulary. It should serve as the primary assessment for the unit.

Warm Read Assessment

The Warm Read Assessment measures students' ability to apply the Reading Focus Areas of the unit to comprehend a new text, topically or thematically related to the content of the unit. It may be administered in addition to the Content Assessment.

Fluency Assessment

The Fluency Assessment measures students' oral reading fluency with a passage drawn from one of the unit's core texts. See the Assessing Reading Fluency Teacher Tool for more guidance.

Download Fluency Assessment

Lesson 23

Lesson 25

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.

“Gwendolyn Patton, Pat Shuttlesworth, and Fred Taylor”

Standards

RI.5.2RI.5.3

progress
monitoring

progress
monitoring

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

Witnesses to Freedom — Chapter 2

Standards

RI.5.2RI.5.3

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

Witnesses to Freedom — Chapter 3

Standards

RI.5.8

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

“Ernest Green”

Standards

RI.5.8

progress
monitoring

progress
monitoring

Use the perfect verb tense to show when events occurred.

Caption This! Worksheet (G5, U4, L6)

Standards

L.5.1.bL.5.1.c

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.

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.

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

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

Witnesses to Freedom — Chapter 4

Standards

L.5.1.bRI.5.2RI.5.3

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.

“Chapter 1”

Standards

L.5.1.bRI.5.2RI.5.6

progress
monitoring

progress
monitoring

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

“Chapter 4”

Standards

L.5.1.bRI.5.6

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

“Chapter 7–8”

Standards

L.5.1.bRI.5.3RI.5.6

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.

“Chapter 1”
“Chapter 4”
“Chapter 7–8”

Standards

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

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.

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.

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.

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.

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

Standards

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

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.

Witnesses to Freedom — Chapters 5 and 6

Standards

L.5.1.bRI.5.2RI.5.8

progress
monitoring

progress
monitoring

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

Time Traveler Activity Cards (G5, U4, L15)

Standards

L.5.1.c

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.

Witnesses to Freedom — Chapter 7

Standards

L.5.1.cRI.5.2RI.5.8

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

Witnesses to Freedom — Chapter 8

Standards

L.5.1.cRI.5.3

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

Witnesses to Freedom — Chapter 9

Standards

L.5.1.cRI.5.3

progress
monitoring

progress
monitoring

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

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

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

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

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

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

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

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

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.

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.

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

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

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.

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.

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.

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.

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.

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

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