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

These assessments accompany this unit to help gauge student understanding of key unit content and skills.

Content Assessment

The Content Assessment pushes students to synthesize unit content knowledge or unit essential questions in writing. The Content Assessment should be used as the primary assessment because it shows mastery of unit content knowledge and standards. This assessment should take approximately one class period.

Cold Read Assessment

The Cold Read Assessment tests students' ability to comprehend a "cold" or unfamiliar passage and answer standards-based questions. The Cold Read Assessment can be given in addition to the Content Assessment as a pulse point for what students can read and analyze independently, a skill often required for standardized testing. This assessment should take approximately one class period.

Fluency Assessment

The Fluency Assessment allows teachers to monitor students' oral reading fluency progress with a reading passage drawn from one of the unit's core texts. The Fluency Assessment should be given at the end of a unit. Teachers should plan to pull students one-on-one to do this while the rest of the class is independently reading or writing. Find additional guidance for using this assessment and supporting reading fluency in Teacher Tools.

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

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

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

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

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

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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