Curriculum / ELA / 5th Grade / Unit 4: Young Heroes: Children of the Civil Rights Movement / Lesson 33
ELA
Unit 4
5th Grade
Lesson 33 of 34
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Conduct a short research project that uses several sources to build knowledge of different aspects of a topic.
Rubric: Grade 5 Informational Writing Rubric
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Pick another event from the civil right’s movement to research. Create a report to teach others about the event.
Your report should include:
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RI.5.9 — Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
W.5.2 — Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.2.a — Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
W.5.2.b — Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.5.2.e — Provide a concluding statement or section related to the information or explanation presented
W.5.6 — With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
W.5.7 — Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.8 — Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Standards that are practiced daily but are not priority standards of the unit
L.5.1.b — Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
L.5.1.d — Recognize and correct inappropriate shifts in verb tense.
L.5.2.c — Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).
L.5.2.d — Use underlining, quotation marks, or italics to indicate titles of works.
L.5.2.e — Spell grade-appropriate words correctly, consulting references as needed.
L.5.3.a — Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
L.5.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
RI.5.7 — Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
SL.5.4 — Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.5.5 — Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
W.5.4 — Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1—3 above.)
W.5.5 — With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.5.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson 32
Lesson 34
Describe the racism and oppression Black people in the South faced on a daily basis.
RI.5.3
RI.5.3 RI.5.6
Writing
Defend if the children in this section share a similar or different point of view and understanding of the oppression of the time period.
RI.5.6 W.5.2.b
Summarize how and why Barbara Johns protested against segregation in her community.
RI.5.2 RI.5.3
Analyze the role that the nation’s courts played in the fight for civil rights.
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,”.
Explain how the author uses evidence and reasons to support the point that school desegregation required young Negroes with courage to face the challenges and dangers of mob resistance.
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.
Writing – 2 days
Synthesize and analyze details from multiple texts in order to deepen understanding of a topic.
RI.5.9 SL.5.1 W.5.2 W.5.2.a W.5.2.b W.5.2.e
Summarize the key events of the Montgomery Bus Boycott by determining a main idea and supporting details in order to summarize a text.
Identify the central idea the author conveys in this chapter and what the central idea reveals about the author’s perspective on segregation and social injustice.
RI.5.2
Compare and contrast Claudette’s account of what happened on March 2, 1955, with what is documented in the police report, as well as, explain why the author decides to include both versions.
RI.5.6
Explain what the quote reveals about the author’s point of view of Claudette and how the author supports his point of view.
RI.5.6 RI.5.8
Explain why Claudette and Rosa Parks were perceived differently by the community and if Claudette could have been the face of the movement.
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.
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.
RI.5.2 RI.5.3 RI.5.8
Explain what happened in Montgomery after the court decision was made and how different groups responded.
RI.5.3 RI.5.8
Debate
Debate if Claudette or Rosa 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.
RI.5.2 SL.5.1 SL.5.2 SL.5.3
RI.5.9 W.5.2 W.5.2.a W.5.2.b W.5.2.e
Narrative – 4 days
Write a poem that honors the life of Claudette Colvin or Rosa Parks by using details from across texts.
L.5.2 L.5.5 L.5.5.a W.5.3 W.5.3.a W.5.3.b W.5.3.d W.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.
Determine the main ideas the author is trying to convey about the civil rights movement in chapter 7 and describe how the author uses key details to support the main idea.
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.
Summarize the key events of the Road to Freedom by determining a main idea and supporting details in order to summarize a text.
Analyze why Sheyann ends with the statement “They had beaten us like we were slaves.”
Identify the central idea the author conveys and what the central idea reveals about the author’s perspective on segregation and social injustice.
RI.5.2 RI.5.6
Describe the real triumph of the march from Selma to Montgomery.
Explain why the author put the word “you” in italics and how it supports the author’s point of view and purpose for telling her story.
Analyze multiple accounts of the same event by noting important similarities and differences among the points of view they represent.
L.5.2.d RI.5.6 W.5.2.a W.5.2.b W.5.2.e
Discussion
RI.5.9 SL.5.1 SL.5.3 W.5.2
Assessment
Informative Writing – 5 days
RI.5.9 W.5.2 W.5.2.a W.5.2.b W.5.2.e W.5.6 W.5.7 W.5.8
Project
Synthesize information from the entire unit in order to create and execute a plan to fight injustice in your community.
RI.5.9 SL.5.1 SL.5.4 SL.5.5
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