Lesson 7 - Day 1 - Brainstorming | 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

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

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.

Materials

Claudette Colvin — Chapter 4

Standards

RI.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

Discussion

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.

Materials

Claudette Colvin

Standards

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

Lesson

Writing

2 days

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

Materials

Claudette Colvin

Standards

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

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”
“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 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

RI.5.2

Lesson

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.

Materials

Witnesses to Freedom — Chapter 7

Standards

RI.5.2

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