Curriculum / ELA / 5th Grade / Unit 4: Young Heroes: Children of the Civil Rights Movement / Lesson 8
ELA
Unit 4
5th Grade
Lesson 8 of 34
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Explain how Ernest uses reasons and evidence to support the idea that you can do a lot more than you think you can.
Book: Freedom’s Children: Young Civil Rights Activists Tell Their Own Stories by Ellen S. Levine pp. 41 – 49
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Ernest ends with the following advice.
“You really do have the ability to do a lot more than either you’ve been told or you’ve been led to believe by your surroundings. If given the opportunity, you’d be surprised at how much you can do, and how much you can achieve.”
What reasons and evidence does Ernest include to support this advice?
Upgrade to Fishtank Plus to view Sample Response.
Questions about the text that will help guide the students understanding
Describe Ernest’s attitude and understanding about going to Central High.
Ernest describes integrating Central High as “no day at the beach.” What does he mean by this?
Explain the relationship between the paratroops and the Little Rock Nine’s ability to enter Central High. Would they have been able to enter without them?
Why did conditions in the school go from being “tranquil” to “trench warfare”?
Ernest says their “nonviolence was an act of logic.” Do you agree or disagree?
What happened to white kids who tried to speak out against the segregationists and the way they were treating the Little Rock Nine?
On page 48, Ernest says that it “was a war of nerves, endurance.” What does he mean by this statement? Do you agree or disagree?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
RI.5.8 — Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
Standards that are practiced daily but are not priority standards of the unit
L.5.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
RF.5.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.4 — Read with sufficient accuracy and fluency to support comprehension.
RI.5.1 — Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.4 — Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
RI.5.10 — By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4—5 text complexity band independently and proficiently.
SL.5.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
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.
Next
Synthesize and analyze details from multiple texts in order to deepen understanding of a topic.
Describe the racism and oppression Black people in the South faced on a daily basis.
Standards
RI.5.3
RI.5.3RI.5.6
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.5.6W.5.2.b
Summarize how and why Barbara Johns protested against segregation in her community.
RI.5.2RI.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
2 days
RI.5.9SL.5.1W.5.2W.5.2.aW.5.2.bW.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.5.6RI.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.5.2RI.5.3RI.5.8
Explain what happened in Montgomery after the court decision was made and how different groups responded.
RI.5.3RI.5.8
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.5.2SL.5.1SL.5.2SL.5.3
RI.5.9W.5.2W.5.2.aW.5.2.bW.5.2.e
4 days
Write a poem that honors the life of Claudette Colvin or Rosa Parks by using details from across texts.
L.5.2L.5.5L.5.5.aW.5.3W.5.3.aW.5.3.bW.5.3.dW.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.5.2RI.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.dRI.5.6W.5.2.aW.5.2.bW.5.2.e
RI.5.9SL.5.1SL.5.3W.5.2
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
5 days
Conduct a short research project that uses several sources to build knowledge of different aspects of a topic.
RI.5.9W.5.2W.5.2.aW.5.2.bW.5.2.eW.5.6W.5.7W.5.8
Synthesize information from the entire unit in order to create and execute a plan to fight injustice in your community.
RI.5.9SL.5.1SL.5.4SL.5.5
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free