Curriculum / ELA / Kindergarten / Unit 6: What is Justice? / Lesson 10
ELA
Unit 6
Kindergarten
Lesson 10 of 18
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Explain how the whole community made the Montgomery Bus Boycott a success.
Book: Rosa by Nikki Giovanni p. 15 — to end
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Rosa Parks inspired the Montgomery Bus Boycott, but she could not have done it alone. How did the whole community make the bus boycott a success?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
How does Jo Ann Robinson respond to the news that Rosa Parks was arrested?
What action did the women take? Why?
How did people feel when they saw the posters? Why?
The people boycotted the bus. What does that mean? Give two examples.
The author says that everyone was proud of their “nonviolent movement.” What does it mean that it was nonviolent?
What decision did the Supreme Court make? Why was it important?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
vicious
adj.
cruel or violent on purpose
injustice
n.
not just or fair
boycott
purposefully not buying or working with a person or organization
nonviolent
using peace rather than force to make change
inspire
v.
to make someone want to do something
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L.K.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
RI.K.3 — With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.K.7 — With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
RI.K.8 — With prompting and support, identify the reasons an author gives to support points in a text.
SL.K.1 — Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
Standards that are practiced daily but are not priority standards of the unit
RI.K.1 — With prompting and support, ask and answer questions about key details in a text.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
Lesson 9
Lesson 11
Identify reasons to support the author’s point that all are welcome.
L.K.6 RI.K.7 RI.K.8 SL.K.1
Explain two reasons the author includes to support the idea that “Beneath the skin we all look alike. You and Me.”
L.K.6 RI.K.2 RI.K.7 RI.K.8 SL.K.1
Explain what the author means that children come in all colors of the earth.
Explain two reasons why the author says, “Each of us grows in our own way.”
Writing
Create an All About Me poster to highlight key aspects of identity.
L.K.1 L.K.2 W.K.2 W.K.5 W.K.8
Retell what happened in The Other Side.
L.K.6 RL.K.2 RL.K.3 SL.K.1
Explain how segregation impacts Joe and John Henry’s friendship.
Explain how life changed for Black people in the South after the civil rights movement.
Explain why Rosa Parks does not get up with the policeman asked her to.
L.K.6 RI.K.3 RI.K.7 RI.K.8 SL.K.1
Explain why Martin Luther King Jr. was important.
Explain how people came together during the March for Freedom.
RI.K.3 RI.K.7 RI.K.8 SL.K.1
Explain how Minnie and her sister showed courage.
Describe the dreams that Martin Luther King Jr. had.
RI.K.3 RI.K.7 RI.K.8 RI.K.9 RI.K.9 SL.K.1
Explain what it means to Be a King.
Writing – 2 days
Write about what you can do to Be a King.
Discussion
Discuss the unit essential questions.
SL.K.1 SL.K.3 SL.K.5 W.K.8
Assessment
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