Curriculum / ELA / Kindergarten / Unit 6: What is Justice? / Lesson 9
ELA
Unit 6
Kindergarten
Lesson 9 of 18
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Explain why Rosa Parks does not get up with the policeman asked her to.
Book: Rosa by Nikki Giovanni pp. 1 – 14
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Why does Rosa Parks not get up when the policeman asks her to?
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
What do we know about Rosa Parks so far?
What was the “evil custom” that Rosa has to follow?
Where did Rosa sit when she got on the bus? How was she feeling?
What happened when the driver asked Rosa and the others sitting in the neutral seats to move? How did everyone on the bus respond?
Close Read: What words does the author use to describe how the bus driver talks to Rosa? What does this show about him?
Close Read: What words does the author use to describe how Rosa talks to the bus driver? What does this show about her?
What was Rosa “tired” of?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
custom
n.
a way of doing something; it is specific to a place or time
neutral
adj.
not belonging to either side
threaten
v.
to tell someone that you want to harm or hurt them
unequal
not the same
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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 8
Lesson 10
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.
L.K.6 RI.K.3 RI.K.7 RI.K.8 SL.K.1
Explain how the whole community made the Montgomery Bus Boycott a success.
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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