Intermediate Guided Reading Lesson Plan Title: Genre: Rosa Parks: My Story by Rosa Biography Parks with Jim Haskins ISBN: 0-590-46538-4 Literacy Core Objective: 40050-07 Standard VII: Comprehension. Students understand, interpret, and analyze narrative and informational grade level text. Text Structure: Narrative Content Core Objective: 5th Grade Social Studies Standard V: Students will address the causes, consequences and implications of the emergence of the United States as a world power. “I Can Statements” - Essential Questions: ELL Strategies: Students reading at this level are likely to be quite fluent speakers of English although they may need more support with idioms, expressions, vocabulary, and multiple meaning words. This will affect their ability to draw conclusions and infer from the text. Encourage these students to use sticky notes or a notebook to jot questions they have while reading to be discussed/clarified at the guided reading table during the following session. What impact did the social and political movements of the 20th century have on the United States? Informational Level: U Enduring Understanding: Purpose for reading Assess the impact of social and political movements in recent United States history. Who were the "winners" and who were the "losers" in the Civil Rights Movement? Other ELL strategies can be found at http://coe.sdsu.edu/people/jmora/pages/4x4acti vity.htm and tailored to the individual needs of your students. Before Reading Vocabulary: Tier 2 Vocabulary Words are high frequency words that are found across a variety of domains. At a minimum, provide student-friendly explanations that tell what a word means in everyday connected language. A wide range of vocabulary resources are available at http://t4.jordan.k12.ut.us/cbl/index.php?option=com_content&task=view&id=40&Itemid=35. boycott harassment segregated hostility reproach Activate/Build Prior Knowledge: Assess what students already know about the Civil Rights Movement. They have probably heard of Martin Luther King, Jr., Rosa Parks, and Ruby Bridges. If not, provide them with background knowledge. Remind them that even though the Emancipation Proclamation was signed in 1862 it was another hundred years before these activists sought equal rights for blacks. Some would say that the fight for equal liberties continues today. Comprehension Strategy: Questioning During Reading Using appropriate Guided reading strategies, students will be reading at their own pace and teachers will be listening to students read, monitoring, giving feedback, taking anecdotal notes and running records. Attend to Comprehension Within, Beyond, & About the text. After Reading Have students write at least one question for each section of the book they read and bring those back to the Guided Reading table to discuss. There is a lot of information packed into this book about the history of the Civil Rights Movement and by using a question/answer format for your after reading discussion you will be able to assess what the students understand about this period in US History. Attend to Comprehension Within, Beyond, & About the text: Content Core Integration:(Science, Soc. St., Math, etc.) Assessment: Activities: Students will write a compare/contrast paragraph or essay about the “winners” and “losers” in the bus boycott. Interactive compare/contrast writing lesson at http://www.readwritethink.org/materials/comp contrast/ Compare/contrast chart at http://www.ehow.com/how_2224749_compare -contrast-essay-using-chart.html See http://teacherlink.ed.usu.edu/tlresources/units/Byr nes-famous/Preview023.html for an entire unit on the Civil Rights Movement which includes Martin Luther King, Jr. and Ruby Bridges as well as Rosa Parks. Another resource is http://teacher.scholastic.com/rosa/ Compare/contrast rubric http://www.readwritethink.org/lesson_images/l esson275/compcon_rubric.pdf *Not all activities will be done in each lesson. Some lessons may take multiple days to complete. However, all students should be reading each time you meet.