Rosa Parks My Story

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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.
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