5.2.3 Rosa Parks

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Instructional Sequence Unit Name: Taking a Stand Lesson 3 Number of days: Text(s): 5 “The Mother of the Movement”( Interactive Read Aloud pg. 83) Rosa Parks Mini Bio (youtube) http://www.youtube.com/watch?v=v8A9gvb5Fh0 Rosa Parks Interview http://www.achievement.org/autodoc/page/par0int‐
1# Written Communication Objectives: Students will write an opinion piece stating clearly their point of view in the introduction, include three or more reasons supported by facts and details in the body to support their position, and end with a concluding paragraph that sums up or restates the opinion presented. Prompt: What is your opinion of Rosa Parks, the stand she took in 1955 when she refused to give up her bus seat to a white man, and the affect she had on the Civil Rights Movement? Writing Standards: W5.1, W5.4, W5.5 Task Purpose Audience Pre‐Writing Outline your opinion piece Write your multi‐paragraph opinion piece Generate your opinion of Rosa and Her actions. Classroom peers Organize your opinion. Outline your introduction which includes your opinion, outline the body which includes your position/reasons/details, and outline your concluding paragraph which restates your opinion Classroom peers To transition from outline to prose. Classroom peers Oral Communication
Objectives: Students will present their opinion piece to their classmates and clearly speak/read at an understandable pace. Speaking and Listening Standards: SL 5.4a Comprehension and Collaborative ‐ activities/structures: Teacher led discussions, small group discussions, and partner discussions using Kagan Strategies. Presentation of Knowledge and Ideas – activities/structures: Students will present their opinion piece to their peers. Academic Language: Opinion, stand, civil rights, Civil Rights Movement, segregation, boycott Reading
Objectives: Students will close read and annotate “The Mother of the Movement.” They will discuss the poem’s imagery, figurative language, and meaning. *Make a photocopy of the poem for each student. *Annotation suggestions: have student highlight examples of imagery in one color and highlight examples of figurative language in a different color. Have students write notes on the margins of the poem. Reading Standards: RI 5.1, RI 5.2, RI 5.3, RI 5.6, RI 5.7, RI 5.8, RI 5.9 Text Dependent Questions Question Answer What are the main events from the beginning, middle, and the end of The poem begins with Rosa Parks working as a seamstress, next she the poem? boards the bus where she takes the first seat in the rear, is asked to move, takes a stand by refusing to give up her seat to any white man, and is arrested for refusing to move. Her decision to take a stand begins the Civil Rights Movement. What images does the poet, Carole Boston Weatherford, use to suggest that working for justice takes great effort? Rosa’s hands are referred to as small with slim fingers yet she wraps them around a plow and gives the stubborn old mule of segregation a slap. This image helps the reader visualize that even though she is small she can take a stand against laws that impose racial segregation from which “seeds of change can blossom.” What are some of the metaphors the author, Carole Boston Segregation is a stubborn old mule; in the soil of our heart the Weatherford, uses to create images in this poem? movement takes root; seeds of change blossom then bear fruit. Why did the poet make particular language choices? The author’s choice of words sets the tone, mood, and emotion for the poem. The images are realistic and harsh. What is the mood and feeling in the poem? In the beginning of the poem, the words describe Rosa as tired and weary, but as the poem progresses the words describe her as ready to take a stand in the fight against the laws of racial segregation. How does viewing the Rosa Parks Mini Bio contribute to your Have students explain how the video helped them understand the understanding of the poem? poem. How was Rosa exposed to the reality of segregation during her Rosa was exposed to the reality of segregation as a child because childhood? black children were prohibited from riding the school bus and as a result she had to walk to school every day. Manning Marable describes Rosa being put in a situation where she On December 1, 1955, Rosa got on the bus after leaving her needed to make a choice. Describe the situation and the result of her seamstress job in Montgomery, Alabama. She and three other black passengers boarded the bus. They were asked to give up their seats choice. What caused Rosa to take action? to a white male passenger. Rosa refused and was arrested. She was in a situation where she needed to make a choice and she chose to go against the laws of that time. Her actions launched the Montgomery Bus Boycott. After viewing the Rosa Park interview, summarize Rosa’s account of Rosa states that there is misinformation about the events that the events that occurred on December 1, 1955. occurred on that day. She did not seat in the front of the bus, but sat in a seat back of where the white people were seating. The driver referred to the seat as a front seat. When the driver asked Rosa to get up for a white male passenger, the bus driver informed her, he would have her arrested, and she told him that he may do that. Teacher Resources: Imagery Definition and Examples http://literarydevices.net/imagery/ Academy of Achievement ~Rosa Parks http://www.achievement.org/autodoc/page/par0int‐1 
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