Writing assignment 4

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Writing Assignment Unit 4

Stacy M. Thompson

Department of Education, Belhaven University

REA/617: Content Area Literacy

Dr. Levy

July 18, 2021

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Daily Lesson Plan

Content Area Literacy Unit Plan

DAY 1

Resources and description of lesson activities

Text set item(s) used in the lesson

Bridges, R. (1999). Through My Eyes. Scholastic Press.

https://www.scholastic.com/teachers/slideshows/teaching-content/ruby-bridges- and-the-civil-rights-movement-slide-show-for-grades/

Content area and ELA standards met in this lesson

CR4.1- Analyze the Civil Rights Movement to determine the social, political, and economic impact on Mississippi.

RL.4.3- Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

RI.4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RI.4.3- Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why based on specific information in the text. RI.4.4- Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

RI.4.7- Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

RI.4.9- Integrate information from two texts on the same topic to write or speak about the subject knowledgeably.

L.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking.

Instructional goals for this lesson Statements that describe what students will know or be able to do at the end of the lesson, as a result of instruction. They must be specific and measurable.

Objectives and Goals The students should be able to do the following:

1. Answer questions during reading by using a combination of key details, background knowledge, and personal connections.

2. Identify important, specific details that support key ideas. 3. Describe the setting and characters of a story or drama, referring to

specific details. 4. Use textual evidence, background knowledge, and text-to-self connections

to answer questions when reading or writing. 5. Refer to details and examples from the text when explaining what the text

says. 6. Identify events, key ideas/concepts, or steps in informational texts. 7. Distinguish between key ideas and details from informational text that

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explain what happened and why. 8. Explain how ideas, events, and steps are connected. 9. Use specific information to support what and why events, ideas, procedures, events happened. 10. Speak knowledgeably about a topic, integrating information from two

texts. 11. Compose a piece of writing about a topic, integrating information from

two texts. 12. Utilize a planning map or graphic organizer in order to group ideas to support the purpose for writing. 13. Write a reflection using evidence from literary texts. 14. Read or study material prior to collaborative discussion. 15. Share prior knowledge about topic with peers and/or adults. 16. Share knowledge read and studied about a topic with peers and adults. 17. Listen to others' remarks about a text or topic. 18. Express ideas using personal ideas, opinions, and reasoning based on

topics and text.

1. Before-Reading Activities TTW pose a question about the Civil Rights Movement of 1964 and Ruby Bridges.

Question: How did Ruby Bridges impact the civil rights movement?

KWL Chart The students will fill in the section about what they already know about the topic. They will share and discuss their prior knowledge before viewing the slide and reading the text. The students will fill in the remaining sections as they read the text.

Anticipation Guide The students will reflect and think about what life was like during Ruby's childhood. The students will complete the Anticipation Guide sheet and engage in a class discussion based on the foundation of the topic. The students will revisit their anticipation guide, review their answers and change their responses if their thoughts have changed.

2. During-Reading Activities:

Teacher Facilitation

Vocabulary Introduce vocabulary and concepts for the students to be prepared and ready when reading the text. Help familiarize them with determining word meanings to help them understand the text. Show students how to annotate the text and use notes

3. During-Reading Activities:

Student Engagement and Response

Text-Dependent questions Students will read the text independently and then together as a class. Students should annotate and make notes about central ideas, questions they have about vocabulary, and feelings about the information. Students will discuss their annotations while reading the text. After reading the text and discussing annotations, the students will answer the text-dependent questions in a written response individually.

4. After-Reading Activities Discussion Questions/Collaborative Learning The students will read the questions before viewing the slide. Next, they will divide into groups. Each group will have a specific question. During the reading, the students will collaboratively discuss and answer their assigned questions and share

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them with the other groups.

The questions are as follows:

1. How did segregation laws affect Ruby directly? 2. Why did Ruby have to desegregate the school alone? 3. Was what happened to Ruby fair or unfair? Why? 4. How did Ruby play a part in the civil rights movement? How are her

actions the same or different from people like Rosa Parks and Martin Luther King, Jr.?

5. Why do we study Ruby today? 6. What was it like for Ruby to be the only student in Mrs. Henry's class

for the whole year?

Accommodations or differentiation strategies for this lesson, to meet the needs of all learners

Students will work in small groups. They will be allowed to discuss the lesson with each other while the teacher is still monitoring and assisting when necessary. TTW periodically asks questions to check for understanding. If there is difficulty with the task, the teacher will reteach and discuss it with the class. They are allowed to complete the assignment if they do not have enough time in class.

References

Bridges, R. (1999). Through My Eyes. Scholastic Press.

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Mississippi Department of Education. (2018). Mississippi college and career readiness

standards for social studies. Retrieved from Mississippi Department of Education:

https://www.mdek12.org/sites/default/files/Offices/Secondary%20Ed/Social

%20Studies/final_2018_mississippi_ccr_social_studies_standards.pdf

Ruby Bridges: A simple act of courage, Grades 3-5. (n.d.). Retrieved July 1, 2021, from Lesson

Planet: https://www.lessonplanet.com/teachers/ruby-bridges-a-simple-act-of-courage-

grades-3-5

This study source was downloaded by 100000806408568 from CourseHero.com on 11-06-2021 08:56:52 GMT -05:00

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