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Anthony J.

Zarate Grade 5 Social Studies Civil Rights Movement Topic: Education as a Civil Right Lesson Plan #2 Objectives: a) SWBAT understand that education is a civil right. b) SWBAT understand the importance of education on their lives. c) SWBAT connect and verify the significance of the Civil Rights Movement events for educational equality today. Learning Target: I understand that education is a civil right. I understand the importance of education on my life. I can connect and verify the significance of the Civil Rights Movement for educational equality today. PA Social Studies Standards: 8.3 United States History 8.3.5.A Compare and contrast common characteristics of the social, political, cultural, and economic groups in the United States. 8.3.5.B Illustrate concepts and knowledge of historical documents, artifacts, and places critical to United States history. 8.3.5.D Examine patterns of conflict and cooperation among groups and organizations that impacted the history and development of the United States ethnicity and race. Materials: Article Copies Overhead copy Journal/Reflection Agenda: Total 80 minutes 1) Article Introduction Introduction/Terminology Rev. 10 mins. Shared Reading and Questions 20 mins. 2) Discussion with the class 40 mins. 3) Debrief 3 mins 4) Journal/Reflection 7 mins.

Classroom Management/Arrangement: Students will be coming in from recess. As they are transitioning to the Civil Rights Movement lesson, many of the students will be coming in and out going to the bathroom and getting a drink of water. My approach to get them settle is by counting down from 10. By the time I hit 0, students should have nothing on their desk except a pencil. They should be tracking me as the teacher and fully silent to hear further directions. The classroom is already arranged into prearranged seating. The seats are set up in a horseshoe with the rows. It is set up like this because the classroom is really small. It promotes discussion format and also allows the class to have their eyes focus on the center whether a student or teacher is talking.

The Plan: 1) Article Introduction: I will do a shared reading on an op-ed article from the Chicago SunTimes called 50 years after Brown, blacks still lag in education. Before the article, we will recall on some of the facts that we discussed in the previous week, especially the terms relevant to this article. It will be a great review for the students. I will also prep them for the severity of this article and the difficult conversations/feelings they may have at the end of reading it. Some parts of the article include higher-level vocabulary. I will make sure to explain these words and do some probing in other sections by saying, what does the author mean here? or What does this particular claim mean? *An expectation the students are already aware of is the fact they have to highlight key and important issues. There are no correct answers for this. It is for what they can connect and what they would like to comment during the discussion. I will reiterate this expectation at the beginning before we do the reading of the article. Link to article: http://news.google.com/newspapers?nid=368&dat=20040623&id=K8kwAAAAIBAJ&sjid=jT8 DAAAAIBAJ&pg=7203,4197731 Terminology to Review: Brown v. Board of Education segregation civil right 2) Discussion surrounding the article (40 mins): Students will engage in a discussion surrounding the main issues of the article. I will provide guiding questions to steer them in a particular conversations. I would like to start off the conversation by asking for reactions and for feelings. This may lead into the bigger issues, but I really want students to hash out what they think about what they read/heard. Afterwards, I will focus more on the themes and examples given by the text. Exemplar responses would have students a) refer back to the article during discussion and b) use last weeks material to frame their discussions. **Reminder to students: Tell the students that when they speak and make claims they must support their arguments/statements with concrete evidence from text/notes/discussions. They cannot just say random statements because they feel like it. Guiding Questions/Questions for Discussion: a) What are your reactions and feelings to this piece? b) What is the author trying to say with this article? (They studied authors purpose in literacy) Do you agree or disagree? c) How does this piece connect with what weve been learning in the previous week? d) We discussed that education is a civil right. Is it being realized? Is the education and opportunity given out equally?

e) What does this say about education in the United States? f) How does this article emphasize the importance of education? *These questions are only needed if the students dont get there themselves. This discussion will be student-directed. I will only moderate, call on other students, and steer them in the direction if necessary. They have been involved in these debates and discussions before. They understand expectations and what the discussion will look like. There may be a few reminders. 3) Debrief (3 mins): I will use the clapping method or Ago-Amay method to call students back to my attention. Then, we will discuss what was good about the discussion, what we need to improve on as learners, and how we can make this discussion better. At RBCS, there is always a debrief period to reflect on the activity being done by the students. 4) Journal/Reflection (7 mins): I will use the remaining time for them to write in their journals. I will collect the journals to read their responses. Prompt: Based on our discussion from today: 1) Do you think education is a civil right? 2) Is the United States providing equal opportunities of education for all students? (1 paragraph). Exemplar Responses: I am looking for students to fully express their opinions about this topic. At the same time, I want them to use the terminology discussed in class and pull from the discussions/articles used. Accommodations: A few students have a hard time formulating sentences because of low vocabulary development. I will pull those students and have them sit at the guided reading table. We will discuss the prompt together and I will guide them to write sentences into their journals. While I assess them on what they write, I will make sure I write down what they say on a checklist (for content). **As students finish their journals, they will place it in the bin. I will start calling them one by one to pack up and get ready for dismissal. Homework: Fill out education survey (For my Term V project)