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Read Aloud Lesson Plan

Book: The Youngest Marcher by Cynthia Levinson and Illustrated by Vanessa Brantley Newton

Lesson Rationale/Injustice Confronted:


Through this book, students will experience that just because we have different skin colors we
shouldn’t be separated into different groups and treated differently.

Readiness
I. Goals/Objectives/Standard(s)
a. Goal: Identifying plot, characters, and setting
b. Objective: Students will be able to describe characters in the story and explain
how their character’s actions influences the story
c. Standard: 3.RL.2.3 Describe characters in a story (e.g., their traits, motivations,
or feelings) and explain how their actions contribute to the plot.

II. Management Plan-


a. Materials
i. Need book
ii. White board
iii. Dry erase markers
iv. Character analysis worksheet
v. Document camera
vi. Pencil
vii. Procedure for transitions are written in plan
b. Space
i. Rug area
ii. Student’s desks
iii. Small group table
c. Behavior
i. I will use positive incentive by following Mrs. Rowe’s approach with
rewarding students with candy for being active in whole class work and
staying on task by being a academic champion

III. Anticipatory Set- 10 minutes


i. Show video clip called Explaining Segregation to Her Kids
https://www.youtube.com/watch?v=whXxsJ_WGVo
ii. “We know that segregation is defined as a separation between whites and
African Americans. With that, what was segregation? What were the rules
during segregation?” Allow a few students to share. If students still
cannot get on the right track, prompt them with “Could whites and African
Americans be in the same place or did whites have to be in one
establishment and African Americans in a different establishment?”
iii. “We are going to brainstorm and create a list of places you think
were/could be segregated. Think about things you do daily like how you
get to places or places you go.” Create list on the board
IV. Purpose:
a. Today I am going to read The Youngest Marcher by Cynthia Levinson. I want you
to focus on what qualities our characters have and how they affect the outcome of
our story.

PLAN FOR INSTRUCTION


V. Adaptations:
a. Since, I do not know my students that well I can’t identify major adaptions. But,
there are two students that I think will need additional tools. Aaron & Jesse will
need help staying on tasks. Both students are very capable of the work but will
drift at times. I would suggest and making the character analysis done in a small
group of them two and me at the side table. Small group: (Aaron, Jesse, Emily &
Charles)

VI. Lesson Presentation (Input/Output)- 45 minutes


i. Prompt students to go to the rug for the reading and discussion part of the
lesson. “(Student’s name) group go to the backrow of the carpet sitting
criss cross apple sauce at level zero.” (Teacher’s transition for class
already) Continue until done
ii. First prompt students, “As I am reading, I want you to think about what is
happening in the story and what actions are the characters doing.”
iii. Read The Youngest Marcher by Cynthia Levinson
iv. “What do you like about the book?” Allow students to share
v. “What didn’t you like about the book?” Allow students to share
vi. “What did you think about Audrey going to jail? Allow students to share
vii. “What kind of feelings did you have when I was reading?” If needed,
“were you happy at the end of the story, did you feel sad that Audrey
couldn’t do what she wanted at the beginning? Was the ending what you
expected?” Allow students to share
viii. “Through Audrey’s journey did she make a change in the end?” Allow
students to share
ix. “Who was our main character in this story?” “Turn and share with a
partner, 30 seconds, go.” Pick on 2 students/pairs to share their answer
x. “What was Audrey (main character) fighting for? What did she want?”
“Turn and share with a partner, 30 seconds, go.” Pick on 2 students/pairs
to share their answer
xi. Review with students, “Our main character is named Audrey and she
wants to be able sit at the counter of Newberry’s like all the whites and
not have a separation between white and African Americans.”
xii. Send students back to their seats, follow class procedure, “Backrow head
back to your seats at level zero.” Continue until finish
xiii. “I’m going to give you a paper and we are going to the first one
together.”
xiv. “Put your name on your papers first.”
xv. “I added labels to each of the bubbles on your paper, our character, their
traits, motivations/feelings, their actions and the resolution of plot or what
she changed.”
xvi. Display your copy on the document camera
xvii. “Frist, the character we are going to focus on is our main character and
we said her name is Audrey. So, write that on the line. You’ll have time to
draw a picture later.”
xviii. “The first bubble we are going to look at is traits. Now, traits are
something that a person has that makes them who they are. For example,
my friends would say that I am kind and supportive. So, what are some
traits that Audrey has?” Allow students to share their answers
xix. “Now we have 3 bubbles left, motivations/feelings, actions and resolution.
For motivations, that means why is Audrey fighting for what she wants?
What is keeping her going? Also add what feelings you think she might be
having in that bubble.”
xx. “The next bubble we have is actions, what did Audrey do in the story to
get what she wants?”
xxi. “I want you to work on the motivation/feelings bubble and the actions
bubbles on your own. I will be walking around to answer questions if you
need help, but I want you to try on your own first.”
xxii. “Now, we all want to be academic champions, right?” Students will
answer yes
xxiii. “That means we know how to work independently at level zero. Get
started.”
xxiv. Allow time for students to work at their seats on those bubbles. Walk
around to see if students need help. Aaron and Jesse will need help
keeping on task.
xxv. When you start to see students are finishing up on the two bubbles, give
them the next step.
xxvi. “I want to do the result bubble together.” “Our result bubble is going to
be what happened to our conflict in the story. What closes up the story.
What was our ending? What did Audrey get to do?” Allow students to
give some answers
xxvii. “What was our big picture ending? Audrey impacted and made what
change?” Allow students to answer
xxviii. As you are doing the bubbles fill them out on my display.
xxix. Do check for understanding activity
xxx. “Now I want you to get a piece of paper and I want you to write a
paragraph retelling who the main character was, what she was like, what
motivated her, what did she do in the story and what was the result of that
using our bubbles. Then when you’re done writing the paragraph I would
like for you to turn in your worksheet and paragraph.”
VII. Check for understanding:
a. Use Fist of Fives
i. Have students rate themselves on the fist of fives scale.
1. 1- No idea
2. 2- Unsure
3. 3- Starting to get it
4. 4- I understand it but I’m not ready to teach it
5. 5- I got it and could teach it to someone else
ii. Observe students’ ratings, call on a few students and ask them why they
rate themselves at that level

VIII. Review Learning Outcomes/Closure


a. On a big piece of paper, create and write a list of 3 things that we can do RIGHT
NOW to make sure everyone is included and felt welcomed

PLAN FOR ASSESSMENT


Formative: Character Analysis Worksheet
Summative: Paragraph retelling using character bubbles

REFLECTION AND POST-LESSON ANALYSIS


1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. How well did students understand the concept of segregation?
8. Was the analysis worksheet helpful to students to identify characteristics?
9. Were there students who did not turn in the assignment? If so, why not?
10. What students struggled through this lesson?
11. How could I connect this to anchor charts in class and pervious knowledge?
12. What were students’ responses when I was reading the book?