LITERACY & SOCIAL SCIENCE 4th Grade Interdisciplinary African and African American Studies

Quarter 1 Launch Lesson

THEME: Culture, Dignity, and Identity

CONCEPT: Africa, Us, and the World - Illinois: The impact of African Americans on the emergence of our stateFrom Jean Baptiste Pointe DuSable to A. Phillip Randolph and Pullman Porters to Barack Obama’s trail to the presidencyCONTENT TOPIC: Examining the African American influence on Illinois and in the Midwest through fiction and nonfiction textsUNIT TITLE: History of Illinois-Me, Myself and Others

Quarter: 1 Unit: 1 Week: 1 of 5 Day: 1

Standards:

CCSS.ELA-Literacy.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.

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

CCSS.ELA-Literacy.W.4.9 Draw evidence from literary or information texts to support analysis, reflection, and research.

Objective (s):After being given the pre-assessment, students will be able to identify important details that support the central idea by analyzing a nonfiction text and taking annotations with a partner.

Materials: Large class timeline on butcher paper Graphic organizer including the sections: What I Think I Know, Yes, Oops, and Questions Text excerpt, pg. 14 from Fighting Slavery in Chicago by Tom Campbell Handouts for Written Response. Include the prompt: Using details and inferences from the text, explain the ways the

"Anti-Slavery Society" helped to keep slavery out of Illinois and Chicago. Teacher created assessment rubric and student friendly rubric to assess standard W.4.2

Lesson

Introduce the lesson and activate students' background knowledge. Pass out the graphic organizers to students: We are going to begin a unit about African American influence on our

lives today. We will begin with covering slavery in Chicago and Illinois. Using your graphic organizer, write down as many facts that you think you know about the history of slavery in Chicago and Illinois. Then write down any questions you have about slavery in Chicago and Illinois...As we read through different texts and study different abolitionists, you will realize that things you thought you knew were either correct or incorrect. This organizer allows you to move your thoughts into different columns as you learn more. You will also be responsible for writing down answers to questions you had. The graphic organizer will be collected at the end of the unit.

Introduce the timeline: As we study the history of slavery in Chicago and Illinois, we will come across different dates and information, to organize this information we will track it as a class on this timeline.

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LITERACY & SOCIAL SCIENCE 4th Grade Interdisciplinary African and African American Studies

Quarter 1 Launch Lesson

Introduce the text and activate students' background knowledge. Today we will be examining a text about Dr. Volney Dyer, who was abolitionist in Chicago. Please turn and talk to

your partner by defining what an abolitionist is...Have students share out what their partner's thoughts were. Confirm or clarify as needed...Here is an image of Dr. Volney Dyer, turn and talk to your partner discussing what you notice about him from the picture.

Distribute the text...We know that when an author writes a book or text, they have a central idea that they want to convey. To do this well, the author has to arrange the facts and details in a way that makes sense to the reader. As we examine this text, we need to read and reread closely to identify this central idea by examining the details the author uses to develop it. Begin by taking a look at the text.

Model using details to identify the central idea To understand the central idea, I have to read the text paragraph by paragraph and identify the details, asking myself,

“When I put all of these details together, what big (or central) idea is being communicated. As I read, I keep track of these facts on a Post-It note or on a piece of paper. After I finish reading the section, I look back at the details I wrote down and I think about how these details are connected. What do they have in common? I’m noticing that the details continually talk about how the "Anti-Slavery Society" fought against the laws of slavery.

Partner work, finding details to support the central idea Students will choose another text with a partner from the book bins the teacher has already compiled with short texts

related to the topic of slavery and abolitionists and that meet and are slightly above students’ current reading levels. Students will read a text with their partner, tracking details that develop the central idea of the text. I will be walking around to support you as you read through the text.

Independent Response, using the details to craft a response Now that you have gathered key details that support the central idea of this text, you will use this information to write

a response to following prompt...Hand out response sheets and student friendly rubric... Using details and inferences from each text, explain the ways the "Anti-Slavery Society" helped to keep slavery out of Illinois and Chicago. Use the information that you and your partner have gathered to help support your response...

Closure of Lesson Today we have identified an abolitionist that played a large part in creating the "Anti-Slavery Society" and fighting

slavery in Chicago and Illinois. Take a look at what you’ve written and identify an important date and event that should be added to our timeline. Then talk with your partner to summarize the important information that should accompany that date and event. Let’s share what we've discussed with our partner...Add this to the timeline...Tomorrow we will continue with another abolitionist that impacted slavery in Chicago and Illinois.

Assessment/ Independent Work

Examine Student Work Use a teacher created rubric to assess the student response that is aligned to writing standard 9 and includes the

desired details students should gather to write their response.

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