using complex texts to develop language lesson plan civil

Shawn Peyatt & Christian Reed 12/11/15

1

Grade 5

Using Complex Texts to Develop Language

Lesson Plan Civil Rights on a City Bus

CLR Fellowship 2015

Designed by: Shawn Peyatt & Christian Reed


2

Close Reading (5+ Days)

Title: Civil Rights on a City Bus (Readworks) Lexile: 1090L California State Standards RI.5.1 -‐ Quote accurately from a text when explaining what the text says

explicitly and when drawing inferences from the text. RI.5.2 – Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.4 -‐ Determine the meaning of general academic and domain-‐specific words and phrases in a text relevant to a grade 5 topics or subject area. RI.5.9 -‐ Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. SL.5.1-‐Engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. SL.5.6 – Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. L.5.1 -‐ Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.5.2 -‐ Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.5.6 -‐ Acquire and use accurately grade-‐appropriate general academic and domain-‐specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

W.5.2 – Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.5 -‐ With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

MELD Objectives Students will be able to closely read a complex text: 1. Explain what the text says by determining two or more main ideas

(gist). 2. Engage collaboratively in a range of discussions with diverse partners

on grade 5 topics and texts to produce oral output using the conversational skill of CREATE as well as begin to build on others' ideas and expressing their own clearly.

3. Adapt speech to a variety of contexts and tasks appropriate to situation and audience

4. Write a short essay about taking a stand using multiple sources.


3

Depth of Knowledge (DOK) DOK 3 Reading -‐ Explain what the text says DOK 3 Reading -‐ Draw inferences from a text DOK 2 Reading -‐ Determine two or more ideas DOK 1 Reading -‐ Quote accurately from the text DOK 3 Reading -‐ Explain how details support the main idea DOK 4 Writing -‐ Write a short essay synthesizing information across multiple sources. DOK 3 Writing -‐ Revise and edit writing

Essential Question How can someone who takes a stand inspire people to stand up for what they believe?

Culminating Task Prompt: What do you believe the text, Civil Rights on a City Bus, the editorial cartoon, and the illustration are trying to tell you about inspiring others to "take a stand"? Support your opinion with evidence from the text/visual sources.

Access Strategies discussion starters and stems (academic discussion tents), instructional conversations, graphic organizers (e.g., main idea), making cultural connections, cooperative/collaborative learning groups, academic language development, key vocabulary cards (note cards) to use for discussion and writing.

Protocols Think-‐Pair-‐Share, Group Share Out, Leadership Roles (spokesperson, scribe, facilitator, on-‐task person, timekeeper, affirmer -‐ some roles may double when in groups of 4), Shout Out, Pair -‐ Square, Roll "Em, Round Robin Brainstorming, Put Your 2 Cents In, CUBS Whip Around, and Give One, Get One

Materials Text – Civil Rights on a City Bus 2 Pictures -‐ see resources Highlighters Chart paper Post-‐its CUBS Annotation Chart Close Reading Process Chart Discussion Starter Tents Linguistic Screener Text Structure Posters

Key Vocabulary reserved, segregation, civil rights leader, boycotted, commuters, autobiography, second-‐class citizens, resistance, nonviolent, unconstitutional, unjust, revolution, protest

Day 1

Key Ideas & Details Standard: RI.5.1, RI.5.2, SL.5.6


4

1st & 2nd Read Call and response, raise a righteous hand can be used throughout the lesson Discussion protocol: • Table group share out • Whole group share out

Purpose: Read for the flow of the text Purpose: Read to find out what the article is about TDQ: What is this informational article mostly about? Allow the students to do both readings.

1. Go over learning objectives 2. Teach the close reading protocols if this is your first time delivering

1st Read -‐ Students will read for the flow. 2nd Read -‐ Students read with a pencil/highlighter Objective: Students will find the gist of each paragraph (4 paragraphs) using an organizer. Objective: Students use an annotation protocol:

CUBS Whip Around This will narrow down what the students share. Have students letter of (C, U, B, S). Each letter shares one example from their annotation experience, i.e. C shares what main idea they circled, etc. Then whole group share out. Roll "Em Show what the students know, only the student who is sitting in the rolled seat and table shares thoughts with the class.

Day 2

3rd Read

Craft and Structure Standard: RI.5.4, SL.5.6


5

Call and response, raise a righteous hand can be used throughout the lesson

Discussion protocol: • Table group share out • Whole group share out

Purpose: To explain the meaning of key vocabulary words in the text (necessary for comprehension) TDQ: Explain the meaning of segregation (insert other words).

1. Go over learning objectives 2. Go over vocabulary protocols

a. Context clues b. Apposition c. Word Structure

Objective: Students will define key vocabulary to make the text comprehensible.

Reread paragraphs 2 & 4 Create or add to your personal thesaurus. Use "Put Your 2 Cents In" discussion protocol to define these Tier 2 words needed for understanding of the text:

1. segregation 2. boycotted 3. revolution 4. second-‐class citizen 5. unjust

Day 3 4th Read Call and response, raise a righteous hand can be used throughout the lesson Discussion protocol: • Table group share out • Whole group share out

Craft & Structure Standard: RI.5.5, SL.5.6 Purpose: Looking at patterns in text and why the author chooses a certain text structure.

TDQ: How is the text organized? How do you know? Use examples from the text to support your answer.

1. Go over learning objectives. 2. Go over text structures for nonfiction

Objective: Students will determine the structure of the text.

Have the students determine which text structure applies to the article and why.


6

Use the worksheet to determine the text structure. Students will annotate the text for text structure. Students discuss in table groups what text structure applies and why. The spokesperson shares out from each table group. The whole group comes to a consensus about the text structure and the evidence that supports that structure.

Day 4 1st Viewing Call and response, raise a righteous hand can be used throughout the lesson Discussion protocol: • Table group share out • Whole group share out

Integration of Knowledge and Ideas Standard RI.5.9, SL.5.6 Purpose: Compare/contrast the text and the editorial cartoon. TDQ: Compare the text, Civil Rights on a City Bus, to the editorial cartoon. What similarities are there? What are the differences? 1. Go over learning objectives

Objective: Students will compare and contrast the text and the editorial cartoon to determine similarities and differences. Round Robin Brainstorming: At your table group, each student takes a turn sharing his/her thoughts about the editorial cartoon while the assigned scribe takes notes about their ideas.

When they are finished, the spokesperson at each table group shares out whole group.


7

Day 5 2nd Viewing Call and response, raise a righteous hand can be used throughout the lesson Discussion protocol: • Table group share out • Whole group share out

Integration of Knowledge and Ideas Standard: RI.5.9, SL.5.6 Purpose: Using imagery and text to convey ideas TDQ: How does this illustration connect to the theme of taking a stand? 1. Go over learning objectives.

Objective: Students will closely view the illustration to find the connection to the theme of taking a stand.


8

Give One, Get One: Students should walk around the room and find a partner to discuss the illustration. When the class is finished listening and sharing, the students return immediately to their seats and then share out what they heard from their partner.

Day 6 Culminating Task -‐ Writing

Standard: W.5.2 Purpose: Synthesize and analyze the 3 resources to write a short essay.

1. Go over today's learning objectives. 2. Let the students know that today they will get to demonstrate all they

have learned throughout the close reading and viewing of the visual sources.

Objective: Students will write a short essay using the text and visual sources. They will also use the academic language of the text in their writing. Prompt: What do you believe the text, Civil Rights on a City Bus, the editorial cartoon, and the illustration are trying to tell you about inspiring others to "take a stand"? Support your opinion with evidence from the text/visual sources.

Day 7 Culminating Task -‐ Revising

Standard: W.5.5 Contrastive Analysis -‐ Sentence Lifting


9

Purpose: To increase students' awareness of the differences (rules) between the language they bring from home and the language of school. Focus Question: What part of the sentence makes it home language? 1. Go over learning objective Objective: Students will be able to compare and contrast the linguistic structure or two languages. Mini Grammar Lesson

1. Use the Linguistic Screener to determine what grammar lesson to deliver

using complex texts to develop language lesson plan civil

Documents