Content Area Learning Activity #1
In these cross-curricular lessons, students will examine three primary sources and complete a relevant Google Maps activity.
Lesson Plan - Part One
Topic/Focus Text: "Warriors Don't Cry" (required in PSUSD StudySync curriculum)
Content Area: English Language Arts and Social Studies
Skills Addressed: Close reading, context clues, sequential text structure, research, engaging in text-dependent questioning, composing short constructed responses, collaborative academic conversations
CA CCSS ELA Standards Addressed:
Objectives:
Materials:
Student 1:1 Chromebooks
Google Classroom
Google Maps
Student Activities Slide Deck (embedded below)
Primary Sources -
"Warriors Don't Cry" by Melba Beals (primary source contained in PSUSD StudySync curriculum)
Brown vs. Board of Education
TIME Gallery of Little Rock Nine Photos
"I Have a Dream" by Martin Luther King, Jr.
Additional Resources -
National Archives and Records Administration Photo Analysis Guide
Overview of Learning Activities:
Content Area: English Language Arts and Social Studies
Skills Addressed: Close reading, context clues, sequential text structure, research, engaging in text-dependent questioning, composing short constructed responses, collaborative academic conversations
CA CCSS ELA Standards Addressed:
- Reading: Informational Text - RI.6.1, RI.6.3, RI.6.4, RI.6.10
- Speaking & Listening - SL.6.1a, SL.6.1b, SL.6.1c, SL.6.2, SL.6.5
- Language - L.6.4a, L.6.4c
Objectives:
- Close read text by annotating and demonstrate comprehension by responding to short analysis and inference questions with textual evidence.
- Practice defining vocabulary words using context clues.
- Participate effectively in a range of conversations and collaborations to express ideas and build upon the ideas of others.
Materials:
Student 1:1 Chromebooks
Google Classroom
Google Maps
Student Activities Slide Deck (embedded below)
Primary Sources -
"Warriors Don't Cry" by Melba Beals (primary source contained in PSUSD StudySync curriculum)
Brown vs. Board of Education
TIME Gallery of Little Rock Nine Photos
"I Have a Dream" by Martin Luther King, Jr.
Additional Resources -
National Archives and Records Administration Photo Analysis Guide
Overview of Learning Activities:
- Students will access their copy of the following slide deck in Google Classroom. Each learning activity is depicted on a separate slide.
- Instructor will review the learning objectives for the lesson. This lesson should take approximately 3 hours to complete.
- Students will read the Introduction slide and then complete the vocabulary definitions on the following slide. Definitions must be determined using context clues. No outside resources are allowed. This exercise will be completed collaboratively.
- To build background knowledge, students will conduct a Google image search pertaining to the Civil Rights Movement. The instructor will recommend other keywords as well, such as segregation and integration. Students will select an image and add it to the Padlet wall. They will write about how the image helps them build background about the time period of our focus text, "Warriors Don't Cry."
- Students will research the Little Rock Nine by close viewing a short video clip. Students will work with a partner to complete the chat on slide 5, answering the questions using complete sentences.
- Students will continue to build background knowledge by exploring Little Rock Central High School using Google Maps. Students will navigate to Google Maps, search for Central High School in Little Rock, Arkansas, and then complete the three activities on slide 6. Students will activate Street View to explore the campus and surrounding neighborhood. Students will also take a screenshot of the most interesting view of the high school.
- Next, students will close read the focus text, "Warriors Don't Cry," written by Melba Beals. The text is a primary source written by one of the Little Rock Nine; it is an excerpt from Beals memoir. After completing a first read, students will engage in collaborative conversations about the text. They will collaboratively annotate as well, according to the seven annotation tasks listed on slide 8.
- Students will engage in timed partner conversations, led by the instructor. Students will employ appropriate eye contact, volume, academic language, and nonverbal messages.
- Students will work in groups to identify the key events and details from "Warriors Don't Cry" and will then create a Sequential Map on slide 13. Thinking Maps are a required strategy for ELA classrooms in our district.
- Next, students will engage in close viewing strategies as they explore an image gallery pertaining to the Little Rock Nine and the desegregation of Central High School. The Gallery is published online by TIME.
- After exploring the gallery, students will select one image with a partner and complete an analysis of the primary source utilizing the "Analyze a Photo" worksheet provided by the National Archives and Records Administration.
- Students will write about their exploration of the gallery, using the prompts on slide 16. Students will be asked to screenshot the image that is most interesting to them and explain how it connects to "Warriors Don't Cry."
- Students will identifying character traits for the narrator, Melba Beals, and cite textual evidence to support their claims. This activity will be completed as a collaborative conversation.
- Next, students will close read an excerpt from the ruling for "Brown v. Board of Education." This primary source is included on slide 19 and the annotation guide appears on slide 18. This will also be a collaborative activity due to the complexity of the text.
- Following this close read, students will write about what they think the ruling means and how it related to the events in the selection "Warriors Don't Cry." Students will utilize the RACES paragraph strategy.
- Finally, students will read a transcript of Martin Luther King, Jr.'s "I Have a Dream" speech. After reading, groups will converse and then post a response on a Padlet wall. The response should relate to the following prompt: How does MLK's speech connect to what we have read in "Warriors Don't Cry" and "Brown vs. Board of Education?" Cite evidence to support your claim. Students should respond to two posts from their classmates.
Lesson Plan - Part Two
Topic: Researching the Civil Rights Movement
Content Area: English Language Arts and Social Studies
Skills Addressed: Research, engaging in text-dependent questioning, composing short constructed responses, collaborative academic conversations
CA CCSS ELA Standards Addressed:
Objectives:
Materials:
Student 1:1 Chromebooks
Google Classroom
Google Maps
References:
Then and Now: 50 Key Sites in the American Civil Rights Movement
Overview of Learning Activities:
Content Area: English Language Arts and Social Studies
Skills Addressed: Research, engaging in text-dependent questioning, composing short constructed responses, collaborative academic conversations
CA CCSS ELA Standards Addressed:
- Reading: Informational Text - RI.6.1, RI.6.3, RI.6.4, RI.6.10
- Speaking & Listening - SL.6.1a, SL.6.1b, SL.6.1c, SL.6.2, SL.6.5
- Language - L.6.4a, L.6.4c
Objectives:
- Research using effective keyword search terms and credible sources.
- Evaluate information sources for credibility.
- Create a Google Map to share what was learned as a result of research.
- Participate effectively in a range of conversations and collaborations to express ideas and build upon the ideas of others.
Materials:
Student 1:1 Chromebooks
Google Classroom
Google Maps
References:
Then and Now: 50 Key Sites in the American Civil Rights Movement
Overview of Learning Activities:
- Instructor will articulate the objectives for the lesson, which should take approximately one hour. The instructor will also preview a sample project for students. (See below.)
- Students will preview a list of important locations in the history of the Civil Rights Movement. Students will select five locations to plot on a map and conduct research to determine what happened at each of the locations. One out of the five locations must be Little Rock Central High School.
- Together with a partner, students will create a custom Google Map to share their learning. Required elements include primary source images and descriptions of the importance of the locations in Civil Rights history. Students must also make explicit connections between one of the texts read in class ("Warriors Don't Cry," "Brown vs. Board of Education," or "I Have a Dream") and each location that they select.
- To share their work, students will copy/paste the shareable link to their custom Google Map. Links will be turned in using Google Classroom.