People Who Changed the World Day 3 of 3

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SWBAT identify key details in an informational text.

Big Idea

One person changed the world by how he handle a baseball bat. Another person changed the world by sitting. Come learn about their remarkable journeys.


5 minutes

Summary and Context

Today, I continue to build my students' content knowledge of people who changed the world in a couple of ways. Yesterday, the students watch a short version of the "I Have A Dream" speech and then read biographies about different figures from history who changed the world. Today, they will watch a mini bio on Rosa Parks. In my transition to teaching to the Common Core State Standards, I am thinking all the time about how to get kids excited to learn from informational resources, and, to do so, I like to teach students how to use technology efficiently and appropriately to find out information in interactive ways. I am exposing them to what is available for them on the internet, but, at this age, they view the internet as a source of entertainment, and I want to expand their experience of the internet. 

Today, to do so, I am showing another video from YouTube about Rosa Parks' life. The video is less than 5 minutes. Again, I will let them watch it the first time without any interruptions/pauses. The second time we watch, I will give them guiding questions: "What is this about? What is this mini bio explaining?" 

I will chart their responses on the board. Afterwards, I will ask them to give an opinion about how they feel about what happened to Rosa Parks? They will have a few minutes to write in their journals. Before engaging my students in this task, I will review with them the difference between facts and opinions. Once they are done writing their opinions, I will have a few share.

Then, my students will get the opportunity to finish their posters from yesterday. Some students will get to share their posters with the whole class.

Lesson Opening:

I share the objective and I ask my students what they know about Facts & Opinions. I create a poster with them. The reason I am asking them about facts and opinions is because I want to review the difference between and also to make them aware that the people who changed the world elicit strong opinions from various people. I am curious as to their opinions and I want to make them aware that they do have them, and it's ok to share them. I am giving them the opportunity to share their opinions with evidence that supports their claims. This is one of the shifts with the CCSS.

Watching & Discussing Mini Bio on Rosa Parks

30 minutes

During this time we will be watching the mini bio on Rosa Parks. Here is the link:


This bio allows me to have a conversation on how people show courage in different ways and how certain people have changed the world in different ways.

As students watch, I want them to listen closely to key details about her life. I am asking them to pay attention to how she showed courage.

After we watch the video, I will ask a couple of them to share some of these details with the class. This is a way that I keep them on task. I write these key details on the white board. Then, the students get to take notes in their journals to use them in expressing their opinion.

Here are some of their work samples:

Completing Posters

25 minutes

Now my students work on finishing their posters of people who have changed the world. They are adding to the illustration and/or adding to the text. They are coloring them to make them presentable.

I walking around offering assistance with the above details. 

Here are some of their work samples:

Sharing Posters

7 minutes

I gather students on the carpet and have a few of them share their posters--whether they finished or not. We will debrief briefly about what they have learned about the people who they read and wrote about.

After the speakers share, they receive feedback. This is the system I use to make the giving feedback routine safe and fun:

  • Two Stars: Two different students share what they specifically like about the content of the writing.
  • A Wish: Another student shares specifically how they think the writing can be improved.

Here are the posters that are shared: