Rosa Parks: Analyzing Multiple Points of View

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Objective

SWBAT analyze Rosa Parks' point of view regarding the events of December 1, 1955.

Big Idea

Same event; different stories. Let's discover more!

Cue Set

10 minutes

Yesterday, we began a lesson sequence focusing on RI5.6.  In day 2 of this sequence on RI 5.6, the focus is still on analyzing Rosa Parks' account of the events on December 1, 1955.  We will get into MULTIPLE perspectives tomorrow. I begin with a play off of Jimmy Fallon's hashtag series.  While this is not appropriate to show scholars, you can use the idea to help them review previously read content.  

Scholars create a response to the following hashtag: # Why Rosa remained on the bus on December 1, 1955.  Scholars have 2 minutes to reflect on their notes from yesterday and create a response to the hashtag.  Then, I pull 2 friends from my cup and all volunteers who would like to comment on the hashtag. 

The purpose of this is to review previously read material and to get ready to read new material today.

Teaching Strategy

20 minutes

Scholars and teacher do a cloze reading of pages 113-116 of Rosa Parks' autobiography.  The idea here is that all scholars have access to the text (even scholars with ELL, 504 or IEP's).  Moreover, I can pause to discuss specific vocabulary or phonics patterns that need more attention (i.e. Greek or Latin roots). During a cloze reading, all students and I have a copy of the text.  I read aloud and pause over certain words or phrases.  When I pause, students fill-in-the-blank with the missing word or phrase.  It helps hold students accountable to the reading and also gives everyone access to the text. 

As we read, I pause to complete the event sequence parts of the graphic organizer.  I model thinking out loud about a variety of sections.  I also have scholars intermidedly think, pair and share about how to complete various sections of the graphic organizer (this depends on engagement and the need to focus on skills).  Here is an example of one student sharing what her group discussed during a think, pair, share: Student sharing after a think, pair.  

Keep this section rather short today as the importance will be in the guided practice/small groups. 

Guided Practice

15 minutes

Scholars complete reading chapter 8 of Rosa Parks: My Story in partnerships.  I assign heterogenious partnerships so that all scholars have access to the text.  Be careful not to assign super high scholars with super low scholars.  This is frustrating for both pairs.  Consider pairing a high scholar with a medium high scholar, and a low scholar with a medium low scholar. 

Scholars work in partnerships to finish reading chapter 8 and complete their graphic organizer from the point of view of Rosa Parks. 

It is beneficial for scholars to practice fluent reading (even though they are in 5th grade) so that they continue to develop expression. 

Independent Practice

43 minutes

During this time scholars rotate through 3 stations.  I have a bit more time for this today because it is the second lesson in our sequence on text structure. 

I start the time by reviewing our checklist items for the week and explicitly state what should be completed by the end of the day.  This holds scholars accountable to their work thereby making  them more productive.  Then, the ELL teacher and I share the materials that our groups will need to be successful (i.e. a pencil and your book baggies).  Then, I give scholars 20 seconds to get to the place in the room where they will be for the first rotation.  The first scholars who are there with all materials will receive additions on their paychecks or positive PAWS.

During the rotations for this lesson, my small group objective today is to analyze point of view within books that are on each group's highest instructional level.  Scholars read a portion of the same text (different for each group depending on reading level, but the same text is read in each group).  Then we discuss point of view.

After the first rotation, I do a rhythmic clap to get everyone's attention.  Scholars place hands on head and eyes on me so I know they are listening.  Then they point to where they go next.  I give them 20 seconds to get there.  Again, scholars who are at the next station in under 20 seconds with everything they need receive a positive PAW or a paycheck addition.  We practice rotations at the beginning of the year so scholars know if they are back at my table, they walk on the right side of the room, if they are with the ELL teacher, they walk on the left side of the room and if they are at their desks, they walk in the middle of the room.  This way we avoid any collisions.    

At the end of our rotation time I give scholars 20 seconds to get back to their desks and take out materials needed for the closing part of our lesson.  Timing transitions helps to make us more productive and communicates the importance of our learning time.