Name: Karey Alegria
Lesson Plan: Expository
Grade: Fifth
Parks, R. (1997). I am Rosa Parks. New York, NY: Dial Books for Young Readers.
Curriculum Standard:
2. Discover how democratic values were established and have been exemplified by people, events, and symbols. (C, H)
a. Determine how democratic principles developed (e.g., women’s suffrage, civil rights, etc.)
Big Idea: Rosa Parks was an African American woman who fought to end segregation in the 1950s. She started the civil rights movement because she would not give up her seat on the bus.
Preparation:
1. Introduce the book I Am Rosa Parks on the day that the students will learn about the civil rights movement.
2. Ask the students if they have ever heard of Rosa Parks.
3. Ask the students to make predictions about the book.
4. Encourage the students to listen to the story carefully so they will know if their predictions are accurate or not.
5. Read the story and introduce the definition of the terms “segregation” and “civil rights.”
6. Explain to the students that they will be learning about African Americans who fought for laws that would end segregation, protect civil rights, and ensure voting.
a. The teacher will discuss leaders and issues regarding the civil rights movement.
7. Show a short video about Rosa Parks.
8. Ask questions to ensure understanding about segregation and civil rights and provide more examples of segregation and civil rights issues among African Americans.
9. Tell the students that they will write a short summary describing an example of segregation and express how they feel about the situation.
Guidance:
1. Students brainstorm ideas for their summary.
2. Students will write a short summary.
3. Students will share their summaries aloud to the class.
4. The teacher will walk around the room to provide guidance as needed.
Application:
1. Monitor students while they are writing and presenting their summaries.
2. Assess for examples of segregation and thoughts of segregation within the summary.
Assessment:
1. The teacher will use oral questioning, responses given aloud, and a checklist to assess the students' understanding of the segregation and civil rights issues in the 1950s.
a. The teacher will be checking for facts and opinions in the summaries about the civil rights and segregation issues that were talked about in the book, lecture, and video.
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I liked how you are getting the students to write about how they feel about segregation. It’s a great idea to see how students feel about historical situations. I also like the fact that you are not only reading a book, but you are also using a video. Great lesson Karey!!!!
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