1. Topic-
|
Narration/Description: Sharing Our Story |
|
|
2. Content-
|
AUTOBIOGRAPHICAL INCIDENT:
EXPRESSIVE WRITING:
WHITE SEATS:
seats on a public bus that only white people could occupy
INFERENCES:
educated guess
GENERALIZATION:
A statement that applies to many different situations or people even
though it is base on specific situations or people.
CHRONOLOGICAL ORDER:
to tell which event happened first, second, third, and so on.
CONTEXT:
is made up of the words and sentences that surround it.
FLOWCHARTS:
are graphic organizers that can help you see the events of an autobiographical
incident in the order in which they occurred. |
|
|
3. Goals: Aims/Outcomes-
|
1. To read an excerpt from
an autobiography
2. To write an
autobiographical incident
using narrative and
descriptive writing
3. To tell a story to
classmates |
|
|
4. Objectives-
|
READING WORKSHOP
*READING AND WRITING
CONNECTION*
1. To read an
autobiographical incident
in preparation for
writing one
*READING SKILLS*
1. To form generalizations
2. To construct a flowchart to chart chronological order
3. To use context clues to determine the meanings of unfamiliar words
WRITING WORKSHOP
1. To use the writing process to write and revise an autobiographical
incident
2. To include background information that will help an audience
understand the incident
3. To create a chart of action details and sensory details that will
help re-create the incident.
4. To arrange ideas in chronological order
5. To replace dull verbs with exact verbs
6. To capitalize proper nouns |
|
|
5. Materials and Aids-
|
1. Communications, Chapter 1
2. Alternative Readings
chapter 1
3. Daily Language Activity Transparencies
4. Vocabulary Workshop and tests
5. Spelling |
|
|
6. Procedures/Methods-
|
A. Introduction-
1. Use the Journal Warmup, Transparency 10, in COMMUNICATIONS
2. Have the students list three memorable
experiences that they would not mind sharing. Then, discuss the following
questions with each other
*Why are these experiences memorable?
*What did you learn
about yourself from
these experiences. |
|
|
B. Development-
1. Before reading build background. Ask students to brainstorm what
they
know about the Civil Rights Movement. Tell them that knowing some
historical facts that relate to the Reading Selection will help them
better understand it.
Explain that segregation laws, established in many states in the 1800s,
required blacks and whites to attend separate schools and to use separate
facilities such as restaurants, hospitals, and hotels.
African Americans launched the Civil Rights Movement in the 1950s
to end segregation and demand equality. When Rosa Parks, an African
American seamstress, refused to give up her seat to a white person
on a Montgomery, Alabama bus in 1955, she was arrested for disobeying
segregation laws. In response, local Civil Rights leaders, led by
Dr. Martin Luther King, Jr., urged African Americans to boycott the
city's bus system. IN 1956, the Supreme Court declared local and state
segregation laws in Montgomery, Alabama, unconstitutional.
2. Read through the excerpt from ROSA PARKS: MY STORY, which illustrates
the concept of chronological order and also provides an opportunity
for students to apply what they learn about making inferences and
forming generalizations.
3. Have students answer the questions through out the reading. |
|
|
C. Practice-
1. After the reading is complete, divide the class into groups and
have them create "empathy webs." Groups should begin by drawing a
circle that contains the sentence "rosa Parks was asked to give up
her seat." Groups should draw connecting circles that contain adjectives
describing Parks's feelings. Ask students describing Parks's feelings.
Ask students to share situations (if they feel comfortable doing so)
in which they experienced feelings similar to Park's. Then, have students
white those experiences in circles attached to the adjectives shared
with Parks. Finally, ask each group to discuss the following:
*How does your
experience affect the
way you feel about
Parks's story?
*Have you learned
anything new about
society or culture
|
|
|
D. Independent Practice-
1. COMMUNICATIONS worksheet
page 7
2. COMMUNICATIONS
transparency 11
3. COMMUNICATIONS worksheet
page 8
4. Have students re-read the reading selection on pages 19-20. Have
them use the steps in the "Thinking It Through" on page 22, form a
generalization about what sometimes happens when people take a stand
against something they believe is unfair. Explain they need to be
prepared to support their generalization with information from\ |
|
|
E. Accommodations (Differentiated Instruction)-
Step the students through the steps in the "Thinking It Through"
on page 22, form a generalization about what sometimes happens when
people take a stand against something they believe is unfair. Explain
they need to be prepared to support their generalization with information
from the reading selection and from their own knowledge. |
|
|
7. Evaluation-
|
1. Chapter Tests Chapter 1
2. Chapter Tests in Standardized Test Formats, Chapter 1
3. Assessment Alternatives, Chapter 1 |
|
|