1. Topic-
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| Narration/Description: Sharing Our Story |
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2. Content-
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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. |
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3. Goals: Aims/Outcomes-
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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 |
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4. Objectives-
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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 |
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5. Materials and Aids-
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1. Communications, Chapter 1
2. Alternative Readings
chapter 1
3. Daily Language Activity Transparencies
4. Vocabulary Workshop and tests
5. Spelling |
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6. Procedures/Methods-
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A. Introduction-
1. Use the Journal Warm-up,
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. |
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B. Development-
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. |
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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 Parks's. Then, have
students write 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
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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\ |
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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
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7. Evaluation-
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1. Chapter Tests Chapter 1
2. Chapter Tests in Standardized Test Formats, Chapter 1
3. Assessment Alternatives, Chapter 1 |
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