Lauren Kidd Fifth Grade Lesson 1 Day 1

ELA Monday March 4, 2013

Learning Object: The students will use a during reading strategy to compare and contrast two main characters in the book If a Bus Could Talk: The Story of Rosa Parks.

Alignment with Standards: RL5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). 5-3.2: Explain the practice of discrimination and the passage of discriminatory laws in the United States and their impact on the rights of African Americans, including the Jim Crow laws and the ruling in Plessy v. Ferguson. Art: III. Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas Creative Expression/Aesthetic Valuing. Students will use a variety of subjects, symbols, and ideas in creating original artwork and will evaluate the use of these elements in the artworks of others. Developmental Appropriateness: Cognitive: The students should be able to think critically about two characters in how they compare and how they are different. The students will think back to what they have learned in early grades as well as earlier in the year about comparing and contrasting characters. They will use this information to help them with comparing and contrasting characters from the book.

Social: The students should be able to work with a small group of other students without conflict or argument. Physical: The students should be able to walk around the room enabling them to work with their group members. Emotional: The students should be able to listen to the book without getting emotional because of the events that took place. Assessment of the Objectives: Pre: Tell me how you would compare and contrast two or more characters with in a story. During: I will check each students book mark to see if they were able to pick out character traits based on supporting details from the book. Post: Tell me how you would compare and contrast two or more characters with in a story. Accommodations: I will assist any student that needs assistance while working. If a student needs more time to finish their work they will receive the extra time. I will give directions twice for the activity, as well as place the directions on the smart board for the students to see. Materials: Book If a Bus Could Talk: The Story of Rosa Parks Pencil Paper Book marks (teacher provides) Chart Paper

Markers Use of Technology: The SmartBoard will be used to display an example of a Venn diagram. Before the students are asked to make their group Venn diagrams a few of the students will have a chance to write their ideas on the SmartBoard.

Procedures: You all have focused a lot on writing, to ready yourselves for PASS. Today we are going to enjoy literature. Before we begin with our story I am going to ask you a question about comparing and contrasting characters. You have already focused some on comparing and contrasting this year, so I expect you to know what those words mean. I am going to pass around a blank piece of paper for you to write on. o Pass out blank paper. On your piece of paper I would like for you to tell me and/or show me how you would compare and contrast characters? Once you have finished writing out your answer, walk quietly and place your paper on the stool in front of the SmartBoard. You may then read your independent reading book until your peers are finished. I have the question posted on the SmartBoard for you to see. I should not have anyone asking me what to do or what was the question. I will politely tell you to look on the board if you ask me this question.

o Post question on the SmartBoard as, Tell me and/or show me how you would compare and contrast two or more characters or things. You will have ten minutes to answer the question. You may begin writing out your answer on your paper. o Allow students ten minutes to write their answer to the question. Today I am going to read the book If a Bus Could Talk: The Story of Rosa Parks by Faith Ringgold. As I read this book we are going to focus on the character traits of the two main characters in the story. You are going to use bookmarks to record character traits from our two characters. I am going to give each of you a slip of paper that looks like a bookmark. o Pass out bookmarks. On one side of the bookmark you are going to write Marcie. On the other side of the bookmark you are going to write Rosa Parks. Why do you think we are writing these two names on our bookmark? o Expected Response: These are the main characters in the book. Very good! Kinsley. That is exactly right. What do you think we are going to do with these two characters? o Expected response: We are going to compare the two characters. Correct! As I read the book, I would like for you to really pay attention to our characters. Listen for character traits (or words that describe the characters) for both of our characters. As you hear these traits write them down on your bookmark under the characters name that the trait is describing.

However, you arent going to just write down the trait. You will also need to back the trait up with supporting details from the book. So, as you write a trait, also write down an action word, or a phrase supporting the characters trait.

Before I begin to read does anyone have any questions? o Answer any questions that the students may have about the activity.

Lets begin. o Begin reading the book. As the book is read, help point out character traits and supporting details (model the expectations). Stop on the page the green sticky note is on. o Also discuss discrimination, intimidation, and bullying on the pages that it takes place. ( SSCA; Safe School Climate Act)

We are going to stop here. We have read half way through the book. We have discussed both Marcie and Rosa, stating a few character traits, as well as details from the text supporting these traits. We are going to now use our STP strategy. We are going to stop here, I want you to think about what we have read, and now paraphrase what we have read in your reading journal. o Give students a few minutes to paraphrase what has been read to them in their reading journals.

Okay, so now lets discuss the main characters from the book and their traits. We are going to compare and contrast these two characters traits.

Can one of you give me one way Marcie and Rosa are alike so far from what we have read? o Expected answer: They were both scared at one time.

Okay, tell me a supporting detail from the book. o Marcie was scared because she was unfamiliar with the bus that she got on. Rosa was scared because of the Ku Klux Klan.

Very good Jason. It looks as if you all understand the concept very well. You all have a few traits with supporting details on your bookmark, and thats exactly what I was looking for.

Great Job everyone! We will continue reading the remainder of the book tomorrow.

Lesson 2 Yesterday we read part of the book If a Bus Could Talk: The Story of Rosa Parks. Someone tell me what we did as we read the book. o Expected Response: We looked for character traits of the two main characters. That is correct. Who are our main characters? o Expected Answer: Marcie and Rosa Parks That is correct. What are a few traits of the characters that you noticed in yesterdays reading? o Expected Response: Scared and Curious. Okay, those are very good traits that both characters had. Today we are going to continue reading the book. As we continue on, I would also like for you all to continue to use your bookmark to write down the character traits of Marcie and Rosa Parks.

o Begin reading the remainder of the book. As you read the book, discuss the characters and what is happening in the book with the students. We have read the entire book. If you really liked this book about Rosa Parks there is also informational text on her like her biography. Other books you can read that focus on discrimination is The Year of the Boar and Jackie Robinson and also The Bracelet. We have discussed the book and its characters in great detail. Based on the characteristic you have written down, as well as what you have gathered from the class discussions, draw one of the characters you have on your bookmark. So, you can either draw Marcie or Rosa. You need to draw the characters just as you perceive them at this time based on the character traits you have listed. I have markers on the stool in front of the SmartBoard that you may use. If you have markers or crayons of your own, you may also use those. You will have five to ten minutes to complete your character. Once you finish, bring your character to me and I will hang it on the wall under our Rosa Park display. o Give the students at least five to ten minutes to complete their character. We are now going to talk more about comparing our characters. I want a few people to come and put their traits they wrote on their bookmark on the SmartBoard. Shannon you can come up, Hunter you can come and write yours and Brooke you can come write yours on the board. When you write the traits, also write which character has that trait beside it. Stay at the board once you finish. I want you to also tell us what supporting details from the book you used to figure out that the character had that trait. In other words, give supporting details from the book to back up the character trait you wrote down.

o Allow the students a minute to write the character traits on the board. Now, each of you can talk about your traits. o Give students a minute to discuss the traits they wrote on the board. Lets discuss how these characters compare and contrast. What does it mean to compare and contrast? o Response: It is when you state whether two or more characters are alike or different. Also, how those two or more characters are alike or different. That is a great answer Nicole. That is exactly right students. Today we are going to compare and contrast how our two characters are alike and different. Someone tell me how Rosa is different from Marcie based on the traits on the board. Okay, great answer Breelyn! Now someone tell me how these characters are different based on the traits on the board. Great! You can see here that Rosa and Marcie are not completely alike; they have some differences as well. So, now you all have heard traits, you have heard supporting details from the text, and you have compared and contrasted these characters. I am going to place you into five groups of five. o Place students in groups. Your group needs to create a Venn diagram comparing and contrasting the two characters. I will have an example Venn diagram on the SmartBoard for you to see. I will give each group a piece of chart paper to complete their Venn diagram on. Make your diagram large so it takes up the entire paper. You will have fifteen to twenty minutes to create your group Venn diagram comparing and contrasting your two

characters. After your group creates the Venn diagram you will all be presenting them to the class. I will also be giving you a rubric to follow on what all should be on your diagram. Please follow the rubric directions. You may begin creating your Venn diagrams. o Give the students twenty minutes to create the Venn diagram. You all did so well creating your diagrams! Group one, please come and present your diagram. Please explain the diagram entirely; stating all of the components on the rubric you were given. o Continue with each group until all groups have presented. Each of you did a wonderful job creating the diagrams. You all showed that you can compare and contrast two characters. I am going to give you back your paper that you answered the question on at the beginning of the lesson yesterday. The question will be reposted on the SmartBoard. Post Assessment: I would like for you to answer that same question again with a pen or a marker. If you did it in pen the first time, use a different colored pen. Please make a key as to which pen was used yesterday and which one you are using today. Here is the question again, tell me how you would compare and contrast two or more characters with in a story. Once you have finished, place the paper on the stool in front of the SmartBoard face down. You may then pick one other person in the room and compare and contrast them to yourself using a Venn diagram. All comparisons must be kind and appropriate.

References: If a Bus Could Talk: The Story of Rosa Parks by Faith Ringgold; this lesson was developed by me with help from Sheena Odom. The book was only read as a read aloud with in the lesson. Activity Analysis: The students will listen as I read the book If a Bus Could Talk: The Story of Rosa Parks. As I read, they will use the bookmark strategy to write down character traits of the two main characters in the story. As a class we will discuss the traits they have recorded. As we discuss a few students will be given the opportunity to write a few traits they recorded on the SmartBoard. After the discussion, the students will use the traits to draw the characters as they perceive them based on the traits they wrote down. After the students finish with their drawings I will place them in groups of five. They will be asked to complete a Venn diagram comparing and contrasting the two characters based on their character traits. Once all of the groups have finished, each group will be asked to present their Venn diagram to the class.

Assessment Rubric Rubric for the pre and post assessment question. 3 Points Character and character traits Students mention that they will state the main character from the story. Student states that they will find and write out character traits, also how the characters interact with people. 2 Points Students do not mention anything about stating the main characters from the story. The student does not state what information they will use to compare the characters. (E.g. character traits, interaction with other characters, etc.) The student mentions less than three graphic organizers they can and/or will use when comparing and contrasting characters. The student does not mention that they will use supporting details to support their characters traits. The student does not mention any graphic organizers they can and/or will use when comparing and contrasting characters. 1 Point

List of character traits

Compare and Contrast characters with list, Venn diagram, or chart/table

The student gives three or more graphic organizers they can and/or will use when comparing and contrasting characters. The student states that they will use supporting details to support their character traits.

Supporting Evidence

Semantic, phonetic, and syntactic cues are addressed through guided reading each day during reading time.