Indiana Wesleyan University

Elementary Education Lesson Plan

Reading, Writing, and Oral Language

The Youngest Marcher by Cynthia Levinson

Problem Confronted: Representation, Equality, and Freedom
Bailey Count

Readiness:
I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will be able to identify main idea with individual literary pieces by
identifying key literary elements.
B. Objective(s)—The students will state how the character in The Youngest Marcher by
Cynthia Levinson influenced the plot and how her actions in the story can influence the
current events of today.
C. Standard(s)—1.RL.2.1 Ask and answer questions about main idea and key details in a
text.

II. Materials
 The book The Youngest Marcher by Cynthia Levinson
 Multicolored chalk
 Picture of jail cell

III. Anticipatory Set

 I will pull up a picture of a jail cell and begin the experience by asking students to join in
imagining the situation I’m about to describe. I will ask students to envision themselves a
couple years older. I will ask them to imagine what it would feel like to be in jail as a
nine-year-old for one week. I would describe it by saying that they wouldn’t be able to
see their families and that they would have to eat gross jail food and wear a uniform. I
would then say to the students, on top of all of it, you were arrested for expressing your
opinion, which you have a right to as a citizen of the United States. I would then affirm
the situation by saying, “This probably seems like a very frightening situation, and makes
you angry because you did nothing wrong.”

IV. Purpose Statement: “I am going to read to you the story The Youngest Marcher by Cynthia
Levinson. I want you observe the main character and notice how she was treated
because of her actions.

PLAN FOR INSTRUCTION

Use major concepts, principles, theories, and research to construct learning opportunities that
support students’ development, acquisition of knowledge, and motivation.
 Foundational Theory: Reader-response criticism is a school of literary theory that
focuses on the reader (or “audience”) and their experience of a literary work, in contrast
to other schools and theories that focus attention primarily on the author or the content
and form of the work.
 Adaptations to Diverse Students—
 During whole group discussion, students will be able to discuss their initial reactions to
the book and the treatment of Audrey and her friends and family. The actions that the
children will take in the response time will give opportunity for every level of learner to
engage at their appropriate development level. Struggling learners will also have the
support with the read aloud and collaborative discussion that will happen to finish the
reflection activity.
 Lesson Presentation (Input/Output)
 I will have students transition to the floor rug for the read aloud.
 I will point out to students to pay specific attention to the main character and the
effect her actions had on others in the story.
 I will introduce the name of the story and read aloud the story, incorporating
multiple voices for different characters and effectively using facial expressions
and tone to connect the actions to specific characters.
 I will model appropriate reading strategies and expression.

V. Check for Understanding: During whole group discussion after finishing the book, I will
start by allowing time for students’ natural response. Then I will use targeted questioning
to guide students to the topics I want them to talk about to complete the objective. I
want the students to understand the injustice represented in the story that happened to a
girl who desired equality and freedom. I will ask questions such as:
 “How did you like the story?”
 “What specifically did you like about it?”
 “What parts did you not like?”
 “What do you think about Audrey being arrested?”
 “Do you think it was right or wrong with what happened to her and the other
marchers?”
 “What do you think the story is trying to tell us?”

VI. Review Learning Outcomes/Closure—“The main character had to deal with one of the
biggest issues that America has struggled with since its very beginning, injustice. When
deciding to stick up for equality and freedom, she was treated poorly because people felt
they were more superior to her. However, what she did has impacted many people since
that point. Injustice and inequality is still something we are fighting for to this day, and
there are things we can do about it, just like Audrey. Something that you know you have
that you can always use to fight for fairness and freedom is your voice. No one can take
that away for you. Audrey was only a little older than all of you are right now, that
should show you that you have so much power to address problems our world has
today.”

PLAN FOR ASSESSMENT

After the read aloud, and students have had a chance to discuss their initial reactions and opinions
on the book, the class is going to go on a march around the school. As we walk around, we are
going to discuss a place where we can draw a large speech bubble. Once we have decided a place, we
are going to decide on a slogan that we want to put in the bubble that says something about
everyone being equal, or something that will encourage someone to be exactly who they are and not
feel bad about it. As I write that for the class, the students will take chalk and write their own note in
the bubble and write their name underneath it. Before they write, I will ask for their response to be
about why they want freedom and equality for everyone. I will take a picture after it to record what
the students say in the bubble in response to the story.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Could each student identify the actions of the main character in Super Manny Stands Up! and
how that affected the outcome of the story?
8. Did each student present an idea on the classroom march that related to the issues addressed
in The Youngest Marcher by Cynthia Levinson?