hansenb.weebly.com€¦ · web vieweach group will present one of their word lists for a ......

Literacy Hansen 1

Literacy Project

Brennah Hansen

Missouri Southern State University

Literacy Hansen 2

GLE

Examine cultural interactions among these groups from colonial times to Civil War: Africans brought to America

3a5f

Non-white-European

Meeks, J. (1936). Arkansas narratives. WPA Slave Narrative Project, 2(5), 76.

Jesse Meeks a former slave is recounting the time he was with one of his masters. In this piece he

talks specifically about an encounter with the Ku Klux Klan.

Woman

Truth, S. (1851). Sojourner Truth (1797-1883): Ain’t I a woman?. Retrieved from

http://www.fordham.edu/halsall/mod/sojtruth-woman.asp

Sojourner Truth spoke at the Women’s Convention in Akron, Ohio. Her speech discussed how

much different a black woman’s life was than a white woman’s.

Magazine Articles

Kennedy, K. (2012, April 16). Keeper of the flame. Sports Illustrated, 116 (16), Retrieved from

http://sportsillustrated.cnn.com/vault/article/magazine/MAG1197112/1/index.htm

Jackie Robinson was the first man to break the color line barrier in MLB. There was a ceremony

honoring his life and achievements. The article also went back in time and discussed issues that

major league sports faced.

Plasket, K. (2012, February 22). A museum of black history. Time for Kids. Retrieved from

http://www.timeforkids.com/news/museum-black-history/30236

Literacy Hansen 3

President Obama gave a speech about the construction of the National Museum of African

American History and Culture. According to President Obama the museum will be “not just a

record of tragedy, but a celebration of life."

Newspaper Articles

Kantor, J., & Swarns, R. L. (2009, October 7). In first lady’s roots, a complex path from slavery. The

New York Times, pp. 1A.

This article is about First Lady Michelle Obama’s family’s history. Mrs. Obama was unaware of

her complete family history until her husband ran for presidency.

Ryan, K. (2012, May 2). 90-year-old resident who remembers past racism wants to see president.

The Joplin Globe. Retrieved from http://www.joplinglobe.com/local/x1585739818/90-year-old-

resident-who-remembers-past-racism-wants-to-see-president

This article was about a long time Joplin resident who remembers significant racially motivated

events in this area. The resident’s one wish is to see President Obama when he comes to Joplin.

Nonfiction Books

Bial, R. (1999). The Underground Railroad. New York, NY: Houghton Mifflin Company.

This is a unique book in that it takes the perspective of passengers and conductors of the

Underground Railroad. Within the book are photographs and examples of stations on the

Railroad.

Burchard, P. (1999). Lincoln and slavery. New York, NY: Atheneum.

Literacy Hansen 4

This book is about Lincoln’s role in abolishing slavery. This book helps readers to gain a better

understanding of slavery as both a political and moral issue in America.

Underwood, D. (2008). Nat Love. Minneapolis, MN: Lerner.

This book is about the life of Nat Love. Nat rose from slavery and became a cowboy. When

times were changing he quit the cowboy life and started working on trains.

Novels

Crowe, C. (2002). Mississippi trial, 1955. New York, NY: Penguin Group.

In Mississippi in 1955, a white sixteen year old is at odds with his grandfather over issues

surrounding the murder of an African American teen.

Paulsen, G. (1997). Sarny. New York, NY: Random House.

This is the life of Sarny, the main character. She is a free woman after the Civil War. This book

follows Sarny’s journey until her last days in the 1930’s.

Taylor, M. (2004). Roll of thunder, hear my cry. New York, NY: Penguin Group.

This is a book about an African American families struggle to keep their land in the hate filled

South. The reader follows the life of the Logan family for a year.

Poem

Onoriobe, O. (2007). Memories of slavery. Retrieved from

http://news.bbc.co.uk/2/hi/africa/6485263.stm

Literacy Hansen 5

In this poem it talks about what it was like to be in slavery. The poem helps to create a mental

image of what life must have been like.

Graphic Novel

Boyd. B. (2003). Slavery’s storm. Williamsburg, VA: Chester Comix.

This graphic novel tells the story of Nat Turner’s Revolt, Dred Scott’s legal battle and John

Brown’s Raid in the days before the Civil War. The novel helps students understand the political

arguments that surrounded this era.

Picture Books

Ringgold, F. (1992). Aunt Harriet’s Underground Railroad in the sky. New York, NY: Crown.

This creative book tells the story of Harriet Tubman and the Underground Railroad. Ringgold

imagines Tubman's story as a fantastic nighttime flight and supports rich language with magical

illustrations.

Miller, W. (1999). Frederick Douglass: The last days of slavery. New York, NY: Lee & Low Books.

In this award-winning book, the author describes Frederick Douglass' life as a young plantation

slave and reveals the courage Douglass exhibited by challenging his enslavement.

Websites

African American world. (2005). Retrieved from http://www.pbs.org/wnet/aaworld/

This site offers information about history, art & culture, race & society, and selects profiles of

African American life. There is also a kids tab for students to play games, send e-cards, and meet

other kids.

Literacy Hansen 6

The Underground Railroad. (2012). Retrieved from

http://teacher.scholastic.com/activities/bhistory/underground_railroad/

This is a unique site that offers an interactive timeline of the Underground Railroad.

Along with dates and details about specific events, there are also external links for further

exploration.

Literacy Hansen 7

Word Sort

Ryan, K. (2012, May 2). 90-year-old resident who remembers past racism wants to see president. The Joplin Globe. Retrieved from http://www.joplinglobe.com/local/x1585739818/90-year-old-resident-who-remembers-past-racism-wants-to-see-president

SS 3aF05Examine cultural interactions among these groups from colonial times to Civil War: Africansbrought to America

R1G05During reading, utilize strategies to

a. determine meaning of unknown wordsb. self-monitor comprehensionc. question the text

Directions: Each group will review the categories provided. The vocabulary terms/concepts will be sorted into one of the categories. Once we start you will have ten minutes to place all of the words into the correct categories. Afterwards there will be a class discussion. Each group will present one of their word lists for a specified category. The groups will be expected to defend why the terms were sorted into that category and how each term or concept meets the category criteria.

Signs of Racism Signs of Changing Times

Ku Klux Klan

Jim Crow era

Lynching

Burning crosses

Segregation

Lincoln School

Thomas Gilyard

‘Colored Here’, ‘White Here’

President Obama

Marion Dial

Brown v. Board of Education

Desegregated schools

Anti-Klan rally

U.S. Rep. Perl Decker

Civil Rights movement

It would be most beneficial to give this word sort to the students before they read the newspaper article. This would be a way to assess what the students have learned from previous discussions and readings. The sort would be given again after the students read the article. It would be a checking for understanding assignment.

Literacy Hansen 8

Vocabulary Self-Awareness Chart


SS 3Af05Examine cultural interactions among these groups from colonial times to Civil War: Africansbrought to America

CA R1E05Develop vocabulary through text, using

a. root words and affixesb. synonyms and antonymsc. context cluesd. glossary and dictionary

Student Directions:1. Examine the list of words you have written in the first column2. Put a “+” next to each word you know well, and give an accurate example and definition

of the word. Your definition and example must relate to the unit of study.3. Place a “√” next to any words for which you can write only a definition or an example,

but not both.4. Place a “-“ next to words that are new to you.5. Add any additional words you feel are important to know or are unfamiliar to you.

You will use this chart throughout the unit. By the end of the unit should have the entire chart completed. Because you will be revising this chart, write in pencil.

word + √ - Example Definitionsegregation + They fought

to end segregation in schools.

The separation of a race by unfair means.

motorcade √ A parade of motor vehicles.

racism -novelistexpulsion exodusinfluxcampaign

Literacy Hansen 9

To begin, I would model how to use the chart for students before they read the newspaper article. The students would begin to fill out the chart after modeling. Students should continue to fill out the chart and revise their responses while they read the newspaper article and again afterwards. This will allow students to refine their knowledge of the terms and concepts during the reading. The classroom teacher would also be able to monitor student responses throughout as well.

Literacy Hansen 10

Question Answer Relationship (QAR)

APA ReferenceRyan, K. (2012, May 2). 90-year-old resident who remembers past racism wants to see president.

The Joplin Globe. Retrieved from http://www.joplinglobe.com/local/x1585739818/90-year-old-resident-who-remembers-past-racism-wants-to-see-president

Content GLE/sSocial Studies: 3Af05


Literacy GLE/sCommunication Arts: R1H05Apply post-reading skills to demonstrate comprehension of text:a. answer basic comprehension questionsb. identify and explain the relationship between the main idea and supporting detailsc. make predictionsd. question to clarifye. reflectf. draw conclusionsg. analyzeh. paraphrasei. summarize

Student directions:

Read the article. After you read, fill in the chart below.

IN THE TEXT Question AnswerRight There questions 1. What was the name of the man the

article was about?Russell England

2. What organization was Mr. England the president of?

National Association for the Advancement of Colored People

Think and Search questions 1. Find two examples of racially motivated violence.

Pierce City lynching in 1901, Joplin lynching of Thomas Gilyard, mobs storming Joplin neighborhoods, and burning crosses.

2. Explain the racism that Mr. England experienced.

Mr. England experienced several instances of racism. He had to enter the back door of a store and he was only allowed to go to one movie theater in town. The school that Mr. England attended was segregated as well.

IN YOUR HEADAuthor and You questions 1. Would you have advised the African

American families in Joplin to move after the lynching in 1903?

I would advise the African American families to move after the lynching in Joplin in 1903. This was the second lynching in two years. Besides the lynching, mobs were storming neighborhoods in Joplin. This would not have been a safe place to live during that time. Even today there are places that experience racism in our country. Recently

Literacy Hansen 11

the murder of a young black man in Florida made national headlines. I think that it would have been safer for the families to move. ORI would have advised the African American families to stay in Joplin. Mr. England’s family stayed in the area. His family did not experience any violence. If the black community moved every time there was trouble, they would never have a permanent home. Especially in such a troubled time period. Last month there was a dog attack at my next door neighbor’s house. Even though it was scary, we did not move. People have to stand their ground and not be bullied out of their homes.

On Your Own questions (1) 1. Describe a time you witnessed racism and what you did.

Last year there was a boy who was picked on in the hallway every day. He was the only Asian student in the school. He was bumped, tripped, and made fun of. I really wanted to do something, but I was afraid that the tormenters would start picking on me. I was also afraid that if I said something that the harassment would only get worse for the boy. It got to the point that I had to do something though. The boy was not talking to anyone and starting to miss school. So I stayed after school one day and told my math teacher what was going on. My teacher promised that the tormenters would not find out I was the one who told. The very next day the harassment stopped. The boy was able to finish the year without any more problems and he went back to being himself.

Rubric for Author and Me 4 3 2 1

Student states how they would advise the African American families about moving. Two pieces of information from the text were used to support the answer. The student thoroughly explains background knowledge or experiences to further support their answer.

Student states how they would advise the African American families about moving. There was one piece of information from the text to support the answer. The student uses some background knowledge or experience to further explain and support their answer.

Student states how they would advise the African American families and uses at least one piece of information from the text OR uses background knowledge/experiences to support and explain their answer.

Student states how they would advise the African American families, but does not use information from the text or personal knowledge/experience to support or explain.

Rubric for On My Own 4 3 2 1

Student stated an incidence of racism. They explained options and reasons for the various choices. Student states the final decision with a thorough explanation of their

The student stated an incidence of racism and provided at least two options with an adequate explanation of their final choice.

Student presented a vaguely stated incidence of racism and what they decided with only minimal explanation.

Student failed to clearly present an incidence of racism. No clear decision was stated. Student vaguely responds to the problem. No explanation was provided.

Literacy Hansen 12

choice.

When and why I would use this strategy:I would use this strategy after students complete what has been assigned to them to read. I would use this strategy because it makes the students go back to the text. Skimming can be done for the first question, but after that the students really have to dive into the text to answer the questions. This would help improve both comprehension and students writing abilities.

Literacy Hansen 13

Graphic Organizer





Literacy GLE/sCommunication Arts: R3A05

Apply information in text features, graphics, such as maps, diagrams, charts and index, to clarify and connect concepts to the main ideas

Student Directions:

Create a concept map while you are reading the article.

Russell England One wish

Meet Obama

Segregation Experience

Had to use business back door

Could only go to one movie theatre

‘White’s here’, ‘Colored here’

Lincoln School

Past racially motivated violence

Pierce City, 1901 lynching

1903, Thomas Gilyard lynching

Mobs

KKK in Joplin

Resident of Joplin

Joplin History

Post WWII racist attitudes fading

Marion Dial on city council

Desegregation of schools

Literacy Hansen 14

I think that the concept map is a great graphic organizer. I would have students to create a concept map when they are reading something like this article. The concept map is a good choice because students can create one while they are reading their text or articles. The map aids the students in comprehension and it also focuses on vocabulary. The concept map worked great for this particular article because the article had three different things going on. The students can visually see the different ideas presented, this in turn allows them to better comprehend the information.

Literacy Hansen 15

Making/Taking Notes





Literacy GLE/sCommunication Arts: R1G05

During reading, utilize strategies to

a. determine meaning of unknown wordsb. self-monitor comprehensionc. question the textd. infere. visualizef. paraphraseg. summarize

Student Directions:

Create a skeletal note structure of the newspaper article.

90-Year-Old Resident Who Remembers Past Racism Wants to See President 6/14/12

Joplin’s Past 1901 lynching in Pierce City April 15, 1903 Joplin lynched Thomas Gilyard After the lynching, mobs stormed black neighborhoods: Caused hundreds of black people

to leave Mr. England’s family stayed in Joplin Ku Klux Klan meet in Schifferdecker Park KKK parade in 1923, burning crosses carried in the parade March of 1924, U.S. Rep. Perl Decker led an anti-Klan rally

Russell England’s Life Born in 1921 Before WWII moved to Tulsa Joined the Army – Stationed at Pearl Harbor and in Japan

Literacy Hansen 16

After the war returned to Joplin Worked at R&S Chevy for $1 an hour Went to PSU on the GI Bill 1948-1952 President of Joplin’s chapter of National Association for the Advancement of

Colored People Marched in downtown Joplin for the civil rights movement Wants to meet President Obama because he represents many things the country has faced

and overcome

Russell England’s Experience w/ Racism He never experienced racially motivated violence Enter through store’s backdoors, couldn’t enter the front Blacks could only go to one movie theater One black police officer in Joplin – he could only arrest black people Signs that said: ‘White here’, ‘Colored here’ Attended a segregated black school called Lincoln School

Joplin’s Changing Attitude 1954 - Joplin elected a black councilman – Marion Dial 1954 -Joplin Junior College was integrated 1955 – Joplin desegregated it’s schools Joplin started changing its attitude before the South

I would have students use this note taking strategy while they are reading the assigned material. Once the students get the hang of this form of note taking it is going to help aid their comprehension. What I really like about this form is that it highlights the key points of the text. It also backs up the key points by adding supporting details to make it more understandable. I would use this strategy because it aids in comprehension and it helps students evaluate the importance of information.

Shared Reading Artifact

Literacy Hansen 17

Text:Bial, R. (1999). The Underground Railroad. New York, NY: Houghton Mifflin Company.

GLEs:SS 3Af05Examine cultural interactions among these groups from colonial times to Civil War: Africans brought to America

Communication Arts R1G05During reading, utilize strategies to h. determine meaning of unknown wordsi. self-monitor comprehensionj. question the textk. inferl. visualizem. paraphrasen. summarize

Text Teacher commentary during the think aloud

Strategies modeled/practiced

The Underground Railroad “As I look through this book I see a lot of pictures scattered throughout the text. I see a picture of a wagon, a lantern in a dark place, a map, and a mansion. The title of this book is The Underground Railroad. I wonder if this book is about the underground railroad. I will read the first paragraph.”

Predicting and using titles and graphics provides focus and motivation to read further.

“If you come to us and are hungry, we will feed you; if thirsty, we will give you drink; if naked, we will clothe you; if sick, we will minister to your necessities;

“When we got to the first page, this quotation was the first thing on the page. I think that this is important. The text doesn’t say specifically that the book is

During reading using strategies to infer.

http://www.amazon.com/gp/reader/0395979153/ref=sib_dp_pt#reader-link

Literacy Hansen 18

if in prison, we will visit you; if you need a hiding place from the face of the pursuer, we will provide one that even bloodhounds will not scent out.”

about the Underground Railroad, but it still seems like a good prediction. The references in the passage about a hiding place from a pursuer and bloodhounds on the scent are good clues. Let’s keep reading to make sure.”

Tice Davids broke for the woods, dodging trees and tangled bushes, trying desperately to get away; his furious master was right behind him. When Tice came to the Ohio River, he plunged into the water without a moment’s hesitation. Not taking his eyes off Tice, his master jumped into a skiff and rowed after the runaway, who was swimming for his life. Tice had barely gotten to the other side near Ripley, Ohio, when his master also touched land, but the runaway slave had vanished. The slave owner searched everywhere but couldn’t find a clue. Thoroughly baffled, he concluded, “He must have gone on an underground road!”

“So the author is talking about the Underground Railroad. I can see from this paragraph that we are talking about slaves, masters, and an underground road. Therefore, our prediction was correct.”

The prediction is confirmed by reading the text.

Once in a northern state, fugitives were assisted and led from one station to the next by railroad workers. Runaways were transported in coaches, trains, steamships, and skiffs, but most often in wagons or on foot.

“As I was reading this paragraph I did notice that there were some words I am not sure the meaning of. Until I know the meaning I am not going to fully understand the text. The first word I come to that I am unsure of is fugitive. As I reread my sentence though I use context clues to help

Vocabulary, finding the meaning of an unknown word using context clues.

Literacy Hansen 19

me understand. We had been talking about runaway slaves, but now the text says fugitive. The text is still talking about getting to northern states and different ways to get there. Therefore, using context clues I have figured out that a fugitive is someone on the run.

Escaped slaves might be hidden literally underground in cellars or tunnels, as well as in attics, fake closets, or secret rooms. In addition to shelter, the railroad’s “cargo” was given food and clothing and, if needed care for broken bones, cuts—and sometimes bullet wounds.

“I see from reading these paragraphs that it was a rough journey for runaway slaves. Some of the stops and methods of travel weren’t always comfortable. However, the slaves were provided with food, clothes, and care for injuries all for free. I think I am beginning to see why slaves took their chances and ran towards freedom.”

Make explicit connections to previously learned content. Summarize what you know thus far and what you know based on prior or background knowledge.

The shared reading approach is a great way to show students how they can use different comprehension strategies during their own reading. The teacher modeling and having students participate along the way not only activates prior knowledge, but new knowledge is formed. I would use this strategy for complicated whole group texts. I can see this working really well with science text and even social studies text. It is safe to say that it could easily be used across the curriculum. The more practice students get with the comprehension strategies the better readers they are going to become.

Literacy Hansen 20

Communications Arts

Practice Test

Grade 6

Student’s Name _________________________________(please print first name and last name)

Teacher’s Name ________________________________(please print first name and last name)

School District ___________________________________

Building/Room __________________________________

Date____________________________________

Form 20

Do not open test booklet until instructed to do so.

Literacy Hansen 21

GLEs: SS 3Af05Examine cultural interactions among these groups from colonial times to Civil War: Africans brought to America

Communication Arts: R1H05Apply post-reading skills to demonstrate comprehension of text:a. answer basic comprehension questionsb. identify and explain the relationship between the main idea and supporting detailsc. make predictionsd. question to clarifye. reflectf. draw conclusionsg. analyzeh. paraphrasei. summarize

Text:

Taylor, M. (2004). Roll of thunder, hear my cry. New York, NY: Penguin Group.

Literacy Hansen 22

Roll of Thunder, Hear My CryChapter 3

1. Do you think Little Man had a good reason to be mad? Use two details from the story to support your answer.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Imagine that you are going to write a paper about prejudices African American’s suffered. Write two different questions that you would use to guide your research.

Question 1:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Question 2: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Use details from the beginning and from the end of the chapter to explain how Cassie’s thinking changed as a result of her experiences throughout the chapter.Beginning:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________End:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Literacy Hansen 23

4. Complete the chart by listing four major events in the chapter in the order that they happened.

Alternate Constructed Response ItemExplain the significance of the headlights in the driveway at the end of the chapter. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Circle the letter of the correct answer for Questions 5 and 6.

5. A sentence from the chapter states, “moving silently, like a jungle cat” Which kind of figurative language is the author using here?A. alliterationB. onomatopoeiaC. metaphorD. simile

6. In the sentence on page 50, “Each of the cars used the driveway to turn around, then the caravan sped away as quickly as it had come...” What does “caravan” mean?A. group of vehiclesB. large vanC. single car

Literacy Hansen 24

D. train

7. Now you will write a paper in response to a writing prompt. First, read the prompt in the box below. You will now have 45 minutes for your prewriting activities such as brainstorming, listing, outlining, and writing a rough draft. Use the pages in the test booklet labeled “prewriting” to record your ideas and your rough draft. You will then have another 45 minutes in which to write your final paper. Use the pages in the test booklet labeled “final paper” to record your completed work.

Prewriting________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Prejudice is a common theme in the South where Cassie lives. Prejudice has been a common theme in American history for hundreds of years. Write a paper to your teacher describing a time you witnessed or experienced prejudice and explain how you dealt with it.

Literacy Hansen 25

Final Paper

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Literacy Hansen 26

Grade 6 Form 20 Scoring GuideRoll of Thunder, Hear My Cry, FictionQuestion 1, GLE R1H062pts The response includes an opinion and two details from the passage as supportExample—I think Little Man does have a right to be upset. The bus splashes the African American children every chance it has and the white students have a bus and the black students do not.1 pt The response includes an opinion and one detail from the passage as support.0 pts OtherScoring Note: Student must provide an opinion to receive credit.Question 2, GLE I1A062 pts The response includes two different questions that may be used to guideresearch about prejudice of African Americans.Example—My first question would ask about recorded prejudice of African Americans. My second question would ask about the reasons for the prejudice.1 pt The response includes one question that may guide research.0 pts OtherQuestion 3, R2C062 pts The response includes a reasonable explanation that includes one detail fromthe beginning of the passage and one detail from the end of the passage.Example—In the beginning of the passage Cassie thought it would serve the white kids right to have to walk in the rain. At the end of the passage Cassie was afraid of the retaliation that would come from the big hole they dug.1 pt The response includes a reasonable explanation that includes one detail from the beginning of the passage OR a reasonable explanation and one detail from the end of the passage.0 pts OtherQuestion 4, GLE R2C062 pts The response includes four events in the order they happen.Example—Cassie and her siblings have to walk to school in the rain, the school bus splashes them on purpose, the Logan siblings dig a giant hole and the bus breaks down, mad white men show up in the Logan’s driveway.1 pt The response includes two-three events in the order they happen.Scoring Note—To receive points the events must be listed in the correct order.Alternate Constructed-Response Item, R1I062 pts The response includes an explanation of why the event is important with adequate support from the passage.Example—The headlights are a sign of trouble for the Logan family.The children had to go to bed and Ma got the shotgun out.1 pt The response includes an explanation of how the contribution is important with minimal support from the passage.Example—The headlights are a sign of trouble for the Logan family.0 pts OtherQuestion 5, GLE R2B061 pt DQuestion 6, R1C061 pt A

Literacy Hansen 27

WP Use state writing scoring guide for grade 7.

Literacy Hansen 28

Minilesson 1

Name: Brennah Hansen

Grade Level: Fifth

Content: Social Studies

Lesson: Vocabulary Self-Awareness Chart from newspaper text

Content Objective(s): After teacher modeling and guided practice, students will develop a deeper understanding of vocabulary words from the newspaper text by completing a vocabulary self-awareness chart.

GLE: SS 3Af05Examine cultural interactions among these groups from colonial times to Civil War: Africans brought to America

CA R1E05Develop vocabulary through text, using

e. root words and affixesf. synonyms and antonymsg. context cluesh. glossary and dictionary

Modifications: Struggling students will be able to work with a partner. They will also have other texts (multiple reading levels) and resources about slavery available to them, to assist in completing their vocabulary self-awareness chart. They will only have to add 4 additional words to the chart for full credit.

Materials/Media/Resources:

Ryan, K. (2012, May 2). 90-year-old resident who remembers past racism wants to see president. The Joplin Globe. Retrieved from http://www.joplinglobe.com/local/x1585739818/90-year-old-resident-who-remembers-past-racism-wants-to-see-president Copies of pre-made vocabulary self-awareness charts for each student

Computer

SmartBoard

Markers

Pencils

Anticipatory Set: On each of your desks, you have a copy of the newspaper article titled 90-Year-Old Resident Who Remembers Past Racism Wants to See President. I want you to take a few minutes to read over the article. The article is about an African American resident of Joplin and Joplin’s past.

Literacy Hansen 29

Instructional Input: Each of you will complete a vocabulary self-awareness chart for this newspaper article. We will learn vocabulary words by using context clues and a dictionary. We can also use root words and affixes to determine the meaning of a word. You will continue to use this chart throughout our unit on slavery. This chart will help you monitor your knowledge of the terms and concepts in this article and other text we will encounter during our study. By the end of the unit you should have the entire chart completed.

Modeling/Demonstrating: In the first column is a list of vocabulary words from the article we are going to read. You might already know some of the words or they may be new to you. The reason these words are listed is because they might be important to the comprehension of the text. The first word on the chart is ‘segregation’. I am familiar with this word, so I will write a plus sign in the column with a plus sign at the top of the column. This means that I know the word well and I can give an accurate example and definition of the word. I know the definition of segregation is ‘the separation of race by unfair means’. I write that in the column with ‘Definition’ at the top. I am going to use the word in a sentence now. I am going to write ‘They fought to end segregation in schools’ in the column with ‘Example’ at the top. (I will be demonstrating on filling in the chart on the SmartBoard.)

The next word is ‘motorcade’. I am familiar with this word, but I don’t know it well so I put a check mark in the column that has a check mark at the top. I think that the definition is a parade of motor vehicles, so I write this in the column ‘Definition’. I am not sure how to use the word in a complete sentence so the ‘Example’ column I leave blank. When I am confident of the word I will use the word in a sentence and write it here. After that I will erase the check mark and place a plus sign in the appropriate column.

The third word is ‘racism’. I have never encountered this word before, so I will put a dash mark in the column that has a dash at the top. I don’t know the definition or an example, so I will leave these columns blank. As I learn about this word, I will complete the chart.

These three words will be on your self-awareness charts, but I want you to complete them based on your knowledge of the words. There are other vocabulary words on the chart for you to look at and you will also add unfamiliar and important words to the chart.

Guided Practice: The self-awareness charts are a work in progress, so please use a pencil only. Let’s look at the next word listed. ‘Novelist’, raise your hand if you know the definition of the word and/or can use it in a sentence. Alright, if your hands up, you should put a check mark or a plus sign in the appropriate category. If your hand was not up you should put a dash in the appropriate column.

Checking for Understanding: I will walk around the room while the students are working to check their work. I will make sure they are following directions and marking the appropriate columns for their word knowledge. If the chart says they know they word well, then I will check to see if the definition and example reflect this.

Independent Practice: Remember to use a pencil so that you can revise the charts as needed. I will collect your charts at the close of the unit. At that time the chart should be complete. I will check periodically to make sure you are adding important words to the chart. The chart has eight words right now; you should add at least six more words by the end. The words may not be the same for everyone’s charts. Be sure to add important and unfamiliar words. You may begin working on your chart.

Literacy Hansen 30

Closure: Today we learned how to use vocabulary self-awareness charts. Some ways to develop vocabulary may occur through text, root words, affixes, context clues, and a dictionary. In Social Studies you will use many different texts and learn new concepts, you will be able to use these same types of clues to figure out word meaning and gain a deeper understanding of the concepts.

Evaluation/Assessment: At the end of the slavery unit I will collect and assess the self-awareness charts. I will check to make sure that the chart is complete. Accurate definitions, examples, and new words will all be graded.

Criteria 0 1 2 3

Vocabulary self-awareness chart is completed. (3 columns: question mark + √ - , example, definition)

No columns complete.

One column is completed.

Two columns are completed.

Three columns are completed.

At least 6 new words should have been added to the chart.

0 words added. 2-3 words were added.

4-5 words were added.

6 words were added.

Definition should be accurately written (each word will be assessed using this criteria).

No attempt. Definition was attempted but not correct.

Definition was partially correct.

Definition is accurately written.

Vocabulary word is used correctly in a sentence (each word will be assessed using these criteria).

No attempt. Attempt made, but not a complete sentence or accurately used.

Vocabulary word is used in a sentence but does not make sense.

Vocabulary word is used correctly in a sentence.

**For every extra word that a correct definition and example are given, 1 bonus point will be given/per word.

Student Directions:1. Examine the list of words you have written in the first column2. Put a “+” next to each word you know well, and give an accurate example and definition of the

word. Your definition and example must relate to the unit of study.3. Place a “√” next to any words for which you can write only a definition or an example, but not

both.

Literacy Hansen 31

4. Place a “-“ next to words that are new to you.5. Add any additional words you feel are important to know or are unfamiliar to you.

You will use this chart throughout the unit. By the end of the unit should have the entire chart completed. Because you will be revising this chart, write in pencil.

Word + √ - Example Definitionsegregation + They fought

to end segregation in schools.

The separation of a race by unfair means.

motorcade √ A parade of motor vehicles.

racism -novelistexpulsion exodusinfluxcampaign

Literacy Hansen 32

Minilesson 2

Name: Brennah Hansen

Grade Level: Fifth

Content: Social Studies

Lesson: Graphic Organizer

Content Objective(s): After teacher modeling and guided practice, students will identify the main ideas and details of a newspaper article by completing a graphic organizer.

GLE:

SS 3Af05Examine cultural interactions among these groups from colonial times to Civil War: Africans brought to America

Communication Arts: R3A05

Apply information in text features, graphics, such as maps, diagrams, charts and index, to clarify and connect concepts to the main ideas

Modifications:

Struggling students will be able to work in pairs. There will also be skeletal outlines available for students that need them.

Materials/Media/Resources:


SmartBoard

Dry erase board

Markers

Paper

Pencils

Anticipatory Set: We have been doing a lot of work with slavery. Today you are going to read a newspaper article that ties slavery and issues surrounding slavery to Joplin. Today we will create a concept map to identify the main ideas and supporting details of the newspaper article.

Literacy Hansen 33

Instructional Input: Each one of you will create a concept map from the newspaper article. There will be one central idea with three big ideas. You will also provide supporting details for the three big ideas.

Modeling/Demonstrating: The first thing I am going to do in creating a concept map is draw a big circle in to middle. In this circle, I will write the main topic of my graphic organizer which is, ‘Russell England.’ Next, I will draw a smaller circle to list a big idea then I will draw a line connecting it to my main circle. Now I need to choose a big idea. If we start reading the article we see that Mr. England has one wish. I think this is important, so I enter that into the circle I drew. Now I need to draw an even smaller circle off of my ‘one wish’ circle and use a line to connect the two. In this circle I need to explain what the one wish is. I cannot quite remember what the wish was so I will go back to my article and reread that section. Here it is in the fourth paragraph of the article. It says he wants to see President Obama. So that is what I will write in my circle.

Guided Practice: Now lets do one together. Take out of a piece of paper. Can anyone tell me what we need to do first. I will call on a student to answer. That’s right. Draw a big circle in to middle for the main topic of our graphic organizer which is, ‘Russell England.’ I will allow time for students to do this. Now who can tell me what we need to do next. I will call on another student to answer. Ok, next we will draw a smaller circle to list a big idea. We also draw a line connecting it to the main circle. Now we need to decide on another big idea. Raise your hand if you think of something. I will call on a student to answer. Yes, Mr. England was a resident of Joplin. Raise your hand if you can tell me what we should do now. I will call on a student to answer. That’s right. We need to draw an even smaller circle off of our circle that says ‘resident of Joplin’ and use a line to connect the two. In this circle we need to explain why this is important. Raise your hand if you can remember it is okay to look at the article. I will call on a student to answer. Yes, Joplin history is what the article seems to be talking about. In the smallest circle we will write ‘Joplin history.’ Now, I remember from the article there are many details that support our new circle. Who can tell me one? I will call on a student to answer. Great, the lynching in Pierce City is important. So let’s make a circle off of ‘Joplin history’ and add that to it, make sure you add the connecting lin. You did a good job remembering, but what if we cannot remember anymore? How could we figure this out? I will call on a student to answer. That’s right. We can look back in the article.

Checking for Understanding: While the students are working on their graphic organizers I will walk around the room. I will check closely to make sure that they have followed the directions and have listed appropriate details for the big ideas. I will also check that they have correctly identified the other big idea and its details.

Independent Practice: We completed the first one together, so you need to finish ‘Joplin history’ and find the other big idea and do it as well. You should have a total of 3 medium sized circles listing the big ideas of the article. There are many details for ‘Joplin history’ and there are

Literacy Hansen 34

several for the other big idea as well. Please make sure that you have at least four details for each one. I encourage you to refer back to the article for big ideas and their supporting details.

Closure: Today we learned how to create a graphic organizer called a concept map. This can help you organize the information you have learned and increase your understanding of the material.

Evaluation/Assessment: Graphic organizers will be assessed during the slavery unit. I will check to see that the graphic organizer is complete. I will check for the main idea, 3 big ideas, and at least 4 details from each big idea.

Criteria 3 2 1

Correctly drew a concept map

1 center circle, 3 medium circles, 4 small circles all correctly connected by lines

Drew the circles, but only drew some of the lines to connect them.

Drew some circles and some lines, but they are not correctly connected by lines.

Big ideas 3 big ideas were listed.

2 big ideas were listed.

1 big idea was listed.

Supporting details

4 supporting details



Literacy Hansen 35

Russell England One wish

Meet Obama

Segregation Experience

Had to use business back door

Could only go to one movie theatre

‘White’s here’, ‘Colored here’

Lincoln School

Past racially motivated violence

Pierce City, 1901 lynching

1903, Thomas Gilyard lynching

Mobs

KKK in Joplin

Resident of Joplin

Joplin History

Post WWII racist attitudes fading

Marion Dial on city council

Desegregation of schools

hansenb.weebly.com€¦ · web vieweach group will present one of their word lists for a ......

Documents