BREAKING BARRIERS UNIT

Hall

Name: Abby
UNIT OVERVIEW: BLOCK PLAN

Objective

DAY #1

DAY #2

DAY #3

DAY #4

The Other Side Read Aloud

Ruby Bridges Direct

Instruction

Wilma Unlimited Read Aloud

Guess Who Discovery

Lesson

The students will agree upon

the theme of The Other Side
and discuss how the
characters grow throughout
the story.

Students will demonstrate

their knowledge of how Ruby
Bridges impacted American in
a time of racial tension.

Students will agree upon the

theme of Wilma Unlimited
and identify character traits
needed to break barriers in
their own life.

Students will be able to

identify and describe the
importance of significant
historical figures in the
Civil Rights Movement.

Given specific information

from a text, students will
sequence historical events
into chronological order.

Students will be able to

research information
using primary
documents, article and
books to discover
knowledge on their own.

Standards

4.RL.2.1, 4.RL.2.2

4.1.11

4.RL.2.2, 4.RL.2.1

4.1.11

Materials

The Other Side, large white

sticky note, markers,
worksheet, exit slip.

Scholastic New,
highlighters, timelines, exit
tickets, Jackie Robinson
article
(http://www.ducksters.com/sp
orts/jackie_robinson.php)

Wilma Unlimited, large white

sticky note, small sticky
notes, markers

Guess Who black

silhouettes with a clue
underneath and real
picture on back,
research worksheet, ID
Card worksheet, all
articles and books that
will be used for research

Management

Times: 30 minutes

Time: 30 minutes

Time: 20 minutes

Time: 30 minutes

Students will be expected to

follow regular classroom
management plan. They will
be at the reading corner for
the read aloud of the book
and creation of the anchor
chart. They will be at their
desks for the completion of
the worksheet and exit slip.

Students will be sitting at

their desks for the entirety of
the lesson. When working
with a partner, they can find
another place in the room if
desired. The students will be
expeted to listen and
participate fully with little
distractions. They will be
expected to follow regular
classroom management plan.

For the entirety of the

lesson, students will sit on
the reading mat. Students
will be expected to follow
regular behavior
management plan.

Students will be at desks

for anticipatory set and
explanation of activity,
around the room at
different tables for the
research portion, at
desks with partner for
practice. Students will
be expected to listen
and participate fully and
follow regular behavior
management plan.

I will introduce the vocab

words and discuss meaning:
determination, segregation,
bravery, courage.

https://www.youtube.com/
watch?v=ecBORXfap9A

I will ask questions to remind

students of what we have
learned these past few days
in this unit

I will ask questions to

prompt discussion and
bring up past learning.

Purpose

I am going to read to you

The Other Side by Jacqueline
Woodson. I want you to pay
attention the story and the
characters to see how they
change throughout the
story.

Today, we are going to learn

about Ruby Bridges life and
the impact she had on
America during that time.

Today, we are going to read

this book Wilma Unlimited
and learn how she was a
very strong woman. We are
going to find some character
traits that she had that
allowed her to break barriers
in her life.

Today, we are going to

play the game Guess
Who to research more
about some of these
famous African
American Civil Rights
leaders.

Lesson
Presentation

Read Aloud of The Other

Side

I will create a basic timeline

based on the video. I will
explain the concept of a
timeline. I will ask questions
to make sure the students
comprehend.

Read aloud Wilma Unlimited.

I will explain the

instructions to the
students: Students will
play a game of Guess
Who using famous
heroes from the Civil
Rights Movement. They
will be given one clue
for each person (Gloria
Richardson, James
Farmer, John Lewis and
Maya Angelou).
Students will do their
own research using
provided materials
(books, articles, primary
sources), to discover
who each character is.
They will fill out the
attached worksheet as

Anticipatory
Set

Ask follow-up questions.

I will read aloud the article

from Scholastic News.
Students should follow along
and highlight words that
indicate time or order.
After reading, I will ask the
students follow-up questions.
I will pass out a basic timeline
to each pair of students..
Students will use the signal
words they found to create
this timeline based on the

BREAKING BARRIERS UNIT

Hall

Name: Abby
article.

Closure or
Conclusion

Exit slip explaining how they

can break barriers in their
own life based on the
characters in the book.

What can we learn from the

timelines we created?

Students will write a journal

entry to the following
prompt: How can you use
these traits in your everyday
life at school?

After students have

done their research, we
will all come back
together and share our
findings. As the
students guess, I will
reveal the pictures on
the back of the Guess
Who cards.

As students are working with

their partners, I will walk
around the room to make
sure everyone is on track and
help as needed.

I will observe students in the

Grand Conversation. I will
verify or deny that they have
understood the main themes
of the book.

I will circulate during the

group activity to make
sure the students are on
track and are doing the
research properly. The
worksheet they fill out
while doing their
research will be a part of
formative assessment.

Why are they important?

How can you show the
courage and bravery that
Ruby Bridges showed in your
own life?

Formative
Assessment

I will observe students in the

Grand Conversation.
As a class, we will complete
an example anchor chart to
make inferences based on
the text.

they research.

Adaptations

Struggling students will be

given the aide of the teacher
and a partner to complete
the worksheet with if
necessary.

I will make sure any

struggling students are
paired with students who are
leaders and can help them.

All students should be able

to initiate in the Grand
Conversation and come up
with one character trait. No
adaptations should be
necessary. This lesson
already accounts for
different learners.

I will work with students

who do not understand
individually to help them
find the information they
needed. Special
resources that are
specifically
marked/highlighted can
be provided to
struggling students.

Summative
Assessment

Students will write down how

they can break barriers in
their own life on an exit slip.

Students will be given a blank

copy of a timeline for them to
fill in themselves. The
timeline will be for Jackie
Robinson. They will be given
an article to read, and create
a timeline from.

Students will create an

anchor chart, describing
words and phrases that the
main character exhibited in
the story. Each student will
be required to come up with
at least one word or phrase.

The students will create

and ID card with a
partner for one of the
four people we had
researched that day.
See attached ID Card
worksheet.

Students will complete an

anchor chart on their own,
making inferences based on
a text.