Names: Ashley Bates
Subject/Focus Area(s): ELA
Learning Objective(s) or Learning Target(s)
This should support the central focus,
overarching goal, big idea, or essential
question(s); should be measurable; should indicate
what students will be able to do at the end of the
lesson (These can be written as “I can” statements)
Personal Assets, Cultural, Assets, Community
Assets (also referred to as Funds of Knowledge) of
class
● Cultural: How does this lesson connect to
students’ lives and experiences? How will
you use students’ traditions, languages and
dialects, worldviews, literature, art, music,
dance, etc. to support learning?
● Community: How will you use students’
community resources, such as local
landmarks, community events and practices,
etc. to support learning?
Georgia Standard (s) of Excellence, WIDA
Standard(s), etc.
Note standards that apply to the lesson.
Prior Academic Knowledge and Prerequisite
Skills
What prior academic knowledge and/or
prerequisite skills will this lesson activate?
What prior academic knowledge and/or
prerequisite skills will students need for this
lesson?
Materials/ Text(s) from Text Set
Key elements/quotes/questions/vocabulary other
points from text to highlight for focus and
facilitation
Thornton ECE 7704 Summer 2019
Date: July 13, 2019
Grade Level: 5th grade
● I can infer details and examples in a text when
explaining what the text says and drawing
inferences from the text.
● I can summarize the text explicitly stating the
main idea.
● I can construct a response that discusses the
central idea supported by textual evidence.
Cultural: This lesson connects to students’ lives and
experiences by providing them with
knowledge of activism and what it truly
means. Student backgrounds will be
incorporated to show activist of their culture.
Community: Teachers will use community activist
(such as the local NAACP chapter) to make
connections to those exhibited in the article.
ELAGSE5RI2: Determine two or more main ideas of
a text and explain how they
are supported by key details; summarize the text.
ELAGSE5W2: Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly
The teacher will connect prior knowledge by having
students recall a time in which they were forced to
stand up for what they believed in. Whether it be
refusing to take the trash out because they do all the
chores and their older sibling does nothing.
Materials:
● Cengage Learning (2017, December 5). What
is activism? Retrieved from
https://newsela.com/read/elem-what-is-
activism/id/37701/
● creative mind
Power Words:
 ● environmental
● official
● proclaim
● variety
● fund

Questions:
1. Read the section "A Tool For Promoting
Sustainable Living." Which sentence from the
section shows why people might protest a
construction company?
2. Read the selection from the introduction
[paragraphs 1-4].
A boycott is another form of activism. In a boycott,
people protest the actions of a company by refusing to
buy its products. The purpose of the boycott is not
only to voice the opinions of the group. It is also to
get the business to change its actions, usually by
threatening the business' profits.
Which of the following is the MOST accurate
explanation of this paragraph?

3. Which of the following are two MAIN ideas

from the article?
4. Read the sentences summarizing the MAIN
ideas of the article below.
Activists are people who push for changes in their
communities and society. Activists may sign petitions,
boycott companies or march in rallies to support a
cause. Many nonprofit groups depend on activists and
volunteers to help them.
Which answer choice would complete the
summary?

5. Write a short paragraph that explains the

central idea of the article. Use at least two
details from the article to support your
response.

Thornton ECE 7704 Summer 2019

Instructional Strategies and Learning Tasks:
(include activities and discussions that engage
students to develop and apply understandings
related to the topic and specific learning
objective(s). Learning tasks may be scaffolded to
connect to prior knowledge and include formative
assessments)
Lesson Closure
Names: SeTia Freeman
Subject/Focus Area(s): ELA
Thornton ECE 7704 Summer 2019
I Do: Read through the article using close reading
strategies.
You Do: Re-read the article using close reading
strategies and annotation symbols to annotate the text
to gain a deeper understanding.
We Do: Review the key vocabulary and reading
comprehension quiz dissecting the questions then
answering the questions. In examining the quiz, we
take a closer look at what the questions ask us to do
and eliminate at least two answer choices and make
academic claims about the remaining two answer
choices and justify why the correct answer was
correct.
Students will create a digital word web or infographic
to explain at least three things they learned about
activism.
Date: July 13, 2019
Grade Level: 5th grade
Personal Assets, Cultural, Assets, Community
Assets (also referred to as Funds of Knowledge)
of class
● Cultural: How does this lesson connect
to students’ lives and experiences? How
will you use students’ traditions,
languages and dialects, worldviews,
literature, art, music, dance, etc. to
support learning?
● Community: How will you use
students’ community resources, such as
local landmarks, community events and
practices, etc. to support learning?
Georgia Standard (s) of Excellence, WIDA
Standard(s), etc.
Note standards that apply to the lesson.
Learning Objective(s) or Learning Target(s)
This should support the central focus,
overarching goal, big idea, or essential
question(s); should be measurable; should
indicate what students will be able to do at the
end of the lesson (These can be written as “I
can” statements)
Prior Academic Knowledge and Prerequisite
Skills
What prior academic knowledge and/or
prerequisite skills will this lesson activate?
What prior academic knowledge and/or
prerequisite skills will students need for this
lesson?
Materials/ Text(s) from Text Set
Key elements/quotes/questions/vocabulary
other points from text to highlight for focus
and facilitation
Thornton ECE 7704 Summer 2019
Cultural: This lesson allows students to connect
to current issues that they face and see as
problems in the world. Activism is heavily
supported by music and visual arts that reflect the
culture of those involved.
Community: Students will take a virtual tour of
landmarks dedicated to civil rights activists
around the city. Atlanta has a rich history of
activism, so students are able to see that the
balance of power shifts when the small organize
in large numbers.
ELAGSE5W2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
SS5H6 Describe the importance of key people, events,
and developments between 1950-1975.
● I can design a visual display that adds meaning to
the text.
● I can write an informative piece to that examines
a topic.
Knowledge and skills activated:
- A writing piece has a main idea or theme
- Good writers consider the audience they are speaking to
- Add details and use examples to help make your ideas
clear
Knowledge and skills needed:
-The use of visuals and sounds add meaning to written
language.
Materials:
Belfafonte, H. (2018, January 12). Singer, actor, activist
Belafonte recalls King’s “I Have a Dream” speech.
Retrieved from https://newsela.com/read/lib-dream-
speech-martin-luther-king-belafonte/id/39386/
Transcript of Dr King’s speech

Instructional Strategies and Learning Tasks:
(include activities and discussions that engage
students to develop and apply understandings
related to the topic and specific learning
objective(s). Learning tasks may be scaffolded
to connect to prior knowledge and include
formative assessments)
Lesson Closure
Thornton ECE 7704 Summer 2019
Vocabulary: civil rights, equality, activism, social
justice
Questions:
● What impact do well thought out words have on
the minds of others.
● How can young people play a role in issues of
social justice?
● In what ways due inequities in society impact
young people?
The teacher guide students through reading the article,
“Singer, actor, activist Belafonte recalls King’s “I Have a
Dream” speech.
Task: Imagine that you have a moment to speak to the
world as Dr. King did at the March on Washington.
Part 1: Write a speech that addresses a social justice issue
in today’s society. Explain the problem. What is your
solution?
Part 2: Create a digital representation that helps readers
gain a deeper understanding of your ideas. (Glogster,
infographic, etc.)
Assessment: Writing Rubric (self assessment rubric and
peer reviewed)
Students will share their share their digital presentations
with classmates.