WGU Connected Learning Segment-C970 Jessica Madison

General Information
Teacher Education Candidate Name: Jessica Madison Date Developed: 7/4/2019

Connected Learning Segment Title: Civil Rights Across the Period/Time Estimate: 3 instructional hours
Curriculum
Subjects (3): Reading, Art, History Grade Level: 3rd Number of Students: 24

Central Focus: The Civil Rights Movement

The central focus is a topic such as the solar system, life cycles,
the Civil Rights Movement.

Lesson 1 Information
State-adopted Content Subject Learning Objectives(s) Instructional Plan: Strategies and Description of Formative and Summative
Standard (or Common Core (Behavior, Condition, Criteria) Learning Tasks Assessment
State Standards, if applicable)

Code and Description

Common Core State Reading When given the main Pre-requisite skills- Prior to this Formative Assessment- As a formative
Standard: idea graphic organizer, lesson the students will have an assessment the teacher will walk
student will provide understanding of how to determine around during guided practice and
CCSS.ELA-Literacy.RI.3.2
the main idea and 3 the main idea of a text. interact with the students, checking for
Determine the main supporting key details understanding of the topic of main idea
idea of a text; recount with 100% accuracy. and supporting details.
the key details and Modeling- The teacher will begin
explain how they the lesson my reviewing main idea
support the main idea. with the students. The teacher will Summative Assessment- Students will
then read the book “If You Were a use the main idea graphic organizer to
Kid During the Civil Rights demonstrate their understanding of the
Movement” by Gwendolyn Hooks main idea and the key details of the
to the class. Once the story is text with 100% accuracy. Students will

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complete the teacher will use a need to correctly list the main idea and
document camera to project a copy 3 Key details that support the main
of the Main Idea graphic organizer idea.
for the students and explain that
during today’s lesson, they will be
using the organizer for the book
that she read. After the main idea
is determined, the teacher will
demonstrate how to had key
details to the graphic organizer.
She will explain that they will then
be working together to determine
another key detail needed for the
organizer.

Guided Practice- During guided

practice the teacher will have the
students work together with their
table groups to determine another
key supporting detail and note it on
their organizer. During this time the
teacher will walk around the room
to check for understanding and to
answer any questions the students
may have.

Independent Practice- During

independent practice the teacher

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 will have the students work
individually to complete their main
idea graphic organizer. They will
complete it by stating the 3rd key
supporting detail from the story.

Closing activity- As a closing

activity the class will come together
as a whole group. The teacher will
have the students discuss with one
another what they learned about
the main idea of the book “If You
Were a Kid During the Civil Rights
Movement” by Gwendolyn Hooks.
After the students have discussed
with each other they will turn back
to the teacher and she will talk
about how they will be continuing
to talk about the Civil Rights
Movement in future lessons.

Lesson 2 Information
State-adopted Content Subject Learning Objectives(s) Instructional Plan: Strategies and Description of Formative and Summative
Standard (or Common Core (Behavior, Condition, Criteria) Learning Tasks Assessment
State Standards, if applicable)

Code and Description

Common Core State Art The student will create Pre-requisite skills- Prior to this Formative Assessment- During the
Standard: a poster about the life lesson students will have read guided practice portion of the lesson

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CCSS.ELA- of Ruby Bridges, with learned about the Civil Rights the teacher informally assess the
Literacy.W.3.2.a illustration to aid in Movement and they will have also students by walking around and
comprehension, learned how to use illustration to interacting with them. As the teacher
Introduce a topic and
scoring a 4 out of 5 on convey meaning. does so, she will be checking for
group related
a scoring checklist. understanding of the learning
information together;
objective.
include illustrations
Modeling- During the modeling
when useful to aiding
portion of the lesson the teacher
comprehension.
will review what they have learned Summative Assessment- Students will
so far about the Civil Rights create a poster about Ruby Bridges,
movement and she will also review adding illustrations to their poster to
how the students can use aid in comprehension. The students will
illustration to convey meaning. The be graded using a scoring checklist. The
teacher will then read the book, checklist will include use of illustration,
“The Story of Ruby Bridges” by format, content, comprehension of the
Robert Cole. The teacher will topic, and mechanics. The objective will
instruct the students to pay close be met when the student scores at
attention to the illustrations and least a 4 out of 5 on the scoring
what they learn about the story checklist.
from them. The teacher will explain
how the illustrator of the book
used the drawing to aid the
students in comprehending the
topic of the story and the events
taking place. The teacher will then
inform the students that they are
going to be creating poster about
the story and about the life of Ruby
Bridges.

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Guided Practice- During guided
practice, the students will begin
working on their posters and while
the students are working on their
posters the teacher will be
interacting with the students and
determining if they understand the
assignment and how to use
illustration on their posters to aid
in comprehending what it is about.

Independent Practice- During

independent practice part of the
lesson the teacher will have the
students work on their posters,
using illustrations to aid in
comprehension.

Closing Activity- At the end of the

lesson the students will come to
the carpet area to have a large
group discussion about “The Story
of Ruby Bridges”, about how the
illustrator used illustrations to aid
in their comprehension of the
story, and how they can use
illustration to help aid in the

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Lesson 3 Information
State-adopted Content
Standard (or Common Core
State Standards, if applicable)
Code and Description
North Carolina State
Standard:
3.H.2 Use historical
thinking skills to
understand the context
of events, people and
places.
Subject Learning Objective(s)
(Behavior, Condition, Criteria)
Social The student will be
Studies/Hist able to use historical
ory thinking skills to create
a newspaper article
about a historical
event, scoring at least
10 out of 12 on the
rubric.
comprehension of a topic as well.
Instructional Plan: Strategies and
Learning Tasks
Pre-requisite skills- During days
prior to this lesson the class will
have read “What was the March on
Washington” by Tim Tomkinson
and Kathleen Krull. They will also
know about the Civil Rights
Movement.
Modeling- The teacher will begin
the lesson with a review of the text
previously read and with a review
of the Civil Rights Movement. The
teacher will then take the class on a
walkthrough of the book they will
be reading that day, “We March”
by Shane W. Evans. After the
teacher finishes the book, she will
talk to the class about using
historical thinking skills. She will
explain that it is looking at
historical events from different
points of view and understanding
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Description of Formative and Summative
Assessment
Formative Assessment- During guided
practice the teacher will hold
discussions about “We March” by
Shane W. Evans, with the students at
their table groups. This will allow her to
informally assess the students as they
work in the objective. She will also
assess the students with an exit ticket
at the end of the lesson.
Summative Assessment- The students
will complete a newspaper article
about the march on Washington DC in
1963 during the civil rights movement.
This event was the focus of the class
book “We March” by Shane Evans. The
students will use historical thinking
skills to create their articles. Student
articles will be graded with a rubric
scoring them on content, use of
historical thinking skills, and mechanics.
The objective will be met when the
the context of those events. The student scores at least 10 out of 12 on
teacher will explain that for this the rubric
lesson the students will be using
historical thinking skills to create a
newspaper article about the March
on Washington. The teacher will
then project an old newspaper
article about the march onto the
smart board for the students. The
teacher will explain that their
articles will be graded using a
rubric and that they need to make
sure they are using historical
thinking skills to complete the task.

Guided Practice- During guided

practice the teacher will come
around to the different table
groups and have small discussions
with them about the March on
Washington and what they have
learned from the book “We March”
by Shane W. Evans. She will also
discuss historical thinking with the
students she feels need a better
understanding. She will go from
one table group to the next as they
work on their newspaper articles.

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 Independent Practice- During
independent practice the students
will work on writing their
newspaper articles. The teacher
will also allow the students to use
the classroom computers to
research the topic more if they
wish to do so during independent
practice.

Closing activity- For a closing

activity the teacher will have the
class fill out an exit ticket where
they will be noting what they have
learned during the lesson and
possible questions they may have.

Reflection

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Explain (suggested length of 1–2 paragraphs) how the learning segment was
designed to support students (e.g. motivate and engage) when interacting
with children’s literature.
Use evidence-based research or resources in the course of study to support
your explanation (use APA in-text citations).
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In these learning segments I used the additive approach to plan my
lessons. I added content and the focus of the Civil Rights movements
into my lessons by incorporating “If You Were a Kid During the Civil
Rights Movement” by Gwendolyn Hooks, The Story of Ruby Bridges”
by Robert Cole, and “We March” by Shane W. Evans, into the lessons.
The additive approach “involves incorporating literature by and about
people from diverse cultures into the mainstream curriculum without
changing the curriculum.” (Galda, Liang, & Cullinan). I was able to add
literature to my lessons without a massive change to the curriculum.
In adding literature to each lesson, I was able to motivate and engage
my students in the topic of the Civil Rights Movement in different
content areas.
I used Read-Aloud during my lessons as I read the chosen books to
the students during the modeling portion of the lesson. Read-Alouds
help me to engage the students with the literature and motivate them
to interact with the text. Our textbook states, “One primary way that
teachers help students grow as engaged, responsive readers is to read
aloud” (Galda, Liang, & Cullinan). Reading aloud allows the students
time to find meaning within the text. In all 3 of my lessons I used read
aloud to engage the students and gain their interest about our focus
topic of The Civil Rights Movement. When I read “If You Were a Kid
During the Civil Rights Movement” in my first lesson, I had engaged
the students with the literature so that they could gain knowledge of
the main idea and think about it as I read. In my second lesson as I
read “The Story of Ruby Bridges” I encouraged the students may close
attention to the illustration so that they could gain meaning and
provide motivation for their assignment. In my third lesson I read
aloud “We March”. This allowed the students time to think about the
 text and how it added to their previous knowledge of the march on
Washington.

References in APA

Coles, R., & Ford, G. (2012). The Story of Ruby Bridges. Toronto: CNIB.

English Language Arts Standards » Reading: Informational Text » Grade 3. (n.d.). Retrieved July 4, 2019, from http://www.corestandards.org/ELA-
Literacy/RI/3/

English Language Arts Standards » Writing » Grade 3. (n.d.). Retrieved July 4, 2019, from http://www.corestandards.org/ELA-Literacy/W/3/

Evans, S. (2016). We March. New York: Square Fish.

Galda, Liang, Cullinan. Literature and the Child, 9th Edition. [Western Governors University]. Retrieved from
https://wgu.vitalsource.com/#/books/9781305642362/

Hooks, G., & Kennedy, K. (2017). If You Were a Kid During the civil Rights Movement. New York: Children’s Press, an imprint of Scholastic.

North Carolina Essential Standards Third grade Social Studies [PDF]. (2010, December 2).

Note: As a Teacher Education candidate, you must use research-based evidence to support all choices and positions in the connected learning segment. Use APA
format for in-text citations and for the reference section.

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