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Integrated Lesson Plan Template

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					                                  Mini-Unit Template


1. Title Page
          o Roll of Thunder, Hear My Cry. Introduction + First 3 lessons
          o 6th Grade Unit
          o Topic-Prejudice and life in 1930’s Mississippi

2. Unit Overview
         o Rational—Children will better understand the importance of how life in
             the 1930’s has changed with regards to race relations. Children will learn
             how people can be tolerant with regards to differences in race.
         o Summary— Lesson 1 deals with an introduction and PowerPoint lesson
             introducing key vocabulary, where Mississippi is on the map of the U.S.
             Lessons 2 and 3 deal with the beginning of the life of the Logan Family in
             the Novel.
         o Unit Basics—aligned & include:
                  Essential Questions for this Unit––1. Why might a person think
                    he/she has the right to hurt or kill someone? 2. How can racial
                    prejudice affect a child’s life? 3. How does a family remain
                    strong when pressures are trying to tear it apart? 4. What do you
                    think it would be like to be a teacher? 5. In a family with three
                    boys and one girl, would the girl be treated differently?
                  Unit Objectives—Included with each lesson.
                  Nevada State Standards (Cross-Curricular) Reading and
                    Technical Nevada State Standards are included in each lesson.
3. Pre-Assessment
         o Class discussion on what racial prejudice is. What are some different
             ways that people judge other people? Do students know where
             Mississippi is on the map?

4. Resources Used for Unit -Text: Roll of Thunder, Hear My Cry. Map of the United
   States of America showing where Mississippi is. PowerPoint CD on prejudice.
   Introduction Worksheet with essential questions. Comprehension worksheets on
   chapters 1-2

5. Lesson Plans

   • Refer to Lesson Plan template for details.
               Lesson one: Introduction to Roll of Thunder Hear My Cry

             Teacher Name: Clive Gary                             Title of Lesson Introduction and
                                                                            Plan: pre-reading Activity
                                                                                  to ―Roll of Thunder,
                                                                                  Hear My Cry.‖
               Grade Level: 6th                                  Subject Area(s): Reading/Traits
                                                                                  Writing
             School/District: Spring Creek                        Time Frame to 40-50 minutes
                              Middle School                     complete lesson:



                   Brief description of lesson/unit.
Summary:




                   This lesson introduces the novel, Roll of Thunder, Hear My Cry. Teacher
                   introduces the novel by showing the geographic location of the Southern
                   Region of the United States, Mississippi specifically. A PowerPoint
                   introduction gives the students a brief description of what prejudice is. The
                   students will then do a Pre-reading Activity.

                   Use NV State Content and Technology Standards—Include only the standards and concepts
                   that will be assessed using the standard # and description. Your lesson plan should integrate
                   technology and at least one other content area.
                   Nevada State Technology Standards:
                   www.nde.state.nv.us/sca/standards/standardsfiles/comp/index.html
                   Other Nevada State Content Standards:
                   http://www.nde.state.nv.us/sca/standards/index.html
Standards:




                   2.6.1 Develop a plan for reading that includes the determination of purpose,
                   appropriate rate for fiction vs. nonfiction, and related graphic organizers.

                   3.6.1    Analyze the influence of setting on characters and on how the
                            problem or conflict is resolved.
                   3.6.4    Compare a variety of themes generated by a single topic.

                   4.5.1 Recognize that technological resources include people, information,
                   materials, machines, energy, capital, and time.4.5.
               Please include objectives that will be assessed during this lesson. Write objectives using
               Bloom’s taxonomy format. http://www.teachers.ash.org.au/researchskills/dalton.htm

               Students will recognize and retell how prejudice influences life in 1930’s
               Mississippi.

               Students will discuss and relate changes that have taken place in the Southern
Objectives:




               Region of the United States.

               Students will summarize and explain how families can remain strong when
               pressures of society try to tear it apart.

               Students will compare and contrast how a white child’s school experience
               was different from a black child’s school experience in 1930 Mississippi.

               Students will cite why a person may think he/she has the right to hurt another
               individual.

               How will student learning be assessed? What criteria or rubric will be used to evaluate the
               lesson/unit? Assignments should align with state/district standards listed above.
Assessments:




                   1. Group or team discussion on how different regions in the U.S. have
                      different foods, culture, and behaviors. (holidays, etc)
                   2. Pre-reading activity questions on Roll of Thunder, Hear My Cry.‖
                   3. Class discussion during and after PowerPoint lesson.




               Include the title of the website, a short description, and the URL.
Internet
URL’s:




               http://www.mcps.k12.md.us/schools/mcauliffees/BVB%20Presentation.ppt

               This website provides you with a PowerPoint lesson to introduce the unit.



               Include any teacher and student handouts that would enable this lesson to be replicated.
Materials

Supplies
Printed




               Pre-Reading Activity. Roll of Thunder, Hear My Cry
  and
                                                  Procedures
Provide all information necessary for another teacher to replicate your lesson/unit. Also, reference your
tools and resources in this section.

   The teacher will divide class into small groups. He will then instruct the students to
discuss and list the differences between states or schools they have visited.
   The teacher will then show the PowerPoint lesson on how people are different, and
how those differences have helped shape our attitudes about race.
   The teacher will then hand out a map of the United States, and instruct students where
the state of Mississippi is in relation to the state that they live in. The teacher will discuss
what kinds of changes have taken place since the 1930’s within this Southern state with
regards to race and equality.
   The teacher will hold up the book they will be reading entitled, Roll of Thunder, Hear
My Cry. The teacher will explain that this book is about children your age growing up in
1930’s Mississippi, and how life is very different today than it was 70 years ago.
   The teacher will hand out the Pre-Reading activity and have students answer the 5
questions on a separate sheet of paper.

Tools and resources: PowerPoint lesson on race
                              Pre-Reading Activity
                              Paper and Pencil




                  Use this area for anything else required by your district, i.e. district objectives or outcomes.
Other/Comments:
                             Lesson 2 Ch. 1 Part 1 Roll of Thunder

             Teacher Name: Clive Gary                             Title of Lesson Chapter 1 Part I
                                                                            Plan:
               Grade Level: 6th                                  Subject Area(s): Reading
             School/District: Elko County                         Time Frame to 50 minutes
                                                                complete lesson:



                   Brief description of lesson/unit.
Summary:




                   Students will begin to read the novel, Roll of Thunder, Hear My Cry.
                   Students will see, through the use of a flow chart, how the South in the
                   1930’s was economically and racially different.



                   Use NV State Content and Technology Standards—Include only the standards and concepts
                   that will be assessed using the standard # and description. Your lesson plan should integrate
                   technology and at least one other content area.
                   Nevada State Technology Standards:
                   www.nde.state.nv.us/sca/standards/standardsfiles/comp/index.html
                   Other Nevada State Content Standards:
                   http://www.nde.state.nv.us/sca/standards/index.html

                   2.6.1    Develop a plan for reading that includes the determination of
Standards:




                            purpose, appropriate rate for fiction vs. nonfiction, and related
                            graphic organizers.

                   3.6.4    Compare a variety of themes generated from a single topic.

                   6.6.1 (writing standard) Generate ideas for writing by responding to visual
                   stimuli such as objects or photographs.
                   6.5.1 (technology standard)
                   Examine products and communicate how that product solved a human need
                   or want.

                   2.6.4 Summarize information from several sources
               Please include objectives that will be assessed during this lesson. Write objectives using
               Bloom’s taxonomy format. http://www.teachers.ash.org.au/researchskills/dalton.htm


               Students will relate and interpret how life in the novel, Roll of Thunder, Hear
Objectives:


               My Cry is heavily influenced by racial prejudice and the economy of the
               South.

               Students will read, comprehend, and evaluate pages 3-15 in the Novel.

               Students will illustrate their understanding of the reading selection by
               answering comprehension questions.

               How will student learning be assessed? What criteria or rubric will be used to evaluate the
Assessments:




               lesson/unit? Assignments should align with state/district standards listed above.

               Student learning will be assessed by answering a worksheet comprehension
               page. 4 questions that deal with pages 3-15


               Include the title of the website, a short description, and the URL.
Technolo

Resource
   gy




               Inspiration document/flow chart on the novel and the influences of prejudices
    s




               and economies of the South.

               Include any teacher and student handouts that would enable this lesson to be replicated.
Materials

Supplies
Printed




               Inspiration flow chart (handout)
  and




               Student worksheet on Chapter 1 Part I

                                              Procedures
Provide all information necessary for another teacher to replicate your lesson/unit. Also, reference your
tools and resources in this section.

   Teacher will hand out flow chart on the Main Idea of Roll of Thunder, Hear My Cry.
Students will be directed on how to read the flow of ideas within the chart, how the idea
of prejudice and the economic cycle of the South flows through the region of the 1930’s.
   Teacher will introduce vocabulary words found on pages 3-15. The students will
write these in their Vocabulary Notebooks. Class games will entrench the meanings of
these words.
   Teacher will pass out the novel. The teacher will read pages 3-9. Stopping at page 9,
students will read the remaining pages until page 15.
   Students, after finishing with page 15, will then answer the comprehension questions
that are found on worksheet Ch. 1 part 1.
                        Use this area for anything else required by your district, i.e. district objectives or outcomes.
Other/Comments:




                              Lesson 3 Chapter 1 Part II Roll of Thunder

                  Teacher Name: Clive Gary                               Title of Lesson Chapter 2.
                                                                                   Plan: pages 32-41 in
                                                                                         Novel
                    Grade Level: 6th.                                   Subject Area(s): 6th Reading
                  School/District: Elko County                           Time Frame to 45-50 minutes
                                                                       complete lesson:
                        Brief description of lesson/unit.

                        Students will be introduced to vocabulary on chapter 2
                        Vocabulary: Sho’ African American dialect for ―sure.‖
                                       bale what hay and cotton is pack in.
Summary:




                                       ginned having seeds taken out of cotton
                                        gait The way someone walks
                                        ebony Black in color
                                        ornate ornamented, fancy scrollwork detail.
                                        chiffonier A chest of drawers

                           After students write vocabulary in their journals, we play a game as a class to learn and
                        entrench the meanings. I then read pages 32-36 out loud to the class as they follow along in
                        their texts. Students then finish up the reading to page 41. Students then do comprehension
                        questions when they finish, along with a vocabulary crossword that covers chapters 1-2
               Use NV State Content and Technology Standards—Include only the standards and concepts
               that will be assessed using the standard # and description. Your lesson plan should integrate
               technology and at least one other content area.
               Nevada State Technology Standards:
               www.nde.state.nv.us/sca/standards/standardsfiles/comp/index.html
               Other Nevada State Content Standards:
               http://www.nde.state.nv.us/sca/standards/index.html
Standards:




               1.6.4 Apply knowledge of common foreign words and phrases to increase
               comprehension. (my introductory vocabulary words)

               2.6.5 Adjust reading rate to suit the structure of the content area texts

               2.7.1 Determine the techniques for building background knowledge to aid
               comprehension

               Please include objectives that will be assessed during this lesson. Write objectives using
               Bloom’s taxonomy format. http://www.teachers.ash.org.au/researchskills/dalton.htm
Objectives:




               Students will list and record pertinent vocabulary words from their reading selection.

               Students will review and retell important comprehension questions from chapter 2.

               Students will demonstrate their knowledge of today’s and previous vocabulary by finishing a
               crossword puzzle.

               Students will read and interpret the chapter for comprehension questions on chapter 2.

               How will student learning be assessed? What criteria or rubric will be used to evaluate the
               lesson/unit? Assignments should align with state/district standards listed above.
Assessments:




               Students will complete four comprehension questions from their reading, as
               well as the teacher’s reading selection.

               Students will complete a Chapters 1-2 Vocabulary Crossword.

               Teacher will listen individually to students reading the text as he calls them
               to his desk with their novels.
               Include the title of the website, a short description, and the URL.
Internet
URL’s:
                     Include any teacher and student handouts that would enable this lesson to be replicated.



and Supplies
 Materials
  Printed
                     Vocabulary crossword ch. 1-2

                     Roll of Thunder Ch. 2 Questions pages 32-41



                                                     Procedures
Provide all information necessary for another teacher to replicate your lesson/unit. Also, reference your
tools and resources in this section.

Teacher will write vocabulary words (listed in summary) on the board. As teacher explains each word, the
student will write the word in his/her vocabulary notebook. Teacher and class will play a game to learn the
vocabulary words (i.e. the Disney Game, hangman, etc) to entrench meaning of words. Teacher will pass
out the texts and direct students to open to page 32. Teacher will read out loud, and with much feeling,
pages 32-36. Students will follow along in their texts. Students will then read the rest of the chapter on
their own. When finished, the students will complete comprehension questions on the chapter. If finished,
the students will read their AR books until all are finished. Teacher will then hand out the Vocabulary
Crossword. Students will further entrench meaning of vocabulary words by completing the crossword.
                     Use this area for anything else required by your district, i.e. district objectives or outcomes.
Other/Comments:




          Revised and Used by permission from Project Venture, 1998 Technology Innovation Challenge Grant,
                                                    Phoenix, AZ
                              http://www.creighton.k12.az.us/projectventure/index.html

				
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