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Courage in the face of Racism - one week unit printables - reader's theater

Courage in the face of Racism - one week unit printables - reader's theater
Courage in the face of Racism - one week unit printables - reader's theater
Courage in the face of Racism - one week unit printables - reader's theater
Courage in the face of Racism - one week unit printables - reader's theater
Courage in the face of Racism - one week unit printables - reader's theater
Courage in the face of Racism - one week unit printables - reader's theater
Courage in the face of Racism - one week unit printables - reader's theater
Courage in the face of Racism - one week unit printables - reader's theater
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Lesson Plan Title: Courage in the Face of Racism

This is a one week unit identifying courage in the face of racism. You will need the books and articles associated with these lesson supplemental materials. Please see a detailed description below.

This product is a Zip folder with 2 PowerPoint presentations, 9 page printables, reader's theater and virtual field trip.

Standards:
o To conduct short research to answer a question and draw on several sources.
o Gather relevant information from multiple digital sources and draw conclusions while avoiding plagiarism.
o Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary.
o Consult dictionaries/glossaries/thesauruses to identify or verify word meanings.
Introduction:

From the conclusion of the Civil War through the Civil Rights Movement, the African American endured acts of racism and discrimination. Times were especially difficult during the Great Depression when African Americans struggle economically as well.
In order to establish some knowledge of the era, students will complete several activities. First, the students will be assigned a word that reflects racism or courage. (stamina, partiality, brave, segregation, etc) Then, students will be introduced to fiction and nonfiction text that display actions of “their word”. Students will use a PowerPoint presentation to maneuver through the tasks and end with a culminating response about how they saw “their word” displayed.

Texts needed:
"One Hundred and One More Read-Aloud Classics" edited by Pamela Horn
Or copies of "The Gold Cadillac" (Starting at "We left the city of Toledo behind...........we were riding in a gold Cadillac with northern plates") and "Roll of Thunder, Hear My Cry" (Chapter 4) by Mildred D. Taylor
And copies of articles found on ReadWorks.org "Slavery in the North" and "Front of the Bus"

Activities:
Students will each be assigned a word (bravery, segregation, heart, partiality, etc). They will each define their word using a dictionary and categorize the word if it is a courageous word or a racist word. Then, as their word appears on the PowerPoint presentation, students will define their word to the class and explain how their word is categorized. Students will categorize all the words as the class progresses. The students will display their word on the class chart in the classroom.
Students will read two historical fictional excerpts from "The Gold Cadillac" and "Roll of Thunder, Hear My Cry" and two nonfiction pieces, "Slavery in the North" and "Front of the Bus". Student will summarize each text by answering questions and telling how “their word” was exemplified in each piece.

Then, students can be assigned the Virtual Field Trip and complete the corresponding printables. The students will become experts in "their word" and see it used in a variety of genres.

Day 1: Assign words. Define and categorize words. One page printable

Days 2: Read and respond to "Roll of Thunder, Hear My Cry" (one page printable) and assign "Front of the Bus". Show examples of student words being shown.

Day 3: Read and respond to "The Gold Cadillac" (one page printable) and assign "Slavery in the North". Show examples of student words being shown.

Day 4: Using Google Classroom, respond to “The Road of the African American” PowerPoint presentation. Using Google Docs, complete the graphic organizer showing “your word” as presented in the various facets.

Day 5: Assessment – extended response describing how "your word" was exemplified throughout the excerpts, articles and PowerPoint presentation. I put this question on my Google Classroom and allow students to respond but, this could be done in any way that would best fit with your class.

Bonus Activity: Langston Hughes Reader's Theater with questions associated with "your word" - 14 pages with exit activity.
Total Pages
50 pages
Answer Key
N/A
Teaching Duration
1 Week
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