LTM SPE 612

NAME: Jamie Ann Carmody

***Unit Title: Play in Action
Grade level: 7th
Length of unit: 75 Min
Stage 1 Desired Results
***Standards:
CCSS.ELA-Literacy.SL.7.1b Follow rules for collegial discussions, track progress toward specific
goals and deadlines, and define individual roles as needed.
CCSS.ELA-Literacy.SL.7.1d Acknowledge new information expressed by others and, when
warranted, modify their own views.
CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse
media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic,
text, or issue under study.
***Essential questions/big ideas:
Topical questions:
- How did Fannie Mae Hamer
- How did blacks fight for their right to vote?
play a role in the coming about
- How were some ways that blacks bonded together
of an equal voting world for
during their fight for civil rights?
both African Americans and
- Do you think that Fannie was correct in going
Whites?
against what Pap wanted and going to register for
voting?
- Do you think that Fannie was correct in saying that
she had a hard question? Do you think the other
people on the bus were right about the questions
they ask white people?
- How would you feel if you were in Fannies position
at work, where her boss told her not to clean their
dogs bathroom, and you dont have any water in
your house?
- Would you consider Fannie a warrior from what you
used in Little Rock Nine? Why or why not?
- Do you think Fannie Lou was just as active in
working for African American Rights as Martin
Luther King Jr? Why or why not?
- Did Doc Henry even have a chance to become
Governor? Why did Fannie Lou even support this
mock election?
- Why was Fannie Lou beaten up in the jail? Do you
think those men had an option to NOT beat her up?
What would you hope to do if you were in that
situation?
Student objectives (outcomes):
Students will be able to:
1. Read out the play and be able to verbally understand Fannie
2. Discuss with each other and the teacher the importance of the events that took place
during the Civil Rights Movement and the ways that Fannie Lou Hamer helped the cause
along.
Stage 2 Assessment Evidence
Formative assessment
***Summative assessment
Students will be asked questions after At the end of the unit students will be able to talk with a
the play. Teacher will take notes on
level of comfort about the different activities that took

who answers questions more often

place during the Civil Rights Movement while placing these
than others and who understands the activities throughout the play with the events they already
concepts that are being brought to
know of.
them.
Stage 3 Learning Plan
***Learning Activities/Procedure:
-Vocab will be placed upon the Smart Board where students are already accustomed to this
strategy. They will however be informed upon entering not to place these words in their book
journal. Students will work in their small groups to come up with definitions together(using
context clues from the play itself), then as a class we will come to an agreement on each word.(15
min)
-Students will be informed that we will be acting out a play on the Civil Rights Movement about a
lady named Fannie Lou Hamer. Students will remind their peers and myself the rules of readers
theater and how they should act as actors and the audience. I will ask for 13 volunteers to be the
actors, who will each receive their own highlighted copy of the play.(10 min)
-Students will act out the play (30 Min)
-Group discussion after the play and discuss how Fannie Lou Hamer helped play a vital role in the
war of getting their rights to vote. (15 min)

Materials:
- http://www.scholastic.com/browse/article.jsp?id=4788
_____________________________________________________________
Motivation/hook:

Students have already learned play in action

- Students have learned about Civil Rights Movement so they will be able to comprehend a
different side of it
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Differentiation/Adaptations:
- Group discussions so that everyone can understand what the play was trying to say
Academic Language:
- Shack (Scene 1)
- Plantation (Scene 1)
- Inspired (Scene 3)
- Interpret (Scene 4)
- Registrar (Scene 4)
- Reconsider (Scene 6)
- SNCC (Student Non-Violent Coordinating Committee) (Scene 3)
- Mock Election (Scene 10)
- Candidates (Scene 10)