Lesson Foundations: Middle Childhood Education Lesson Plan Template v. 3

Middle
Childhood Education Student Teaching

Middle Childhood Education Lesson Plan Template v. 3

Lesson Title/#: Racism in The Watsons edTPA lesson 1
Grade Level: 7th grade ELA
Lesson Foundations
Content Standards R.7.9 Compare and Contrast a fictional portrayal of a time, place, or character and a historical account of the
same period as a means of understanding how authors of fiction use or alter history.
Interdisciplinary connection: history

Learning Objective(s) 1. Students will be able to examine racism and Assessment(s) 1. LO1: Art study and
segregation in the United States in the 1960s. discussion

2. Students will be able to compare and contrast the Include LO being 2. LO1: Birmingham 1963
addressed
racism seen in The Watsons go to Birmingham; 1963 PBS clip & discussion
with the racism that was taking place at the same 3. LO2: Comparing racism
time in history. graphic organizer
4. LO2: Connections Journal
entry

Materials & Resources 1. Smartboard
2. Document camera

3. 27 copies of The Watsons go to Birmingham; 1963

4. Audio recording of chapter 13
5. Walking by Charles Henry Alston
6. Evening Rendezvous by Norman Lewis
7. Student Journals
8. Timer

Instructional Procedures/Steps
Note when you are addressing a learning objective and when enacting an assessment.

Teacher will Student will
Instructional procedure, questions you will ask, checks for What will students be doing?
understanding, transitions, and evidence of culturally responsive What evidence of learning will students demonstrate?
teaching practices. Student-centered learning/opportunities for practice and application.
Opening 1. Activating prior knowledge: As students come 1. Students will journal as they come in. Look for:
___5_______ Minutes in, I will display the following questions on the If I lived in a time when school segregation was legal,
smart board, and ask students to journal their I would feel angry. I would do what the protestors in

thoughts and feelings about the question. the primary sources we looked at did and try and
Middle Childhood Education Student Teaching

Think back to the clip we watched and the protest and make a change so that all people could be
primary sources we analyzed last week about allowed the same equal opportunities. The sources
school segregation in the south. How would made me feel really sad that people had to fight
you have felt if you lived in a time where about something like equal schooling, people
school segregation was legal? What emotions shouldnt have to fight over a right as basic as that.
did the sources and the video clip make you
feel?
2. Introduce learning objectives. Place the LOs 2. Students who find the LOs will read them out loud
underneath 2 random seats and ask students and place them on the board.
to find them. Students who find the LOs will
read them out loud and place them on the
board.
3. Ask: Based on our learning objectives, what do 3. I think we are going to be focusing on other forms of
you think we will be focusing on today? Why is racism in the south today, and they are things the
this important to our understanding of The Watsons would have experienced in their trip to
Watsons go to Birmingham; 1963? What do Birmingham. I think racism is going to have an effect
you think is important about understanding on the intimacy of the Watson family, maybe
racism in terms of understanding the something bad is going to happen that will bring
development of the Watson family? them closer together or tear them apart.
4. Before we begin, I will give students a list of 4. Students will begin vocabulary graphic organizer.
vocabulary terms we will be covering over the Evidence attached.
next few days on a graphic organizer. As we
discover each one in our text or discussions,
students will record their reactions and the
meaning of the word in the context we are
using.
Instruction LO1: Art Study Discussion
____40______ Minutes 1. Display Evening Rendezvous by Norman Lewis 1. Students will look at painting 1.
on the board. Instruct students to simply look,

and not respond for 60 seconds. Ask students:
a. What do you think the white shapes in a. The white shapes represent racist
this painting represent? What about the whitesKKK. The other colors represent hate,

other colors? anger, blood, smoke, fire.
b. What is the main subject of this piece? b. The main subject of this piece is hatred, a KKK
c. Why would the author choose to use rally.
red, white, and blue as the main colors c. To represent America, the damaged state of
in the painting? American equality.

d. What do you think is the authors d. To raise awareness, to show what was going
purpose in creating this piece? on and how some people were acting.
2. Display Walking by Charles Henry Alston on 2. Students will look at painting 2.
the board. Instruct students to simply look,
and not respond for 60 seconds. Ask students:
a. What strikes you first about this piece? a. It is crowded, there are a lot of people.
b. What do you notice about the subjects b. They are all women and children. It looks like
of this piece? they are all headed someplace together.
c. How are the women and children c. They are acting calm, strong. They might be
acting? What are they doing? Why? standing up, fighting for what they deserve.
d. What do you notice about the coloring d. The back of the painting is dark, and the front
in the back of the painting as opposed gets lighter. I think that means that they are
to the front of the painting? What do moving from a dark place into a better one,
you think the artist meant by that? marching toward freedom and equality.
e. What is the authors purpose in creating e. To raise awareness, to show what was going
this piece? on and how to make a difference.
3. Show each painting again, twice. Ask students 3. Students will look at each painting again. In small
to simply look at the paintings. In small groups groups, they will discuss.
have students discuss:
a. How do the subjects of these pieces a. The Watsons are experiencing the same
translate into The Watsons? What things that these paintings are representing.
similarities can you find between the The first one depicts racism, and they have
text and these paintings? Cite specific seen that on T.V.
instance or quotes from the text to b. They would have felt upset, and maybe they
support your answer. are going to want to join in on the movement.
b. What would you conclude about how
Kenny, Byron, and the rest of the
Watsons would have felt while in
Birmingham based on the information
you saw in these paintings? 4. Students will record emotional responses they have,
LO1: Birmingham 1963 PBS clip & discussion and any details that surprise them while watching
4. Show 4 minute clip PBS documentary on the clip.
Birmingham in 1963. While watching, have
students record emotional responses they
have, and any details that surprise them. Ask a. The clip also said that people did not really
students: know how bad it was for African-Americans in
a. The clip said that this letter was asking the south. In addition, some whites were

whites to decide if they sided with protesting things like the integration of
racism and the KKK or if they sided schools. He is calling for them to make a
with freedom and quality for all people. change.
Why do you think Dr. King even had to
ask that of white Americans? Think b. The fact that they jailed or hosed children.
back to the primary sources last week. Byron, Kenny, and Joey could be in danger of
b. What struck you as the most disturbing being treated this way while they are in
part of this clip? Who in the Watson Birmingham.
family could be in danger of this
happening to them? 5. Students will write 3 examples of racism that have
LO2: Comparing racism graphic organizer either been hinted to or have directly happened so
5. Have students write 3 examples of racism that far in The Watsons. Evidence attached.
have either been hinted to or have directly
happened so far in The Watsons. Mark those
examples with text evidence. 6.
6. On the other side of the organizer, write
examples from history that reflect what the
Watsons experienced in 1963. What is the
same? What is different? 7. Students will read/listen to audio for chapter 13.
7. Read chapter 13 of The Watsons as a class.
Closure LO2: Connections Journal entry
____5______ Minutes 1. As the closing for the day, chose one character 1. Dear Diary,
from the Watson family. Write a journal entry I dont understand how people could hate children so
from their perspective reacting to (1) of the much as to throw a bunch of them in jail just for
sources we looked at today (clip, paintings). protesting. Where is the justice in that? I worry about
How would this character react? How would people being mean to Joey- she would never hurt
they feel about the source? What is the anyone but she also always wants to stand up for
significance of this source to their daily lives? what is right. I am worried about being in
Birmingham- what if someone tries to hurt one of us?
-Kenny
Modifications/Accom 1. Multiple visual and verbal representations of directions for struggling students.
modations/Enrichme 2. Preferential seating near the smartboard for students with attention and visual needs.
nt 3. Varied format of individual, group, quiet and loud activities to support varied learner needs.
4. Graphic organizer to help struggling students.
5. Audio version and print version of the text to support struggling readers.
6. Sentence starters on graphic organizer to support struggling writers.


Lesson Title/#: Birmingham Bombing edTPA 2
Lesson Foundations
Content Standards R.7.9 Compare and Contrast a fictional portrayal of a time, place, or character and a historical account of the
same period as a means of understanding how authors of fiction use or alter history.
Interdisciplinary connection: history

Learning Objective(s) 1. Students will be able to compare and contrast the Assessment(s) 1. LO1 &2: Newspaper article:
historical event of the Birmingham church bombing Document based questions

with the fictional portrayal of the same event in The Include LO being 2. LO1: Quote
addressed
Watsons go to Birmingham; 1963. compare/contrast gallery
2. Students will be able to support their interpretations walk
of fictional and nonfiction texts using text evidence. 3. LO2: Exit Grief card
Materials & Resources 1. Smart board
2. Document camera

3. 27 copies of 6 Dead After Church Bombing http://www.washingtonpost.com/wp-

srv/national/longterm/churches/archives1.htm
4. 27 copies of The Watsons go to Birmingham; 1963.
5. Audio recording of chapter 14.
6. Large sticky-note posters
7. Post-it notes


Opening 1. Before students arrive, I will have the photos 1.
___5_______ Minutes of the 4 girls that lost their lives because of the
hate crime on the 16th Street Baptist Church

hanging on the wall. I will have battery
operated candles turned on under the photos
to look like a memorial.
2. As students come in, I will ask them to make an 2. These girls are deceased, they have a memorial

inference about why I would have a memorial because they were murdered. Based on what we
set up in front of the room. What do they think have been talking about the past 2 weeks- it might
might have been the cause for this memorial have been from a hate crime.
based on what we know about the culture in
Birmingham in 1963? We will share out
answers when the period starts.
3. Share out learning objectives. The learning 3. Students will share out learning objective. I think
objective will be in an envelope under the because we are going to learn about who killed these
memorial. A student volunteer will share the girls and how the Watson family was
LO with the class. Ask students: What purpose involved/affected.
would I have in putting this LO with the
memorial?
Instruction 1. Play audio for Chapter 14, Every bird and Bug 1. Students will read/ listen to Chapter 14, Every bird
____40______ Minutes in Birmingham Stops and Wonders and Bug in Birmingham Stops and Wonders
LO1: Newspaper article: Document based questions

2. We will popcorn read the actual article that 2. Students will popcorn read primary source article 6
came out in the Washington Post the day after Dead After Church Bombing
the bombing.

3. Students will have document based questions 3. The bomb was hurled from a passing car.
to answer after reading. We will go over the
first question together before starting. Based
on the information in the article, how was the
bombing of the church carried out?
4. Students will answer remaining questions on 4. Students will complete DBQ questions. Evidence
their own. attached.
5. After students are finished, debrief with a
whole class discussion: 5. Look for:
a. What relationship did you see between
the information presented in the article a. Kennys experience gave the details about
and Kennys experience with the what it looked and smelled like. He talked
bombing in the chapter? about how people were reacting.
b. What is the most important thing you
noticed about how the situation was b. Police seemed to be more concerned with
handled by police or the community? shutting down reactions than to finding the
LO1: Quote compare/contrast gallery walk people responsible.
6. Each group of students (6) will receive one
quote from either the non-fiction primary 6. In collaborative groups, students must come up with

source text or from the fictional text 4-5 reactions based on the opposite text. Students
(Watsons). In collaborative groups, students with a quote from the Watsons must write
must come up with 4-5 reactions based on the similarities or differences they found when reading
opposite text. Students with a quote from the the primary source article and vice versa.
Watsons must write similarities or differences
they found when reading the primary source
article and vice versa. 7. Look for:
7. Questions to ask groups during collaborative
work to check for understanding: a. My quote from represents the horror and
a. What is the most important idea in your sadness a brother felt. I saw that same
quote? Do you see that represented in emotion in Kenny when he thought Joey died
the opposite text? and ran back home.
b. My quote from the book had a lot more
b. How is the language used in your quote imagery.
different from the opposite text? 8. Students in collaborative groups will start with their
8. Round 1: Each quote will have its own poster own quote and put sticky note similarities on one
hung around the room (6). Groups will start side and differences on the other side.
with their own quote and put sticky note
similarities on one side and differences on the
other side. 9. Each student must write a response to either 1
9. Round 2: Groups will move clockwise to the similarity or one difference.
next poster. The quote will be from the
opposite text. Each student must write a
response to either 1 similarity or one
difference. 10. Students will read and reflect on the observations
10. Final rounds: Students will be given 2 minutes other students made on the other quotes in the
to read the other posters. No responses activity.
required. 11. Look for:
11. Debrief discussion: a. Both texts showed how hurt people were and
a. What did you notice as one of the most how shocked they were.
common similarities between the two
texts? b. He used the horrors of the bombing to shape
b. How did the author use real-life events the experience of the Watson family by
to shape his story? inserting one of the characters into the event.
c. I think he wanted to pick one of the most
c. Why would the author choose to use innocent groups of people- children at church
the bombing of the church instead of a to show just how terrible and senseless these

different hate crime? hate crimes were. And he knows readers love
Joey so the thought of her being killed was
sickening.
d. Why would the author choose to insert d. He wants us to think about what it would feel
a fictional family into a real historical like to have been affected by this hate crime-
event? thats why its told from a first person P.O.V.
Closure LO2: Exit Grief card
____5______ Minutes 1. As students leave, they will write a grief or 1. Look for: Dear families, I am so sorry for your loss. I
condolence card to place at the memorial. dont know why someone would throw out a bomb
Students must include one example from on an innocent group of young girls at church. I will
either the fiction or non-fiction text to support be praying for you and standing up against racism
their condolences. whenever I see it. Love, Student.

Modifications/Accom 1. Popcorn reading to share reading responsibilities & anxiety for struggling reader.
modations/Enrichme 2. Multiple visual and verbal representations of directions for struggling students.
nt 3. Preferential seating near the smartboard for students with attention and visual needs.
4. Varied format of individual, group, quiet and loud activities to support varied learner needs.
5. Audio version and print version of the text to support struggling readers.
6. Sentence starters during quote activity to support struggling writers.
7. Extra questions to ask struggling readers/writers who need assistance in completing A3.



Lesson Title/#: Family Matters edTPA 3
Lesson Foundations
Content Standards R.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text;
provide an objective summary of the text

Learning Objective(s) 1. Students will be able to analyze the development of Assessment(s) 1. LO1 Family matters handout
the theme of family throughout The Watsons go to 2. LO1 Step to the line

Birmingham; 1963. Include LO being 3. LO1 Snowball
addressed

Materials & Resources 1. Smart board
2. Document camera

3. 27 copies of The Watsons go to Birmingham; 1963.

4. Audio recording of chapter 15.
5. Family matters handout


Opening 1. As students come in, I will have a word cloud 1.
___5_______ Minutes with words that come to mind when thinking
of family (Family, love, brother, sister, mom,

dad, working together, fighting, etc.)
2. I will ask students to pick one word that means 2. Students will pick one word that means the most to
the most to them from the word cloud and them from the word cloud and write down why that
write down why that word means the most to word means the most to them. Look for: Fighting.
them. This word means the most to be because it seems
3. We will share out which words mean the most like there is always fighting in every family I know.
and why. 3. Student volunteers will share out responses.
4. Display the learning objective on the board,
but the words theme and family will be
missing. Students will work together to guess

the missing words. The first team to guess 4. Students will work together to fill in the missing
correctly gets to reads the LO out loud to the words in the LOs. The first team to guess correctly
rest of the class. gets to reads the LO out loud to the rest of the class.
5. We have been looking at the theme of family
throughout reading The Watsons. What do
you think is important about the Watsons 5. I think their bond is important because they have to
family bond so far? stick together in the face of adversity.
6. How do you think the racist hate crime that 6. I think the family members will realize that the most
they Watsons experienced will alter the important thing in the world is each other and that
structure of their family? they need to stick together.
Instruction LO1: Family matters handout
____40______ Minutes 1. Students will be given a graphic organizer that 1. On their graphic organizer, students will write what
has bubbles connected by chains. In the they know about the family connection between the

bubbles, students will write what they know Watsons using text evidence.
about the family connection between the
Watsons using text evidence.

2. Do one example as a whole class: How does 2. Look for: He looks up to Byron and believes that he is
Kenny feel about his big brother Byron? Was it a good big brother. No he did not always feel that
always that way? way. At first he thought he was nothing but a bully
3. Questions to ask while students are working: and hated him.
a. What are some of the problems a. Byron wont listen to Mom and Dad and
between family members? disrespects them a lot.
b. Which two members of the family strike b. Momma and Dad have a tight bond. You can
you as having a very tight bond? Why? tell by the way they still giggle and flirt with
LO1: Step to the Line one another and tell each other everything.
4. To further explore the theme of family, we will 4. Students will step to the line if they think a statement
play step to the line. The questions will start applies to them or if they agree with the statement.
out very broad and about family as a whole,
but will get more specific as the game
continues and relate directly to the text.
Example prompts. Step to the line if
a. You have ever gone to a family function in your
lifetime.
b. Its just you and one other person at home.
c. Its you and more than five other people at

home.
d. Your family isnt what the world would call
traditional.

e. You have ever felt supported by your family.
f. You have ever felt left out by your family.
g. You think Byron might care more about his
family than he lets on.

h. You have family that lives far away like
Grandma Sans does.
i. The Watsons get their strength from their
family.
j. The Watsons family has some weak spots.

5. After completed, mini debrief discussion:
a. I learned that family means different things to
a. What did you learn by completing this
different people, and your family can be
activity?
supportive and exclusive at the same time.
b. Based on this activity, what do you infer
Family is not perfect.
about how the Watson family will leave
b. I think that Kenny will change his mind about
us?
some of his family and learn to love them
6. Play audio for chapter 15 The World Famous
despite their flaws.
Watson Pet Hospital
7. Students will read/ listen to chapter 15 The World
LO1 The Weird Watsons snowball.
Famous Watson Pet Hospital
7. On a loose leaf sheet of paper, students will be
8.
given 4 minutes to write on the following

prompt. First, re-read page ___. Maybe they were in
the way your father smiled at you even after youd messed something
up real bad. Maybe they were in the way you understood that your
mother wasnt trying to make you the laughing sock of the whole
school when shed call you over in front of your friends and use spit on
her finger to wipe the sleep out of your eyes. Maybe it was the magic
powers that let you know she was just being Momma. Maybe they
were the reason that you didnt really care when the kids would say,
Yuck! You let your momma slob on you? and you had to say Shut up.
Thats my momma, we got the same germs. Maybe there were genies
in the way your sister would throw a stupid tea party for you and you
had fun even though it was kind of embarrassing to sit at a little table
and sip water out of plastic teacups. Maybe there were magic powers
hiding in the way your older brother made all the worst thugs in the
neighborhood play basketball with you even though you double-
dribbled every time they threw you the ball. And Im sure there was
an angel in Birmingham when Grandma Sans wrapped her little arms
around all of the Weird Watsons and said, My fambly, my beautiful,
beautiful, fambly.
8. I think Kenny learned that even though family is
8. What lesson do you think Kenny learned
not perfect, family is super important. I think Kenny
throughout the course of the book about his
realized how many little things he has taken for
family?
granted with his family and wants to start
9. After students have had time to write, they will
appreciating them more.
crumple up their paper and throw it into the
9. Students will respond to the first entry, and then

center of the room. Then they will go get pass back to the original writer.
another piece and respond to what that person
said. This time, students must relate the theme
of racism into what Kenny has learned about
his family. Pass back to the original writer.
Closure 1. As a closing activity, students will pull out the
____5______ Minutes word and explanation they came up with 1. Look for: Kenny might now say that fighting is just a
during the opening activity. Underneath their part of being in a family and sometimes it just means
explanation of why that word was the most that your family cares. Kenny realizes after
important to them, they will write about how experiencing racism that his family is the most
Kenny would feel about that book now that the important thing in the world and they need to stick
book is over and he has a new feeling about his together.
family. How did the racism that the Watsons
experienced affect their family unit?
Modifications/Accom
modations/Enrichme 1. Graphic organizer to help struggling students.
nt 2. Audio version and print version of the text to support struggling readers.
3. Sentence starters on graphic organizer to support struggling writers.
4. Extra questions to ask struggling readers/writers who need assistance in completing assessments.
5. Preferential seating near the smartboard for students with attention and visual needs.
6. Varied format of individual, group, quiet and loud activities to support varied learner needs.
7. Extension activities for those that finish early.

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