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Teaching Literacy Strategies for Content Area Reading Lesson Plan

Your Name: Laura Efford Grade Level: Third Grade


Content Area: History/Social Studies Theme/Topic: Rosa Parks

Bibliographic Entry for Text Used in this Lesson


Fine, E. H. (2004). Rosa Parks: Meet a civil rights hero. Berkeley Heights, NJ: Enslow Publishers, Inc.

Word count: 258


Lexile score: 780L

Text in its entirety:

Word spread fast that Rosa Parks had been in jail. Some important African Americans in Montgomery
called a meeting. They chose Martin Luther King, Jr. to be their leader. They asked Rosa to help them
fight in court for fair laws for blacks. As a protest, they planned to boycott all the buses in Montgomery.
They wanted African Americans to stop riding city buses. Then the bus companies would lose money.
Could this help change the law?
Thousands of flyers were printed for black schools, churches, and families. “Stay off the buses on
Monday,” they read. “Don’t ride the bus to work, to town, to school, or any place...Take a cab or share a ride, or
walk.”
That Sunday, Martin Luther King, Jr. and other preachers talked about Rosa Parks. She was calm,
polite, and hardworking, they said. She knew right from wrong. And segregation was wrong. Dr. King told
African Americans that it was time “to gain justice on the buses in this city.”
An amazing thing happened the next day. The date was Monday, December 5. All over the city, African
Americans took taxis, drove in carpools, or walked. They did not ride the buses.
And the boycott lasted. Month after month, in good weather and bad, African Americans stayed off the
buses. Montgomery city buses were almost empty for more than a year. On December 20, 1956, judges in the
Supreme Court—the highest court in the United States—spoke. Alabama’s segregation laws were unfair, they
said. All people had to be treated the same.

Techniques Selected

Name of Technique Reference for Technique


Before Dramatic Role Play Daniels, H., & Zemelman, S. (2014). Subjects matter: Exceeding
standards through powerful content-area reading. (2nd ed.). (pp.
110-111). Portsmouth, NH: Heinemann.
During Reading Guide McKenna, M. C., Franks, S., & Lovette, G. E. (2011). Using
reading guides with struggling readers in grades 3 and above.
After RAFT Stephens, E. C., & Brown, J. E. (2005). A handbook of content
literacy strategies: 125 practical reading and writing ideas. (2nd
ed.). (pp.176-177). Norwood, MA: Christopher-Gordon
Publishers, Inc.
Before Reading:

Purpose
Dramatic role-play helps students visualize action they are going to read about. This technique gets students
ready to read by helping them build pictures in their heads that can be accessed when they later read.

General Literacy Objectives


After this lesson, the student will:
Understand that good readers visualize what they read. Visualizing is a strategy good readers use to help them
comprehend what they read.

Assessment of Objectives
Take notes as students prepare and/or present their role-plays.

Use the following rubric.


1=no/almost never
2=sometimes
3=yes

Does the student...


actively attempt to visualize and act out the events? ____
ask questions of peers or teachers to clarify events or to help make sense of sequence or action? ____
participate? ____
contribute ideas to the group concerning acting out? ____

Note: Students who do not act out the action with complete accuracy should not be graded down. Teachers
should be noticing if students are active participants in helping to re-enact the events.

Procedure
Optional materials: hats, ties, paper, other props or costumes

1. Teacher gives introduction to task and sets purpose: “Tomorrow you will read a passage about the
Montgomery bus boycott. Today I will tell you a little about what you will read. You will work in groups to act
out the events. Remember, good readers visualize what they read. Visualizing can help you understand what
you are reading about—it is a comprehension strategy. Acting out what happens in the story can help you make
pictures in your minds when you read tomorrow.”

2. Teacher provides description of events. The description should be kept simple and open to student
improvisation.

“Listen closely as I describe the action. You will work with others to act out what happens.”

“As we know, Rosa Parks went to jail. After she got out, some African Americans in Montgomery got together.
They wanted to change the segregation laws. They made Martin Luther King, Jr. their leader. They made a plan
to tell all black people living in Montgomery to stop riding buses. They hoped the bus companies would stop
making money and then the lawmakers would listen to them. People printed a lot of paper telling black people
to stop riding the buses, starting Monday. They made their plan over the weekend. The papers told people to
walk, get a ride with someone, or take a cab. They handed out the papers all over town. They tried to tell a lot
of people about their plan. On Monday, almost every African American in the city took cabs, got rides with
friends, or walked. The buses were very, very empty.”
3. Assign students in groups of 4 or 5. Tell them they will work with their groups to rehearse—or practice—
acting out the events you told them about. Afterward they will present their “mini-play” to the class. Tell them
their presentations should be short, only a few minutes. One person in the group should be the narrator—they
will tell the audience about the action during the play or afterward.

Tell about the events again. (Reread the paragraph above.) Ask students to close their eyes as they listen this
time. Ask them to try to see pictures in their heads as they listen.

4. Students get into groups and rehearse. The teacher should circulate around the room, helping groups get
started and resolving conflicts if necessary.

Give students a two-minute warning or post a visual timer so groups know how much time they have. 10-15
minutes should be enough time.

5. When time is up, gather students together. Groups take turns presenting their role-plays. The narrator
should tell about the action while others are acting it out, or should tell a summary of events afterward. (This
helps students take ownership.)

Presentations should be brief. Don’t worry if the action does not exactly match the scenario they will read
about tomorrow.

6. After all groups have presented, tell students that tomorrow they will read about these events. Remind them
that thinking about the acting they did today should help them visualize what they read tomorrow.

During Reading:

Purpose
Completing reading guides during reading makes comprehension strategies explicit. Students are given
assistance with a passage as they make their way through it and are asked to stop and think as they read.
Writing about what they read gives students ownership of the content. By completing a reading guide, students
practice what good readers do as they read to make sense of text (such as visualize, question, and predict).

General Literacy Objectives


After this lesson, the student will:
Be able to visualize scenes from the text and understand that visualization is a comprehension strategy.
Understand that good readers ask questions about what they read.

Assessment of Objectives
Use the following rubric.
1=No
2=Somewhat
3=Yes

1. ______ The student makes a prediction and gives plausible reason for prediction.
2. ______ The student uses description on page 25 to create picture of a flyer.
3. ______ Student explains why buses were unfair; reason is based on text or background knowledge.
4. ______ Depiction of boycott uses details from page 26.
5. ______ Student was able to locate “Right There” answer in text on page 26.
6. ______ Student shows reflection on previous prediction.
7. ______ Student is able to generate question based on reading. Question either seeks further information not
contained in text or seeks to clarify a misunderstanding.

Procedure
Note: This lesson plan is created for classrooms where students are familiar with reading guides and how to use
them. If your students have not had sufficient practice with reading guides, begin with modeling and complete
at least one guide together as a class. Think aloud as you complete the guide and later assist students as they
work on their own guides until you believe they are able to complete them independently.

1. Remind students that yesterday they acted out scenes from today’s reading. Ask them to close their eyes and
picture something they saw during the role-plays yesterday. Remind them to use these visualizations as they
read today.

2. Tell students “Today you will read a passage about Rosa Parks and the Montgomery bus boycott. You will
complete a reading guide as you read. The reading guide will help you think about what you are reading, will
explain some tricky vocabulary words, and will ask you to draw pictures and ask questions about what you read.
Remember, good readers do all of these things. They visualize, ask questions, stop and think as they read, and
learn new vocabulary words. Completing the reading guide will help you become a better reader!”

3. Give a copy of the text and a reading guide to each student. Students work independently. Teachers help as
needed. Teachers may want to work with a small group of struggling students to ensure they are on the right
track and to further aid comprehension. If a teacher works with a student, she may want to make a note on the
rubric that help was provided.

Note: Remember that the reading guide is intended to help kids access challenging text and make reading
strategies explicit. If the reading guide is at a frustration level for a student you may need to provide an
alternate activity.

4. Provide ample time for students to complete guides, extending the activity to another day if necessary.
Collect the guides and use rubric to score them. Use completed rubrics to guide future literacy instruction,
differentiating as necessary.

After Reading:

Purpose
Students practice writing for an audience and for a purpose. They will synthesize and evaluate information
from the reading to create a written document. Doing so will help them take ownership of the content and
provides practice communicating through different types of writing.

General Literacy Objectives


After this lesson, the student will:
Be able to write to synthesize and evaluate information in a passage.
Be better able to write for an audience and for a specific purpose.
Assessment of Objectives
Score published writing based on the following rubric: 1=No; 2=Sometimes; 3=Yes.

____ Does the student’s work use information from the passage?
____ Does the student’s work effectively communicate the intended message?
____ Does the tone and word choice make it clear that the work is written for a specific audience?

Procedure
1. Remind students that yesterday they read a passage about the Montgomery bus boycott. Ask students to turn
to a partner and tell what “boycott” means.

2. Tell students that today they will begin writing about what they read. Tell them that as they write, they
should think about the passage they read yesterday, other readings they have done about Rosa Parks, read
alouds they have heard in class, and any other background information they have.

Tell students they have choices about what to write and how to write. Show RAFT choices (see below).

Review choices and how they can be combined.

Note that the Topic is the same for all students. If your class has experience writing with RAFT you may want
to provide various topics.

3. Model writing different types of responses. You can use ideas from students to create responses.

4. Students brainstorm and discuss possible responses with a partner.

5. Students individually complete RAFT template (attached) to show their choices for writing.

6. Most likely students will not be ready to begin writing until the second day. Make sure they understand the
elements of RAFT and have made choices before asking them to begin writing. If beginning here on Day 2,
give students their completed templates and ask them to discuss their writing plan with a partner.

Students work on writing individually. Help students as needed.

7. After one or two writing sessions, students confer with you or with a partner. They should read their writing
aloud. The partner will offer constructive feedback. Do not pair students together unless they have practiced
giving and receiving constructive feedback with peers.

8. Students continue writing, editing their drafts as necessary.

9. Finished products should be shared with class, with another class, or displayed in hallway so that students
see their work is valued.

10. Present student with exit slip asking them to reflect on writing and what they might do differently next time.

RAFT Choices for Writing:

Role Audience Format Topic


boycott participant people of Montgomery letter (Montgomery
reporter Supreme Court poem bus boycott)
Rosa Parks family member news article
bus driver bus company speech
Additional Sections

Other Materials Needed Reading Guide, RAFT Template

Assessment Charts Included within lesson plan

Adaptations for ELLs


Before Reading: Dramatic Role Play: Before reading prompt, review vocabulary using picture cues:
segregation, jail, printed, lawmakers, cab. Ask student to use each term in a sentence.

Be sure to group ELLs so they have language models in their group. This can include students who speak their
language but are more proficient in English than they are. Remember the goal is not to speak and understand
English, but to practice visualizing as a comprehension strategy. Translate the story if you are able.

During Reading: Reading Guide: Pre-teach vocabulary: jail, “called a meeting,” court, boycott, companies, law,
flyers, cab, taxis, preachers, segregation, justice, carpools. A word wall with pictures can help. After learning
the words students can draw simple pictures to help them remember and keep a personal picture glossary to use
for reference. They may wish to scan the text and highlight these words before reading.

ELLs may complete the reading guide with a proficient English speaker. They should take turns reading the
text aloud, with the English speaker filling in unknown words. (They should take turns by switching after each
sentence or each paragraph.) Completing the guide with another student will provide the ELL with scaffolding
so that he/she can learn comprehension strategies. The ELL student will gain practice with these strategies even
if at this point the student is merely copying some answers.

After Reading: RAFT: Practice with the student each element of RAFT separately. For example, ask the student
to write a letter to a friend about school, a news article about cafeteria food, and a speech to the teacher about
homework. The ELL should also have practice writing with various roles, such as writing from a dog’s point of
view, writing as a school bus driver, and writing as a reporter. Any elements the student is not yet familiar with
should be eliminated as a choice for that student. Make sure the student still has some choice, though. The
choice aspect of this assignment leads to deeper student engagement and motivation.

Help the student make choices and complete the template. Then ask the student to orally tell you what he or she
will write about. Discuss the plan for writing to clear up any confusing parts and to clarify meanings in the text.
You might want to jot down the student’s ideas for writing so that he/she can return to them later.

You will want to confer with this student throughout the writing process or pair the ELL with a proficient
English speaker you trust to give helpful and respectful feedback.

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