English Language Arts Lesson Plans

ED352 Civil Rights Unit Plan
Lesson Plan: Day 1 – English/Language Arts
Topic: Civil Rights Book Talk

Grade: 8th
Designers: Andrea Derrick, Katie Miszewski, and Molly Rozga
Stage 1 – Desired Results

Established Goal(s)
A.8.3 Read and discuss literary and nonliterary texts in order to understand human experience
Provide interpretive responses, orally and in writing, to literary and nonliterary texts representing the
diversity of American cultural heritage and cultures of the world
Understanding(s) Essential Question(s)
Students will understand …  Can I relate my understandings of the human
 Students will relate their experience to the civil rights movement?
understandings of the human  Which book will I select for this unit of study?
experience to the civil rights
movement
 Students will select a text of interest
for this unit of study
Students will know… Students will be able to…
 The relationship between the  Select a text of interest for this unit of study.
human experience and the civil
rights movement
 A variety of texts are available to
learn more about the civil rights
movement.
Stage 2 – Assessment Evidence

 Pre-assessment of the target unit standards (Utilize same continuum for student self-
assessment at the end of the unit)
 Evaluate students’ ranking of texts keeping in mind their reading abilities and interests
Stage 3 – Learning Plan

Materials:
 The National Civil Rights Museum Celebrates Everyday People by Alice Faye Duncan
 A Dream of Freedom: The Civil Rights Movement from 1954 to 1968 by Diane McWhorter
 In Defense of Liberty: The Story of America’s Bill of Rights by Russell Freedman
 Freedom’s Children: Young Civil Rights Activists Tell Their Own Stories by Ellen Levine
 Civil Rights Learning Continuums
Introduction:
 Students who have already had social studies class will have had an introduction to the unit.
Students that have not yet been to social studies will need a quick introduction of the unit.
 Have the books that will be discussed during the book talk available for students to view while
entering the class.
Procedures:
 Have the students place themselves on a series of continuums based on the objectives and
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standards of the unit. This will serve as a pre-assessment of their knowledge regarding the
Civil Rights Movement.
 Students will have the option to help the teacher select their text for this unit of study. The
students will rank texts based on interest and ability, and the teacher will use students reading
levels to finalize student selections. Provide a book talk to introduce each of the following
texts:
 The National Civil Rights Museum Celebrates Everyday People by Alice Faye Duncan
o Synopsis: This book takes students through the events of the Civil Rights Movement
between 1954 and 1968, and through museum exhibits.
o Daily reading requirement: 9 pages
 A Dream of Freedom: The Civil Rights Movement from 1954 to 1968 by Diane McWhorter
o Synopsis: This book allows students to explore events and places of significance to the
Civil Rights Movement. This book blends chapter text with features and photos.
 In Defense of Liberty: The Story of America’s Bill of Rights by Russell Freedman
o Synopsis: The Bill of Rights is one of the most important documents in our nation.
Students will explore the amendments, what caused them, and what the implications
are for today. This text connects the Bill of Rights to the Civil Rights Movement.
 Freedom’s Children: Young Civil Rights Activists Tell Their Own Stories by Ellen Levine
o Synopsis: This text blends history with first-hand accounts from young people. This
text transports the reader into each event of the Civil Rights Movement.
o Daily Reading Requirement: 20 pages
Closure:
 Students will be able to ask questions about the books, and should have a chance to look
through each book before submitting their selection form.
 Remind students that book selections were based on students’ rankings and number of texts
available.
 If time permits, discuss the daily quote on the board.
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Lesson Plan: Days 2 & 3 – English/Language Arts
Topic: Independent Reading & Reflection

Grade: 8th

Established Goal(s)
RI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
RI.8.2. Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text.
RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or
events (e.g., through comparisons, analogies, or categories).
RI.8.6. Determine an author’s point of view or purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or viewpoints.
RI.8.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital
text, video, multimedia) to present a particular topic or idea.
RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is
introduced.
Students will understand …  What is the central idea of this text?
 The central idea of the text they are  What parts of this text stand out to me?
reading  Which areas of this text are confusing to me?
 How can I connect what I am reading to what I
already know?
 How to make connections between  Identify sections of a text that elicit emotions
what they read, what they are within them
learning, and their background  Identify areas of a text that are confusing
knowledge and prior experiences  Make connections between what they are
reading to what they already know – their
background knowledge or things that they have
learned or are learning in other subject areas

 Informal evaluation of students’ completed reading reflections (1&2)

Materials:
 Appropriate number of copies of each of the selected texts:
 The National Civil Rights Museum Celebrates Everyday People by Alice Faye Duncan
 A Dream of Freedom: The Civil Rights Movement from 1954 to 1968 by Diane
McWhorter
 In Defense of Liberty: The Story of America’s Bill of Rights by Russell Freedman
 Freedom’s Children: Young Civil Rights Activists Tell Their Own Stories by Ellen Levine
 Reading Reflection 1 (hand out on day 2)
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 Reading Reflection 2 (hand out on day 3)
Introduction:
 Ensure that one copy of each text is on display in the classroom. Remind students about
yesterday’s book talk. Have students turn to a partner and recap what they learned during the
book talk, mentioning which texts were of interest to them.
Procedures:
 Remind students that book selections were based on students’ rankings and number of texts
available. Then, hand out the books to the students.
 Remind students about the reading schedule that was discussed yesterday. They should be
almost finished reading by day 6 of the unit, because we will be holding literature discussions
that day. The text absolutely must be finished by day 7, so that students can incorporate
knowledge they have gained from their reading into their editorials.
 Allow for any questions that students have. The remainder of this class period and the
following class period is for independent reading and reflection. You may choose to
conference with students who struggle with reading and analyzing informational texts during
this time.
Closure:
 Remind students that Reading Reflection 1 is due on day 3 and Reading Reflection 2 is due on
day 4. If necessary and/or desired, students can continue their reading outside of the
classroom.
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Topic: Civil Rights Vocabulary

Grade: 8th

Established Goal(s)
L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on
grade 8 reading and content, choosing flexibly from a range of strategies.
RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of specific word choices on meaning and
tone, including analogies or allusions to other texts.
Students will understand …  What do these unfamiliar civil rights vocabulary
 Why certain terms are important in terms mean?
understanding civil rights  How do I go about defining unfamiliar
 How to connect the civil rights vocabulary?
vocabulary to their own lives  Why are these terms important in understanding
civil rights?
 How to define an unfamiliar concept  Employ strategies to define unfamiliar vocabulary
 The definitions of various new civil terms
rights vocabulary terms  Define and understand the meaning of terms
 How these terms are used today commonly found in civil rights texts and
and where they have heard them in discussion
their own lives  Connect vocabulary to the world around them

 Informal evaluation of student groups’ completed concept maps and definitions
 Evaluation of students’ completed crossword puzzles for completion

Materials:
 Civil rights texts
 Reading Reflections (1&2)
 Computers
 Dictionaries
 Concept Definition Maps
 Civil Rights Crossword Puzzles
Introduction:
 White reading their civil rights texts, students have been making note of terms (words, people,
places, acronyms, etc.) that could use further clarification on their reading reflection forms.
Invite students to come up and record selected terms on the white board, overhead, or other
medium.
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Procedures:
 Break students up into groups of 3 or 4.. Each group will use their resources (dictionary,
computer, or civil rights texts) to investigate the definitions of three assigned vocabulary words.
The students will complete a Concept Definition Map for each term, describing what their term
is, what it’s “like,” and some helpful examples to help understand the term. Then, the group will
use what they have learned about their term to create a new definition in their own words.
 Next, one member of each group will join with a member from each of the other groups to
share their definitions. After a meaningful discussion of the terms, the students will record a
definition for each term in their English/language arts notebooks.
 Engage students in a classroom discussion about why these terms are important to civil rights
and where the students have seen or heard them used in their own life.
 Finally, students will complete a civil rights crossword puzzle to practice their new vocabulary.
Closure:
 Discuss with students that as they continue reading their civil rights texts, they will keep
recording unfamiliar terms. They should engage in strategies like those practiced today in
class (such as creating a concept map) to help understand these terms.
 Remind students that they should complete their crossword puzzle, if necessary for next class
period. Reading Reflection 3 is also due at the beginning of the next class period.
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Topic: Composing Letters of Appreciation

Grade: 8th

Established Goal(s)
W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
W.8.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Students will understand …  What are we thankful to the speaker (or
 Why it is important to compose a individuals involved with the field trip) for?
formal thank-you letter in certain  What are the elements of a formal thank-you
instances letter?
 What the elements of a formal  Compose a formal thank-you letter
thank-you letter are
 How to compose a formal thank-you
letter

 Evaluation of students’ completed thank you letters (Checklist)

Materials:
 Formal thank-you letter sample
 Formal Thank-You Letter Checklists
Introduction:
 Ask students if they remembered to thank the guest speaker yesterday. Discuss how, even if
they did, it is still important engage in a more formal gesture of appreciation. Discuss how we
might do so. The idea of a formal thank-you letter should certainly arise in your discussion.
Procedures:
 Use the interactive whiteboard, document camera, overhead, or other method to show
students an example of a formal thank-you letter. Ask students what stands out to them. Use
their observations and comments to discuss the following elements of a formal thank-you
letter:
 Sender’s name and address (For the purposes of this letter, we will include the name of
our school under our name and use the school address)
 Date
 Recipient’s name and address
 Salutation
 Purpose of the letter (Paragraph 1)
 Recap of the experience (Paragraph 2)
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 Conclusion (Paragraph 3)
 Closing salutation
 Signature
 After discussing the sample letter, explain to students that they will be composing their own
thank-you letters for the guest speaker. The letters should contain all of the elements
discussed. Discuss with students how paragraph 2 should include a brief, but detailed
discussion the major understandings that they took away from the guest speaker’s
presentation. Also, discuss how paragraph 3 should include any additional questions for the
speaker (although the speaker may not respond, it shows that you have been thinking about
their presentation), as well as connections to what we will be exploring for the rest of the unit
using our newfound knowledge. Remind students that their Guest Speaker Reflection Form
will contain a lot of helpful information for the composition of this letter.
 Discuss the important of sending a formal thank-you letter soon after the experience. For this
reason, students will compose, edit, and revise their thank-you letters on the computer during
one single class period.
 Hand out Formal Thank-You Letter Checklists. Explain to students that they should use this
checklist to self-assess their work before submitting it to be sent to the speaker. Take students
to a location where computers are available. Students may use the remainder of the class
period to compose their letters.
Closure:
 Remind students to use the checklist to self-assess their work before printing and signing their
final copy. If students finish, they may use the remainder of class time to read their civil rights
texts. Reading Reflection 4 is due at the beginning of the next class period, and students
should be ready to discuss their texts.
*This lesson may be modified for use with a field trip. Simply revise the language used to discuss the
lesson with students. Formal thank-you letters will follow the same format. You may revise the rubric
to meet your specific needs.
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Topic: Text Discussions

Grade: 8th

Established Goal(s)
RI.8.6. Determine an author’s point of view or purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or viewpoints.
RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is
introduced.
RI.8.9. Analyze how two or more authors writing about the same topic shape their presentations of
key information by emphasizing different evidence or advancing different interpretations of facts.
Students will understand …  What is the central idea of each of the four civil
 The central idea of the four texts rights texts that we are reading for this unit?
that they and their classmates are  How is the text that I am reading similar
reading to/different from those that my classmates are
 Why an author might choose to reading?
write a book a topic such as civil  What are the enduring understandings that we
rights should take away from the reading of these
texts?
 How the text they are reading  Analyze how different authors present similar
compares to/differs from the texts information
that their classmates are reading  Determine an author’s purpose for writing a
 What enduring understandings they particular text
should take away from these texts

 Informal observation of students’ participation during classroom discussion
 Informal evaluation of students’ completed reading reflections (3&4)

Materials:
 Civil rights texts
 Reading Reflections 1-4
Introduction:
 Inform students that you have a challenge for them. Give them two minutes to come up with
one sentence to summarize the book that they are reading. After two minutes, call on four
students (one that is reading each text) to share their sentences.
 After the challenge, discuss with students how difficult it undoubtedly was to summarize their
text in only one sentence. Explain that today we will be having an in-depth discussion of each
our texts.
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Procedures:
 Separate the students into groups of four. Each group should contain one student that is
reading each of the civil rights texts. These students are considered the “expert” of the group
on their text.
 Once the groups are established, students should leave their groups to meet with the students
who have read the same text as them. They should spend fifteen minutes discussing their text.
Students can use their reading reflection notes as “sparks” for these discussions. After about
fifteen minutes of meaningful discussion, students should spend five minutes deciding on what
information about their text that they believe is essential to share with their peers who have not
read the text.
 Next, students will return to their original groupings. Each student should spend about five
minutes sharing information about the text that they read with their group mates. The other
students are encouraged to ask questions, and the group should engage in a meaningful
discussion about the four texts.
Closure:
 At the end of the class period, call on students who did not read a particular text to share the
central idea of the text. By the end of the lesson, students should have shared meaningful
information that they have learned about each of the texts. These insights should provide
quality assessment information as to whether or not the students met the objectives of the
lesson.
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Lesson Plan: Days 7, 8 & 9 – English/Language Arts
Topic: Composing Editorials on Civil Rights

Grade: 8th

Established Goal(s)
W.8.1. Write arguments to support claims with clear reasons and relevant evidence.
W.8.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well
purpose and audience have been addressed.
Students will understand …  What does an editorial look like?
 How to compose an editorial essay  What is a particular sub-topic within civil rights
 The usefulness of peer revision that I feel strongly about?
 How can I persuade others to take my opinion on
this topic?
 (Review) how to write an editorial  Form an opinion on a civil rights topic
 How to support their opinions with  Compose an editorial persuading others to take
facts from various sources their opinion
 Use facts from their civil rights text and current
events to support their opinion

 Evaluation of students’ completed editorials (Rubric)
 Examine students’ completed peer revision rubrics for completeness
 Examine students’ materials to evaluate their process

Materials:
 Civil Rights Editorial Rubrics
 Civil Rights Editorial: Peer Review Forms
 Computers
Introduction:
 This should not be the students’ first experience with writing editorials or persuasive
arguments. Ask the students to think about their prior experiences with this type of writing
(both in your classroom and in previous grades). How are these different from other types of
writings that we compose?
Procedures:
 Use this prompt to lead into a more detailed discussion about how to write a good editorial
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essay. Have students record essential elements on the interactive white board or other
available medium. Make sure to include examples to illustrate particular elements. Your
discussion should include:
 Choose an issue and define your perspective. Remember that your goal is not to define
all sides of an issue, but rather to present your side clearly and persuasively. Your civil
rights text and current events articles should provide a good basis for deciding on a
topic and taking a position.
 Add flair and style to keep the reader engaged.
 Inject emotion. Show the reader that you’re writing about a topic that you are passionate
about.
 Make sure that your opinions are supported by solid facts. Include factual information
from your civil rights text and at least one of your current events articles.
 Keep your argument simple and to the point. Your goal is to persuade the reader, not to
confuse them.
 Hand out Civil Rights Editorial Rubrics. Go over the directions and criteria for the editorial
essay assignment. Allow students to ask questions and ensure that expectations are clear.
Then allow students to begin brainstorming and drafting their editorials.
 On day 8, students will continue working on their editorials. Take students to a location where
computers are available so that they can type the rough draft of their editorial. When this draft
is complete, students should exchange editorials with a partner and complete a peer review.
Pass out the Civil Rights Editorial: Peer Review Forms for this experience.
 Finally, on day 9, students will make revisions to their editorial and print their completed final
drafts. If time allows, students may work on their Civil Rights Projects, which are due the
following class period in social studies class.
Closure:
 At the end of each class period, remind students to save all of their materials from this
assignment. At the end of day 9, they must turn in their brainstorming notes, draft, rough copy,
Civil Rights Editorial: Peer Review Form, and final copy. Only the final copy of the editorial will
be evaluated, but the other items will be looked over to examine each student’s process.
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Topic: Civil Rights Unit Self-Assessment

Grade: 8th

Established Goal(s)
B.8.1 Interpret the past using a variety of sources, such as biographies, diaries, journals, artifacts,
eyewitness interviews, and other primary source materials, and evaluate the credibility of sources
used
B.8.10 Analyze examples of conflict, cooperation, and interdependence among groups, societies, or
nations
C.8.1 Identify and explain democracy's basic principles, including individual rights, responsibility for
the common good, equal opportunity, equal protection of the laws, freedom of speech, justice, and
majority rule with protection for minority rights
E.8.4 Describe and explain the means by which individuals, groups, and institutions may contribute to
social continuity and change within a community
E.8.7 Identify and explain examples of bias, prejudice, and stereotyping, and how they contribute to
conflict in a society
A.8.3 Read and discuss literary and nonliterary texts in order to understand human experience
RI.8.2. Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text.
Students will understand …  How can I reflect on all of the knowledge that I
 The importance of self-reflection have gained throughout the unit?
and self-assessment
 The importance of various civil  Summarize the knowledge that they have gained
rights movement in history throughout this civil rights unit in both social
studies and English/language arts

Students will reflect on their overall learning during this unit. They will place themselves on the
continuums. Informal assessment will take place during group discussion of the overall unit and new
understandings.

Materials:
 Civil Rights Learning Continuums (filled in another color to demonstrate growth)
 YouTube Videos:
o http://www.youtube.com/watch?v=F6kMgUzNxKM
o http://www.youtube.com/watch?v=nzzhPdfTYpM&feature=related
Introduction:
 Project images and sound from one of the videos. One video contains images of the Civil
Rights Movement set to music. The other video contains various images from civil rights
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movements set to Dr. Martin Luther King Junior’s “I Have a Dream” speech. Decide which
videos are appropriate for the beginning and end of this lesson based on the students in your
classroom.
Procedures:
 While students are watching one of the videos, they should take some time to genuinely reflect
on the new understandings that they have of the Civil Rights Movement. Then, instruct the
students to place themselves on their Civil Rights Learning Continuum again.
 Move into a group discussion of the unit. Discussion should be led by the students, and based
on what stood out for them. Focus students on memorable moments and questions that they
still have. Students may report a desire to learn more or do something about the injustices
that continue today. Brainstorm ideas related to this.
 Return to the KWL chart that students created during lesson 2 in social studies class. Have
students complete the learned (L) column of the chart.
Closure:
 Instruct to put away all of their materials, so that they can relax, focus, and gain closure for the
unit. Play the other civil rights YouTube video. Congratulate students on a job well done!
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ED352 Civil Rights Unit Plan

Lesson Plan: Day 1 – English/Language Arts

Topic: Civil Rights Book Talk

Stage 1 – Desired Results

Stage 2 – Assessment Evidence

Stage 3 – Learning Plan

Topic: Independent Reading & Reflection

Stage 1 – Desired Results

Stage 2 – Assessment Evidence

Stage 3 – Learning Plan

Topic: Civil Rights Vocabulary

Stage 1 – Desired Results

Stage 2 – Assessment Evidence

Stage 3 – Learning Plan

Topic: Composing Letters of Appreciation

Stage 1 – Desired Results

Stage 2 – Assessment Evidence

Stage 3 – Learning Plan

Topic: Text Discussions

Stage 1 – Desired Results

Stage 2 – Assessment Evidence

Stage 3 – Learning Plan

Topic: Composing Editorials on Civil Rights

Stage 1 – Desired Results

Stage 2 – Assessment Evidence

Stage 3 – Learning Plan

Topic: Civil Rights Unit Self-Assessment

Stage 1 – Desired Results

Stage 2 – Assessment Evidence

Stage 3 – Learning Plan

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