Quarter 3 Week 19 (1/8-1/12)

Living Biography Book Report Project Directions, Rubric, and Resources:

Living Biography note taking guide

Living Biography Project

TeacherPamela Barnes
Subject AreaELA/Social Studies
Grade Level4
Week #19
Unit of InstructionCivil Rights Movement/Seminole Tribe
Standard(s) Taught

Reading

  • RI1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text
  • RI1.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text
  • RI1.3 Explain events, procedures, ideas, or concepts in a historical text, including what happened and why, based on specific information in the text

Writing 

  • W1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly
  • W2.6 Use technology to produce and publish writing

Social Studies

  • Identify explorers who came to Florida and the motivations for their expeditions
Learning Targets and Learning Criteria

Thematic vocabulary words: segregation, discrimination, civil rights, oppression, prejudice, acceptance, equality, protest

Reading

  • RI1.1 Use details and examples to answer questions about “My Brother Martin”; respond using complete sentences that restate the question, answer the question, cite the text, and explain the answer
  • RI1.2 Write a one-sentence summary of “It Took Courage” using the 5-word summary strategy 
  • RI1,3 Explain what happened and why for each main event after reading “My Brother Martin” 

Writing 

  • W1.2 After reading Life of Enslaved People in Colonial North Carolina, use text evidence to describe what life was like for the African slaves. Introduce the topic clearly, group text evidence into main idea paragraphs, use transitional words and phrases, provide a concluding section related to the information presented
  • W2.6 Use ThinkCERCA to produce and publish your writing

Social Studies

  • Learn about the Spanish explorers Ponce de Leon, Panfilo de Narvaez, and Hernando de Soto
  • Explain why they came to Florida and the outcome of their expeditions
Classroom Activities
  • ThinkCERCA digital reading/writing lesson about the life of enslaved people in colonial North Carolina
  • Interactive whiteboard activities
  • Greek/Latin root words study
  • Read “Sneetches” by Dr. Seuss to better understand discrimination; with a partner, write a letter to explain how to end segregation of Sneetches on the beaches; compare and contrast American segregation with that of the Sneetches
  • Teacher-led small group
  • Student-led small group book studies
Assignments Due

In-school assignments

  • ThinkCERCA reading/writing assignment
  • Letter on how to end segregation of Sneetches
  • Greek/Latin root word activities
  • 5-word summary for Thurgood Marshall
  • My Brother Martin text-based questions
  • Book choice for Living Biography Book Report Project
Additional Resources