Block Plan: Courage Creates Change Name: Ellie Stemple

Unit Overview
Goal: Through the activities, simulations, and centers, students will feel empowered to make a difference in the world, even when it is difficult.
DAY #1 DAY #2 DAY #3 DAY #4
Objective 1. After reading about Rosa Parks’ courageous When given an immigration scenario, students By completing each of the three learning 1. Using the supplies given, groups of students
action in history, students will apply their will use key vocabulary to describe the centers, students will learn tangible ways to be will construct a reasonable solution to a
knowledge of the story’s theme to their importance of conserving family heritage good citizens in their country, community, global problem in our world today by
own lives. preserving the family legacy. school, and home. creating their own mini-invention.
2. By reading Back of the Bus, students will 2. By working with a group to create their own
begin to explore the idea of theme and helpful invention, students will gain
how to effectively find the theme in a confidence in themselves as creative
story. innovators and effective world-changers.

Standards IAS 3.RN.2.2 NCSS PPE; IAS 3.1.9 NCSS CI&P; IAS 3.2.5 IAS 3-5.E.2
Materials Back of the Bus book, 3-D bus template with Personal examples of my important items in a Situation cards (20), “I Pledge Allegiance” book, PowerPoint with pictures of inventions and
phrases on it, scissors, glue, markers, notecards suitcase, PowerPoint, Vocabulary/Ellis Island pledge template activity, construction paper, inventors, slips of paper with problems on it,
Tour worksheets (20), Suitcase papers markers/crayons, notecards (20) toilet paper, cardboard/Cardboard rolls,
markers, scissors, glue, duct tape, tissue paper,
netting, popsicle sticks, toothpicks, balloons

Management I will use the call-response tactic to get my -Space: Students will be on the carpet for the Behavior: Expectations will be set from the For a better management strategy, I will have
students’ attention when it is time to transition anticipatory set; Students are in their seats for beginning for listening, speaking, and using already grouped the students together how I
from one thing to another. I will also do a think, the remainder of the lesson materials. Grouping will be organized ahead of think students would work well together. That
pair, share activity so that everyone gets a -Behavior: Expectations will be set from the time and displayed for them on the screen so way, it is not just random.
chance to speak at some point and share their beginning for listening, speaking, and using that appropriate groups are constructed.
ideas. materials.

Anticipatory Set I will play a game of Would You Rather with the I will bring in a suitcase with about 5 personal I am going to play a game with my students I am going to play a trivia game and show
students to introduce the idea of moral items from my “home.” I will pretend I am an where each student gets a card that is either a pictures of inventions on the screen. Students
dilemmas and the potential hardships that immigrant myself and tell them a story about difficult scenario or a solution that a good citizen have to guess who the inventor is for each
come with doing the right thing. my journey and the immigration process. Then, might do in response to the scenario. Students invention. If they cannot guess after a few tries,
I will show students the 5 items that I chose to will move around the classroom and find the I will show them another picture or give them
bring with me to my new country and why each card that matches theirs. Then, once everyone another hint to help them. There will be 5
item is so important to me as someone who has found their match, we will go around the inventions and they will be the ones I talk about
moves around a lot. room and everyone will read their cards aloud. in my lesson.

Purpose Today we are going to read Back of the Bus to Today we are going to study the history of Today we are going to learn how we can be Today we are going to work with our groups to
help us learn how to find the theme in a story. immigration in the United States so that we can good citizens in our country, community, school, create our own inventions that will help us solve
better understand how immigration affects and home. problems.
families.

Lesson Presentation -Grand Conversation -PowerPoint presentation with key vocabulary -Explain “good citizen” and ask students for -I will introduce my lesson by talking about 5
-Discuss Rosa Parks’ influence on her society and a vocab sheet for them to fill in as we go examples that they know of important inventors and their inventions. I will
-Introduce theme and define over the key words: -Center 1: Good citizen in America also talk about how these inventions changed
-Discuss the theme of the book we read Immigrant Students will experience a read-aloud by one of the world
-Activity: Students will get a 3-D bus template Emigrant the other practicum students with the book, “I -Activity: Students will be divided up into
with questions on the back of it asking them Refugee Pledge Allegiance.” They will then have a grand groups of 4-5 people. They will then be given a
what they will do to take a stand and how that Alien conversation. Finally, they will complete a slip of paper with a real-world problem (i.e.
will make a difference in their school and home. Ellis Island worksheet which has them write their own pollution) on it and a bag of supplies. Using
They will write their response and then cut and -Ellis Island online interactive tour pledge to America. these supplies, and these supplies only, they
glue the bus together to exemplify the theme of http://teacher.scholastic.com/activities/immigration/tour/ -Center 2: Good citizen in our community must come up with an invention that will help
Block Plan: Courage Creates Change Name: Ellie Stemple
the story we read about Rosa Parks. -Explain the importance of the belongings that This station will be a group discussion with a solve their real-world problem.
immigrants choose to take with them and how guest speaker – Officer Grant. The police officer -Students will have 30 minutes to complete the
they must think critically about what they take will share stories and ways the students can be activity so that we have time at the end to share
-Activity: Students will put themselves in the good citizens in Marion and will then open it up what we made.
shoes of an immigrant and pretend they are for the students to ask him any questions they
moving somewhere new. They will each get a have.
paper suitcase and they will have to choose 5 -Center 3: Good citizen at home/school
personal items to take with them. They will Students will have a chance to write thank-you
then have to think hard and choose items that letters to someone either at home or at school
will help them remember their family and that they are thankful for to show their
culture. appreciation and encourage someone they care
about.

Closure or Conclusion Think, Pair, Share: Students will pair up with a Each person will choose a partner to share I will give each student a notecard and put this I will have each group come up one at a time to
table buddy and share what they wrote on their what they wrote with. Once everyone has had a questions on the board: the front of the classroom to present their
bus. I will then ask for volunteers to share with chance to share I will ask someone to share What was one interesting thing that you learned invention. They will explain their invention by
the rest of the class what they wrote. with me what their PARTNER would bring to today about citizenship? showing the class, explaining what it does, and
check that they were listening. I will have each student write their response and explaining how they as a group believe it is
then ask for a few volunteers to share their going to help the world. They will also give a
response with the class. reason why their invention is the most
important.

Formative Assessment -Grand conversation -Asking questions throughout my PowerPoint -Observe anticipatory set closely -I will carefully observe my students’ knowledge
-Written responses on the bus that show what presentation -Walking around during centers to see how of the inventors and inventions I am going over
the students will do to make a difference -Going over the vocabulary worksheet as a class students are doing in my anticipatory set/lesson presentation
-Walking around when students work on the -The guided practice is a form of formative -Notecards that the students completed in the - I will also be observing them as they create
activity assessment closure activity about what they learned/took inventions
-Hearing feedback from students as they share away - I will look to see which group members are the
what family items they would take and what leaders, who does most of the creative
they learned with a partner during the closure imagining, who takes charge, who has most of
time the ideas, who is the one to construct, etc.

Adaptations -Student with severe ADHD: I will have this -Remediation: There will be multiple means of -Student with severe ADHD: Due to the nature -Behavior Issues: For those students that will
student sitting up front while I read the book receiving the information, according to the of the centers, there is plenty of opportunity for not listen or will throw fits, I will calmly speak to
aloud, primarily because he will stay much more various multiple intelligences and learning engagement and active involvement. However, them and try to calm them down so that they
focused that way. styles. to eliminate any difficulty my student with can participate in the lesson. If they refuse to
-Behavior Issues: For those students that will -Enrichment: For students that finish early, ADHD might have because of the potential listen, they will not be allowed to complete the
not listen or will throw fits, I will calmly speak to have them draw their items on the back of their distractions, I will place him in a group that will activity until they can prove that they will
them and try to calm them down so that they suitcase and explain to a partner why they help him stay focused and not distract him from handle it properly.
can participate in the lesson. If they refuse to chose to bring those items. his tasks.
listen, they will not be allowed to complete the - Student with severe ADHD: I have created a -Enrichment: For groups that finish early at a
activity until they can prove that they will lesson that is very interactive and engaging, center, I will have them elaborate on their work
handle it properly. particularly for this student who has trouble or ask more questions. If groups really do not
sitting still and staying focused on one thing for know what to do, I will allow them to talk to one
long periods of time. of their group members about what they have
learned so far to begin brainstorming for their
closure.
Block Plan: Courage Creates Change Name: Ellie Stemple
Summative Assessment -Notecard with THEME definition and example N/A N/A -Product - invention
(as needed) from Rosa Parks book to add to their collection -Performance – presentation of invention
of literary elements