LESSON THREE: Evaluate Problem-Solving in the Context of Culture and Time-frame
LESSON DESCRIPTION
Students use Rosa Parks, My Story and Beyond the Limits to explore problem-solving strategies. They make oral presentations about the problem-solving processes of the main characters, basing their evaluations on the culture and historic time frame of the stories.
GRADE-LEVEL EXPECTATIONS
L2A In discussions and presentations, use
§ designated time constraints
§ media
§ organized notes
R2C Using details from text
§ identify plot, subplot, and various types of conflict
§ identify theme
§ analyze cause and effect
§ analyze character traits
§ identify and explain point of view
§ identify and explain mood
§ determine how an incident foreshadows a future event
§ identify and evaluate the problem-solving processes of characters and the effectiveness of solutions
W1A Follow a writing process to
§ create appropriate graphic organizers to provide a structure for information
§ apply writing processes to write effectively in various forms and types of writing
W3C Write expository (exposition/expository writing) and persuasive (persuasive writing/argument) responses to literature that show an understanding of theme and characters, using details/examples from the text as support
LESSON MATERIALS
Continue use of readings from earlier lessons
§ Supplies:
o chart paper
o writing journal
§ Handouts provided
o Rosa Parks: Think, Pair, Share, Square
o Stacy Allison: Think, Pair, Share, Square
o Oral Presentation Review blank scoring guide
o Oral Presentation Checklist and Scoring Guide
§ Words to know
|
o plot |
o subplot |
o conflict |
|
o theme |
o analyze |
o cause and effect |
|
o character traits |
o foreshadows |
o mood |
|
o summarize |
o evaluate |
o culture |
|
o compare |
o fiction |
o historic time frame |
|
o contrast |
o nonfiction |
o exposition/expository writing |
|
o pre-reading |
o post-reading |
o persuasive writing/argument |
|
|
o graphic organizer |
o forms of writing/types of writing |
Words to know are glossary terms.
FORMATIVE ASSESSMENT
Students independently complete the Oral Presentation Review for Rosa Parks, My Story (blank scoring guide). They present their information to their cooperative learning-group members. Groups prepare for their whole-class presentation following the guidelines on the worksheet. Students make group presentations and include one or more graphic organizers to use as visual aids (e.g., Writing Web, T-Chart, etc.). After each group presents, students in other groups complete the presentation checklist for members of the presenting group.
LEARNING ACTIVITIES
1. Use the carousel strategy to analyze and evaluate cause and effect.
2. When complete, discuss what the students learned during the activity.
|
Questions for Students
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Did you disagree with any of the answers from other groups?
What did you agree with?
What was difficult for you?
What did you learn?
What questions do you still have about cause and effect? |
3. Discuss identifying the cause and effect of a conflict in a selected text.
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Questions for Students
|
What are signal words or phrases that often help you identify cause and effect of a conflict in a text?
How can you discover cause and effect in a text passage when there are no specific word clues? |
4. In journals, students list causes and effects of the conflicts in Rosa Parks, My Story and Beyond the Limits and discuss their findings.
5. Using the Think, Pair, Share, Square Strategy, students answer questions on the Rosa Parks: Think, Pair, Share, Square handout.
6. Students use the Think, Pair, Share, Square Strategy to answer the following question:
If Stacy Allison time-traveled to Rosa Parks’ place on the bus in Montgomery, Alabama, how might she have responded to the situation?
Using details and examples from both texts to support their answers, students pre-write, developing a graphic organizer. Students write a one-paragraph response in their journals. Students pair and share to respond to the Stacy Allison: Think, Pair, Share, Square handout. Students edit their paragraphs. As a class, students discuss their responses.
7. Distribute copies of the Oral Presentation Checklist and Scoring Guide. In groups from lesson two, students complete the Oral Presentation Review for Beyond the Limits (blank scoring guide), including one or more graphic organizers to use as a visual aid (e.g., Writing Web, T-Chart, etc.). Let them know this is a practice for the assessment at the end of this lesson. After sufficient preparation time, groups present the information to the class. Use the Scoring Guide for peer evaluation of the presentation. To ensure each student’s participation in the group presentations, assign roles to group members: facilitator, recorder, checker, timekeeper, materials handler, etc. Offer suggestions to students for managing allotted time.