Common Core Aligned Lesson Plan Template

Subject(s): _History_____________________________________________ Grade: _3rd_____________

Teacher(s): Rosie Castillo______________________________________ School: Finley
Elementary_________________ Date:__03/8/2016_________
Part I GOALS AND STANDARDS
1. Common Core Learning Standard(s) Addressed:
CCSS.ELA-LITERACY.RI.3.8
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).

2. ELD and State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual
and Performing Arts):
History.3.4.6 Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne Hutchinson,
Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther King, Jr.).
3. Learning Objective: (What will students know & be able to do as a result of this
lesson?)

After hearing the read out loud on the life of Rosa Parks students will be able to
identify and recount main events in which she influence the Supreme Court ruling
of November 13, 1956.

STUDENT-FRIENDLY
TRANSLATION
After hearing a story on Rosa
Parks life you will be able to
write a paragraph summarizing
important events that lead to
the ruling that segregation on
buses is illegal.

4. Language Objective(s): (What is the type of language that EL's will need to learn and use in order to accomplish
the goals of the lesson? Ex) Reading, Writing, Listening, Speaking, Academic vocabulary, Language functions, Language
Learning Strategies)

I will talk about key vocabulary terms in the story Rosa about the life of Rosa Parks. I will have the vocabulary

written for students on chart paper and have a brief review before I read the story. Students will write a paragraph
summarizing the events which were influenced by Rosa Parks that lead to the Supreme Court Ruling of November
13,1956.
5. Relevance/Rationale: (Why are the outcomes of this lesson important in the

STUDENT-FRIENDLY
real world? Why are these outcomes essential for future learning?)
TRANSLATION
Rosa Parks demonstrated valor, determination and perseverance for a change that There are many life lessons we
would impact society in a positive way. It is important that students become aware can learn from the life of Rosa
of the social issues happening in their lifetime and how they can also be a part of
Parks. She had to face obstacles
a positive change.
in her life, but she was brave
and she was determined to
make a change.
6. Essential Questions:
How did Rosa Parks demonstrate bravery?
How did Rosa Parks bravery change the world?
Why does Segregation happen?
Why is Segregation wrong?
Part II STUDENTS INFORMATION
7. Class Information:
a. Total number 24 Students
b. EL/Special Needs 3 students with special needs, one child diagnosed with Autism
c. Academic background in content area - Students have a good solid foundation in different content
d.
e.
f.
g.

h.

i.

areas.
Linguistic Most of the students, about 80% of the students are English Learners.
Cultural/Health Students are healthy, two students need glasses in the classroom.
Physical Students are growing at different rates, differences in height is very noticeable.
Social Caregiver guidance and support are a major influence. Overly concerned with peer imposed rules,
which may be shifting. Both boys and girls become interested in hobbies. Intensification of peer group
influence.
upon school achievement - Heightened competitiveness in school activities may lead to difficulty in
handling failure experiences Continuing need for teacher approval and affection. Increasingly able and
interested in assuming responsibilities.
Emotional Reacts to feelings of others positively and/or negatively. Sensitive to criticism and ridicule.

Seeks a warm, friendly relationship with adults. Worries more evident, revolving around self-esteem and
threats to security, e.g., loss of a caregiver, family finances
j. Interests/Aspirations Students have the idea they want to go to college. Their teacher has made it clear
that her expectations are for them to go to college. They aspire to that expectation. Students like Minions,
Goosebumps books. The boys like fantasy super-hero books, while the girls like monster high books.
8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content?):

Students might a hard time with vocabulary in the story. Students might also have a hard time understanding the
important sequence of events that lead to the Supreme Court Ruling of November 13, 1956 and how Rosa Parks was
a part of this ruling. The students with special needs will need additional support.
Part III - LESSON ADAPTATIONS
9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties?)

I will go over vocabulary briefly before I read the story Rosa to the students. I will work together with students to
sequence the evets that lead to the ruling of the Supreme Court of November 13, 1956. I will also support students
by helping them understand the important role that Rosa Parks had in this ruling. When students are asked to write a
paragraph at the end of the lesson, I will provide a frame for support.
10.

21st Century Skills Circle all that are applicable

Communication

Collaboration

Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson:
11.

Technology - How will you incorporate technology into your lesson?

I will show students a scene of the movie The Rosa Park Story, when Rosa is arrested.
https://www.youtube.com/watch?v=FPvwKP8G4sA
12.

Part IV - ASSESSMENT OF STUDENT LEARNING

Assessment Criteria for Success: (How will you & your students know if they have successfully met the

outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)

a. Formative: I will ask students to fill in the KL chart and on they will tell me what they learned as I pull
sticks for answers.
b. Summative (if applicable):
c. (Attach rubric here, if applicable):

13.

Part V - INSTRUCTIONAL PROCEDURE

Instructional Method: Circle one Direct Instruction
Inquiry

Cooperative Learning

14.
Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
The book titled Rosa by Nikki Giovanni
Chart paper for the vocabulary review.
Three cut out ice cream cones for each student, one brown, one white and one pink. As well as an ice cream
cone and a cherry made out of construction paper for each student.
Glue for students to be able to build their ice cream cones when they finished writing the information.
A paper for the students to write their paragraph with a frame to provide support.
Pencils for students to be able to write.
A computer where I will access the scene from the movie The Rosa Parks Story where she is arrested.
A projector to project a scene from the movie The Rosa Park Story.
A recorder so that I am able to record part of my lesson.
15.
Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:
Anticipatory Set:
I will begin by asking students to imagine a scenario. I would ask them to imagine the following:

I will ask students that if they are wearing red they need to take their chairs outside and sit all day because red is my
least favorite color. I would tell them that they would have to sit outside and somehow try to listen as I taught. I
would then ask if I really had them do that how would the students wearing red feel like? I would explain that if this
scenario was true I would be segregating the students wearing red. I would then talk about the definition of the word
segregation. I would say: The word segregation is a noun that means to set apart people, or things from other or
from a main group.
I will then say: Think about what you have learned about the life of Martin Luther King and Ruby Bridges. What can
you tell me about their lives? These two people were very important because when the blacks were being
segregated they stood up for equal rights. Today I will read a story about the life of Rosa Parks. A very brave woman
who also stood up for equal rights. What does it mean to have equal rights? What do you know about segregation
and about the life of Rosa Parks? Before the students respond I will ask them to think-pair-share.
I will do a KL chart that is divided in two sections, what they know about Rosa Parks and what they learned. I will ask
the students and call on students for responses, this will be done before I read the story Rosa to them.
I will briefly go over the vocabulary words that students will need to know such as: seamstress, custom, neutral,
bellowed, inherently unequal, sought, undermine, boycott, justice, and righteousness.
Objective and Purpose:
Before I begin reading the story Rosa to the students I will explain to them that we will see how the life of Rosa
Parks initiate a change in a law that ruled that segregation was illegal. I will explain to students that after reading the
book Rosa we will fill in a flow chart that demonstrates the sequence of events that lead to the Supreme Court
ruling in regards to segregation on buses.

BODY:
Instructional Input:

I will begin reading the story Rosa by author Nikki Giovanni.

As I begin the story I will ask students the following questions:
Where does Rosa Parks live?
What does Rosa Parks do for a living?
Is Rosa dedicated in her job? How do we know?

I will point out the vocabulary words seamstress, neutral and bellowed. The first part of the story describes
Rosa Parks, her life and what she did. This will be my focus for the first sequence of events on the flow chart.

Check for Understanding:

I will ask the students the following questions about the story to check for understanding.
What does the author mean when he says that quiet strength of hers?
How do you think Rosa felt when all those people were staring at her and making comments?
What made Rosa realize how she felt about being segregated for so much time?
What gave Rosa the strength to say no?

In the middle part of the story the book talks about how Rosa Parks influenced Jo Ann Robinson to boycott
buses and support Rosa Parks in her cause. I will focus the attention of students on the fact that this is the
second sequence of the story toward the Supreme Court Ruling. As I continue to read I will explain to students
that Rosa was arrested. I will give them some knowledge on who Jo Ann Robinson was and how she was
influenced by the decision that Rosa Parks made. I will explain to students that according to the story Jo Ann
Robinson organized a boycott to support the decision Rosa Parks had made. I will make reference to their
vocabulary word boycott.

I will ask students why that was not enough? I will ask students to make a prediction of what will happen next in the
story and how they think this will solved?

Finally the third sequence in the story is when more people join to the cause of Rosa Parks and seek a
spokesman to represent them. I will ask students to focus on this part of the story and how it lead to the

Supreme Court Ruling of November 13,1956. Martin Luther King organized many marches and boycotts so they
could see a change in the Supreme Court law. I will explain to students that they needed to change the law so
they would be protected by the law.
At the end of the story I will read that on November 13, 1956 a law passed that said that segregation on buses was
illegal. I will ask the students the following questions:
How do you think that Rosa Parks felt after she knew the law had been changed?
How did Rosa Parks influence the law to be changed?
This will be product of the three main progressions in the story. I will explain to students that thanks to the influence
of Rosa Parks and her bravery the Supreme Court ruling was possible.
Modeling:

I will have a paper chart in front of the class divided into three sections leading to the main event, which is the
Supreme Court Ruling of November 13, 1956. The fist heading will read Rosa Parks was Brave, the second
heading will say Rosa Parks Influenced Jo Ann Robinson. Finally the last heading on the chart will say: Rosa
Parks Influences Martin Luther King. I will have arrows pointing so students can clearly see how one event
lead to another. I will also have the final event pointing to the result which is the Supreme Court Ruling of
November 13, 1956.

At the same time I will provide students with an ice cream representation with three different scoops made out
of construction paper, along with a cone. The first scoop will be brown and it will represent the first main even
in the story which will have two main details about the life of Rosa Parks. The first will be that Rosa Parks was a
hard working seamstress from Montgomery. The second detail will be about what Rosa Parks refused to move
from her seat and how she demonstrated bravery and strength when she made that choice. This will represent
the first event on the chart paper titled Rosa Parks was Brave. The first statement will be on the ice cream
scoop, the students will have to copy the second sentence on the space provided on the scoop as I write it on
the chart paper.

The second scoop of ice cream will be white and it will include information about Jo Ann Robinson. This will also
correspond to the second section on the chart paper on the board with the sub-heading Rosa Parks Influence

on Jo Ann Robinson. The students will have the first statement on the white ice cream scoop describing that Jo
Ann Robinson was a college professor and she was influenced by the decision that Rosa Parks made. The
second statement that I will write on the chart paper as students copy the sentence on the second line
provided on their ice scream scoop. The statement will be related to the fact that Jo Ann Robinson organized a
boycott so people would support Rosa Parks decision.

The third scoop of ice cream will be pink and it will have information on how Rosa Parks influenced Martin
Luther King. This will also correspond to the last section on the chart paper with the heading Rosa Parks
influences Martin Luther King. The students first statement on the scoop of ice cream will describe that
Martin Luther King was the person the people chose to speak for them. The second statement will describe
that Martin Luther King directed many marches and boycotted riding buses. The same information will be
reflected on the chart paper.

Finally the students will have a cherry on top of the ice cream and that will be the Supreme Court Ruling of
November 13,1956. The same information will be reflected on the chart paper on the board.

Students will glue each scoop as I review the flow chart with them in order for them to clearly see the
sequence of events.

CLOSE:
Guided Practice :
I will walk around the classroom to help students as they need assistance. I will work with students as I complete the
flow chart with them. They will have a representation of the information on the flow chart on the ice cream cones
provided. This will help students so they can sequence the events and make meaningful connections.
Independent Practice:
At the end of the lesson I will review the sequence of events with the students and then I will have them talk to their
partners about what they learned. I will have the class participate in a KL chart as they fill in the what I learned
section. For this I will pull sticks for answers.
Closure:
Then I will show students a you tube which is an excerpt of the movie The Rosa Parks Story, when she gets

arrested for not getting up from her seat.

https://www.youtube.com/watch?v=FPvwKP8G4sA

Part VI - REFLECTION
1. What instructional strategies did you use to help students achieve the lesson objective?
A couple of days before the lesson I read the story Rosa to the students. After talking to the Master Teacher she
said that there was a lot of information in the book and she thought it would be best if I read the story to the
students first, and then teach the lesson another day. I read the book to the students first and I asked questions that
geared their thinking to the sequence of the story. Eventually this lead to the decision the Supreme Court, which was
that segregation on buses is illegal. After reading the story to the students I asked them what they had learned and
they raised their hands to give me answers. This was a great suggestions because I felt the students understood the
content much better the second time I reviewed it with them. I also thought reading the text first a couple of days
before the lesson allowed me to take the time to focus on the text and ask the students key questions that were
important.
The next couple of days when I taught the lesson I summarized the story with the students, by doing a picture walk, I
reminded the students about the important parts of the story that lead to the main idea. During this part of the
lesson the students were very engaged, they sitting on the carpet and they paid attention to the summary of the
story as I was doing a picture walk. The Master Teacher commented on this and he said that she liked how I
summarized the story. She mentioned it was a good strategy for ELs and that all the students were engaged, and
that was great. Once I was finished I asked students to talk to their neighbor about what the learned. Once they had
talked for about two minutes I asked the students to please go to their seats for their activity. I talked to the
students about what a sequence was and I gave the students two examples. The first example I gave the students
was about a caterpillar and the process it goes through when it becomes a butterfly. The second example I gave was
when they were growing up, I explained that there had to be a process from the time they were born to the time they
were in 3rd grade. I talked about the sequence of the story we read and that we were going to be looking at that
process and how the decision the Supreme Court made on November 13,1956 came about.
When I taught the actual lesson I had paper chart in front of the class to demonstrate the sequence of the story. The
first sequence was Rosa Parks was brave and it had the following sentence under it Rosa Parks was a seamstress
from Montgomery, she was very brave. I asked the students to think about the story and think of a second sentence

that told us what Rosa Parks decided to do. The class came up with the following sentence. She refused to give her
seat on the bus. I wrote this sentence on our first sequence, after the first sentence already written about Rosa
Parks. The second sequence on the flow chart said : Rosa Parks gave Jo An Robinson the courage to start a boycott.
The class added the second sentence and they came up with: She took the women to the college to make posters
for the boycott. The third sequence on the flow chart said: Martin Luther King liked that Rosa Parks was brave, he
wanted everyone to be treated the same. The class added the second sentence for that sequence and they said :
He inspired people thorough his speech not to ride the bus. Finally this lead to the main event which was written in
a separate paper chart and this said: In November 13, 1956 a law was passed. It said anybody could sit anywhere
on the bus. These strategies allowed the students to see how the sequence of the story flowed and they understood
the main idea. I wanted to be sure the class worked with me to come up with the second sentence to make sure they
were engaged and paying attention. I thought this was a great strategy for students to review the information and
become familiar with it.

2. Were the students successful at achieving the lesson objective?

a) If so, provide student evidence.
Yes the students were able to successfully achieve the lesson objective. At the end of the lesson the students worked
on a KL chart and as I pulled sticks they were able to tell what they learned. The answer given were concrete
answers that demonstrated evidence they met the lesson objective. As I was filling in the paper chart with the
answers the students gave me I had them write the same information on their own charts, except they were filling in
the information on ice cream. Each different flavor had a different sequence. This allowed for them to glue the ice
cream in order and see how the sequence of the story worked. This was a great tool because the students were able
to really understand how the sequence of the story lead to the main idea of the text which was the Supreme Court
ruling of November 13,1956. The Master Teacher stated that she liked the ice cream cone idea. She said it was a
good technique to show the sequence of the story as well as the main idea. I decided to do KL chart because the
teacher suggested that it would be a good idea to do so as an informal formative assessment at the end. She
suggested that I pull sticks for this so that I was able to get a good idea of the students understanding. This activity
went very well because all the students that were called answered without hesitating. They were not doubtful about
their responses but they were confident they knew what they were talking about. Something else that I notice was
that each student that was picked said something different than the other students. Due to the fact that this was
their form of assessment I will rate their responses as low, medium and high. The low response that a student gave

was Rosa was arrested. The middle rated response that the a student gave was: Jo An Robinson passed out
posters to boycott the bus. Finally a high rated response is : The bus driver yelled at Rosa Parks for refusing to get
off her seat. The students all responded with great responses and they were all correct. This was an indication that
the students met the learning objective.

3. What would you change about the lesson and why?

There is a couple of things that I would change. First I when I asked the students to think-pair-share I asked them to
talk about the story and what they learned. Next, time I should be more specific by giving students questions to
guide their discussion. For example I should have said : Talk to your partner about how Rosa Parks influenced Jo An
Robinson and Martin Luther King? This question would have been good so students have a narrow topic to discuss
within the story. Something else that I should have changed was to be aware of what was going on with all the
students. There was one student that was turned a different way when I was summarizing the story and I should
have asked him to turn his body around to make sure that he was engaged.

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, and low, and write your comments
on the copies.