1
Harmony Fisher
Social Studies Lesson
4.14.16
Purpose
The purpose of this lesson is to give students an understanding of who Rosa Parks is and how
her accomplishments have impacted our country and history. Student will identify ways that
they can follow in Rosa Park’s example of being brave and courageous.
Standards
VA SOL
The student will recognize that communities in Virginia include people who have diverse ethnic
origins, customs, and traditions, who make contributions to their communities, and who are
united as Americans by common principles.
a) have local governments;
b) benefit from people who volunteer in their communities;
c) include people who have diverse ethnic origins, customs, and traditions, who make
contributions to their communities, and who are united as Americans by common principles.
Objectives
There are two objectives for this lesson. Each student will be required to meet one of the two
objectives presented.
1-The students will be able to correctly sequence the life events and achievements of
Rosa Parks, given a timeline template, scissors, and glue, with an 80% accuracy.
2
2- Given a quilt patch template and crayons, students will be able to reflect on ways they
can make a difference in their communities with an accuracy of completion.
Materials
I am Rosa Park’s Book
Youtube Video-https://www.youtube.com/watch?v=B4AurGX5vGs
Computer
Projector
Timeline templete
Scissors
Glue
Quilt Patch
Crayons
Instructional Method
Introduction: I will start the class off by having a class discussion with the students about
what they know about Rosa Parks. [ Here I will activate students prior knowledge]. Questions
that I will ask to prompt the discussion include:
1.) Can anyone tell me who Rosa Park was?
2.) What do you guys know about her?
3.) Why do you think we are going to talk about her today.
** If no students has a response about who was Rosa Parks I will ask the following questions:
I will say: Today we are going to talk about someone who did something really
brave and courageous and helped a lot of people.
- Can anyone tell me what that means?
- Was there ever time that you were brave?
3
- Is it important to be brave and courageous and to do the right thing?
( Audio Learners)
Development: The lesson will start off with a read aloud. I will read to the
class the following book: I am Rosa Parks by Brad Meltzer. [The read aloud
models fluency for the students,as well as keeps them engaged with the
material being presented. This is the chosen reading strategy for this lesson.]
Before I start reading we will do a picture walk, I will ask the students
to make predictions about what they think is happening on each page. [ This
helps spark the students interest in the text as well as keep them engaged.]
- Then I will read the book to the students.
- While I am reading, I will pause and ask appropriate questions about the students
predictions.
- After the story is over I will ask if the students have any questions about anything.
Next, I will show the students the following youtube video: https://www.youtube.com/watch?
v=B4AurGX5vGs ( Audio and Visual Learners) After the video, as a class we will discuss it. I
will ask the following questions:
- What state was Rosa born in?
- Who did Rosa live with?
- What was Rosa’s school like? Could you imagine going to a school like
that?
- What happened to Rosa on the bus? ( How do you think she could of
felt?)
I will then have the students write the following words in their Social Studies or Language Arts
Journals:
Boycott
Segregation
4
Unfair
Civil Rights
As a class we will define these terms in our own words ,and I will have the students write our
definitions down in their journals next to the word.
How to come up with class definitions:
1.) Ask class does anyone know what BLANK means?
2.) Is there another way we could say what BLANK means?
3.) Are their another ways to define BLANK?
4.) Would everyone agree that BLANK means ___________?
[ Visual, Kinesthetic, and Audio Learners]
Summary: I will tie the information from the story and video together by having two centers in
the classroom set up for students do. Here I will split the class into four groups of four. There
will be two groups at each center. [ Studies have shown that students learn best in collaborative
and interactive settings. At the centers students will be doing the activity at each center
individually, but with peers.. ]
Center 1: Timeline Station:
At this station students will complete the timeline by cutting and gluing the events of Rosa Parks
in chronological order.
Name:_______________________
Rosa Parks Timeline
For struggling students: I will number some of
Directions: Cut and paste each event under the correct time.
the events in the order they go. Students will be
required to cut and glue the different events into
1913
1932
1955
1956
2005
the timeline. They will be able to use the
numbers to help guide them as to the order they
should go in.
She refused to
She died give
She married
up her seat
at the age to a white person Raymond
and was arrested.
Parks.
of 92.
Black Americans
could sit
anywhere they
wanted to on
the bus.
Rosa
Parks was
born.
Created by Teaching Second Grade
5
For advanced students: I will not number the events in the order that they go. Students will be
required cut and glue the events in the correct based on the information presented during the
lesson.
Center 2: Change Quilt:
The students will each be given a paper patch and will 1.) Draw a picture of them doing
something to help their communities. 2) Complete the following sentence “ I can be brave like
Rosa parks by, _________________.” [ SEE PATCH AT BOTTOM OF LESSON. ]All the
patches will be collected and displayed on the wall to form a quilt.
For struggling students: I will require them to draw and write one sentence ( by just filling in
the blank.)
For high performing students: I will require them to draw and write two sentences.
Instructional Strategies used
Multiple means of engagement
Listing/Talking: The class opens with a discussion. For students who have a hard time writing
information out but like to talk this will be helpful in keeping them engaged.
Reading: READ ALOUD. This presents the information in a way that children often enjoy.
Story format helps to spark and keep students interest by making learning educational and
entertaining.
Watching: For students who like to watch things, during the video these students will be
engaged.
Centers: Through the use of centers, students can move around the classroom and do some
hands on activities. The activities in the centers are design to reinforce the content presented in
the instruction with a hands on approach.
Multiple means of representation
6
Reading.The students will be read the book, I am Rosa Parks. The content is presented through
reading and will be beneficial for students who learn through visually seeing the information.
Watching.The students will watch a short video on Rosa Parks. This presents the information in
a different way other then a text based approach. For students who learn best through watching
this will be helpful.
Discussion.The class starts and ends with discussion. This helps reinforce the information for
students who learn through hearing.
Multiple means of Expression
Drawing and writing : Students in center one can either draw or write their story out. For
students who are artistic this station will be ideal. For students who love to write, they can write
their story out.
Timeline sheet: Students can show that they know the basic facts and timeline of the life of
Rosa Parks by completing the timeline.
Talking: In the discussion in the beginning of class students can express what they already know
about Rosa Parks. As the students are in centers, the teacher will also be walking around and
engaging the students in conversations about Rosa Parks and guiding the students self reflection.
Here the teacher will be doing an formative assessments to assess what students are learning and
where they are in the learning process.
Evaluation
Evaluation A:
I will formatively assess students knowledge in two ways. The first being, during the
lesson, I will ask students questions to assess their learning and how their ideas are forming:
1.) Can anyone tell me who Rosa Park was?
2.) What do you guys know about her?
3.) Why do you think we are going to talk about her today?
7
The second method of assessment will be, I’lll be going around to the different groups and
having discussions with them about Rosa Park while they are their centers. I will try to guide the
students reflections on her life and her accomplishments by asking the following questions:
1.) What are some things that you can do to better your community?
2.) What does it mean to be brave?
3.) Is it important that we are brave and courageous today? Why?
I will also formally assess students knowledge through their completion of one of two stations.
The following rubrics will be how students are graded:
1.) A quilt patch demonstrating the students awareness of how they can contribute to their
communities.
Rubric for Change Quilt
1
2
Didn't complete sentence.
Completed setence
Didn't not draw.
Drew one picture
Didn't not leave patch at center ( to be hung on
wall).
Left patch at center
2.) Complete the timeline according to rubric requirement. ** Important note on actual lesson
given: None of the students completed this station due to adjustments in lessons that had to be
made.**
Rubric for Timeline
1
2
Did not cut and glued the events on the timeline.
Cut and glued the events on the timeline.
Did not have the correct of most of the events.
Had the correct of most of the events
Did not write their name on top of paper.
Wrote their name on top of paper.
Summary/Reflection
8
Evaluation B:
All of the students met my objective for creating a quilt patch by completing the sentence and
drawing a picture. The original objective was met. See student’s work samples at bottom for
evidence.
I learned so much from giving this lesson about how things never go the way you plan on
it. It was definitely helpful to have a plan. When I got there the teacher told me that I had less
time then I originally thought because there was a school assembly. ( So I had to readjust my
lesson on the fly. I had about 30-35 minutes.) Also the students were already off their normal
behavior, because they had a morning that was different then their normal morning routine. This
is a classic teaching scenario in which flexibility is required.
Despite all of these situations, the class still went really well. I read the students the book,
and instead of doing two centers, I had all the students complete a patch for the change quilt. The
students really loved the activity and the book. We had a great class conversation on what it
means to be brave, the courageous acts of Rosa Parks, and how they can follow her example.
During the read aloud, every student was engaged which was encouraging to see. The
read aloud went great and the conversation afterwards was really positive.
One thing that could of been better would be how I explained the patch. A lot of the
students didn't realized they should not have completed the sentence by starting with the ‘ I’ , but
with an action verb. It was hard for students to realized that the phrase ‘I can be brave like Rosa
Parks by________’ was the first half of the sentence, and that they just needed to finish the
sentence not start a new sentence. In hind sight, that would have been helpful to go over before I
handed out the patches.
In conclusion, this lesson didn’t go exactly how I envisioned it, but it was still a good
opportunity for the students to learn and for me to learn how to be flexible. Students really
understood what it means to be brave and how Rosa Parks bravely impacted her community, and
those around the country, positively.
9
I can be brave like Rosa Parks by, ________________________________________________
________________________________________________
_______________________________________________
_______________________________________________
________________________________________________
10
11