Lesson Plan

Content Area: / Social Studies (4th see objectives below… or could be used for 5th ) This lesson will
be completed over several days.
Clear Learning Objective: i.e.(Write objectives stating expected learner outcomes,explain what students will be able to know, do and understand by the end of the lesson) / 4.H.1.3
Explain how people, events and developments brought about changes to communities in various regions of NC.
OR
5. C & G, 2.3
Exemplify ways in which the rights, responsibilities and privileges of citizens are protected under the United States Constitution.
Students will be able to summarize how the four Agricultural and Technical College students who led the 1960 Woolworth sit-ins in Greensboro, NC brought about change in the unfair treatment of African American people.
Anticipatory Set (List specific statements or activities you will use to focus students on the lesson for the day.)
Lesson Hook / (have students sit with a partner)
Video Clip:
Lead a class discussion about the Civil Rights Movement i.e
First, make sure students understand he meaning of Civil Rights (the personal rights of people)
Familiarize yourself with the “sit-ins” by reading this paragraph but do not summarize it to the students before they read. They need to delve into the reading and discussions and make their own summary.
The sit-ins were very significant to the African American Civil Rights Movement. They symbolized a change in the mood of African-American people toward being treated unfairly. After many years of accepting this unfair treatment, four freshman students at North Carolina A&T went into Woolworth and sat at the “whites-only” lunch counter. When told they would not be served, they refused to leave, and this sparked a movement throughout the South. Black students in colleges throughout the South saw it on television and said, "Hey man, look at what our brothers and sisters in Greensboro are doing. What's wrong with us? Why don't we go out and do the same thing?" They did, and the “sit-ins” swept across the South like wildfire as students rejected being treated unequally.
Teaching and Modeling
(how will this be done?)
(I do)
Reading:
RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text
RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Speaking and Listening:
SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly / Shared Reading: Model “Think Aloud” using “The Greensboro Four” (see attachment). Usethe SMARTboard and/or document camera to show a large copy of the text and to model the thinking process. Each student will have an individual copy on which to take notes and summarize along with teacher.
Read the title, “The Greensboro Four”, and look at the picture at the top of the text. Because we process the reading of fiction differently than nonfiction texts, ask students to predict if the text is fiction or nonfiction. After pointing out that the photograph at the top of the text is an actual photo taken at a Woolworth store in February, 1960, ask…
Why do you think the author included this photo and caption? (nonfiction texts use real photos and captions to support the topic while fiction almost always uses illustrations)
Why did the author write subtitle “Series: Civil Rights” above the photo? (to point out the text is one of several that is about African Americans being denied their personal rights.)
After reading the title, “The Greensboro Four”, and looking at the photo, caption and subtitle, say, “I predict this text is going to be a nonfiction text about four people in Greensboro during the time African Americans were being treated unfairly.” Write nonfiction by the title and have the students to do the same on their copy.
Read the first paragraph to the students.
On February 1, 1960, four friends sat down at a lunch
counter in Greensboro. That may not sound like a
legendary moment, but it was. The four people were
African American, and they sat where African
Americans weren’t allowed to sit. They did this to
take a stand against segregation.
Discuss with the students what these words mean in this paragraph … a lunch counter (a small restaurant where a person sits on a stool on one side of the bar and the server serves from the other side); legendary (very famous) and segregation (the separation or isolation of a race, class, or ethnic group)
Then ask…
What do you already know about this topic?
Why do you think these young men wanted to take a stand against
segregation?
Teacher will model his thinking to summarize this paragraph and write beside it, “four friends took a stand against segregation.” Also, have the students write this summary beside their paragraph.
Read the second paragraph to the students…
Franklin McCain, Ezell Blair Jr. (later known as Jibreel Khazan), Joseph McNeil, and David Richmond were freshmen at the Agricultural and Technical College of North Carolina (now North Carolina A&T State University). The students wanted to protest segregation laws that prevented AfricanAmericans from entering certain public places. They agreed to stage a sit-in at Woolworth’s, a variety store that had an eating area. African Americans could shop in the store and eat at a stand-up snack bar, but they could not sit at the lunch counter. “We didn’t want to set the world on fire,” Khazan said.” We justwanted to eat.” Khazan and his friends would become known as the Greensboro Four.
Make sure students understand the meaning of protest segregation laws (strongly object to the laws that separate people by race, etc.) and sit-in (any organized protest in which a group of people peacefully sit and refuse to leave premises) This paragraph helps us understand why the title is “The Greensboro Four”. Teacher will summarize this paragraph and write “the Greensboro Four protested by staging a sit-in.” Have the students also write this summary beside their second paragraph.
Then ask,
How do you think they felt? How would you have felt?
What caused the problem?
Do you think you would have had the courage to do what these four did? Why or why not?
Give students time to share their thinking with their partner.
Guided Practice: ( We do)
i.e. teacher working with pairs/groups/individual. List strategies which will be used to guide student practice and provide a time frame for completing this practice / Read the third paragraph chorally with the students.
The students hardly slept the night before the sit-in. They knew their actions would make some white people angry. They were afraid they would be arrested, beaten, or evenkilled. But they were determined to stand up for their rights and the rights of all African Americans.
Ask students to share with their partners what they thought as they read this paragraph. Then will ask pairs to share with the class what they thought and why.
As a whole group, decide what words would summarize this paragraph (teacher writes on her copy and students on their copies)
Read the fourth paragraph with the students aloud.
The next day they went to Woolworth’s. When they sat down at the lunch counter, a waitress told them that blacks weren’t served there. They placed their orders anyway. The store manager asked them to leave. When they stayed in their seats, the manager called the Greensboro police chief, who said that he could do nothing as long as they remained
quiet. The store closed early, and the four students left peacefully. They were happy that they hadn’t been arrested or bullied.
With partner, talk about these questions…
How do you think the four felt as they walked into Woolworth’s?
Do you think their feelings changed after they sat down? Explain
why or why not?
How can what you have read in the past help you understand
the people in this text? Give examples.
As a whole group, decide what words to write beside paragraph four to summarize the paragraph. Write these words beside the fourth paragraph and students do the same.
Have students read the fifth paragraph with their partner.
That night they asked the members of several campus groups to join them, and many agreed. The next afternoon more than twenty African American students showed up at Woolworth’s. Some white bystanders harassed them, but there was no violence. More students joined the demonstration each day. Soon black students from other colleges and some white students who supported the cause joined the sit-in. When the lunch counter filled up, the protesters picketed outside Woolworth’s and began a second sit-in at a nearby store. Some of them were harassed and received threatening phone calls, but no one was harmed.
Talk about the meaning of picketed (a person that stands outside an establishment such as a store in order to prevent people from entering during a strike) and harassed (to trouble, torment, or confuse by continued attacks, questions, etc.).
Ask these questions…
Would you have joined the Greensboro Four if the sit-ins were held today? Why or why not?
What is the author’s point of view of the Greensboro Four? Do you agree with his point of view? Support your answer.
Then have pairs work together to decide what words they would choose to summarize the paragraph. Call on pairs to share and then as a group decide what words best summarizes it. Teacher will write this down as well as the students.
Have students read the sixth paragraph with their partner.
Students in other North Carolina cities started their own sit-ins. The peaceful protests soon spread to other states in the South. African Americans began picketing Woolworth’sand other stores with segregated lunch counters in the North, too.
Then ask…
Why do you think other students joined the protests in other cities and states?
Why would picketing stores like Woolworth make people notice their protest?
Then have pairs work together to decide what words they would choose to summarize the paragraph. Call on pairs to share and tell why. Teacher will write his summary down as well as the students.
Have students read the last two paragraphs with their partner and do the same.
The Greensboro Woolworth’s finally began serving blacks at its lunch counter on July 25,1960, six months after the sit-in began. The first people served were the lunch counteremployees themselves. In the first week, three hundred African Americans ate at that lunch counter.
The Greensboro Four became famous for fighting discrimination. Because of their courage, principles, and persistence, they have become legends in North Carolina history.
Then ask…
How does this text give you a new perspective about the civil rights movement?
If you were the author of this text, what additional information would you add? Why?
With your partner, summarize how the Greensboro Four brought about change in the unfair treatment of African American people.
Below is a video clip that can be used to conclude this lesson. Time: 6:12 (optional)
WYouTube - Woolworth Lunch Counter
Checks for understanding/ Formative Assessment: (You do) / Listen to student responses to see if they understand the concept of summarizing texts.
Teacher will circulate as students talk in pairs and take notes of good things students are saying that will help others understand the concepts of the lesson. Either teacher talks about what he hears or has these pairs talk about their thinking during whole group discussions.
Also, take notes of any misunderstanding that you hear so they can be clarified during the whole group discussion.
Especially take notes of how students are summarizing paragraphs when they are working in pairs without the teacher’s help.
Independent Practice/ Assessment (You do):
How will you review and evaluate the lesson?
Writing:
W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
  • Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
  • Provide reasons that are supported by facts and details.
  • Provide a concluding statement or section related to the opinion presented
/ In a written response, give your opinion about whether or not an American should be denied his personal (civil) rights.
In this response, defend your thinking by referencing the text, “The Greensboro Four”.
At the end of the response, write a concluding statement that summarizes your thinking.
Note to teacher:
*After “think aloud” has been modeled for a while and students have an understanding of how to summarize, students will be assessed by writing summaries independently.
Resources: / A copy of the The Greenboro Four for each student
Questions ( From Fountas and Pinnell Question stems)
Video clips:
YouTube - Woolworth Lunch Counter

Objectives:

Reading:

RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text

RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Speaking and Listening:

SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

Writing:

W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

  • Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
  • Provide reasons that are supported by facts and details.
  • Provide a concluding statement or section related to the opinion presented.

Lesson Plan Format:

  • Your teaching/modeling, guided practice, checking for understanding could occur multiple times…until students are ready to move on.
  • Lessons are to be taught in small steps, for example you model a concept and then check for understanding…. “teach, check, teach, check, teach, check”
  • Using formative assessments (feedback) to check for understanding must be meaningful and timely.
  • Process the feedback immediately to determine how much additional instruction is needed.