Literacy & Social Science3rd Grade Interdisciplinary African
and African American Studies Quarter 3 Unit Plan
THEME: Culture, Dignity, and Identity
CONCEPT: Africa, Us, and the World - Chicago: African American
InfluenceFrom DuSable to Obama - The vibrant African American
culture in Chicago changes the face of society, art, and
culture
CONTENT TOPIC: Examining the impact African Americans
contributions to the culture of Chicago and other global cities
through fiction and nonfiction texts
UNIT TITLE: Chicago Today-African American Influence on
Modern-Day Chicago
Unit Description: This unit will examine the impact of African
Americans contribution to the culture of Chicago and other global
cities through fiction and nonfiction texts. Students will research
African Americans influence in modern-day Chicago (1915-today),
describing the relationships between a series of historical events
in order to conduct a short research project on a related
topic.
Key Themes: Individuals, Groups, and Institutions
Length: 5 weeks
Enduring Understandings Various social and political issues
impact and are impacted by the economy. Culture is a way of life of
a group of people who share similar beliefs, values, and customs.
All communities have important civic and cultural resources that
can enhance, strengthen, and sustain individual and community life.
Readers and writers support their findings with textual evidence.
Readers describe relationships between a series of historical
events by using language pertaining to time, sequence and
cause/effect. Writers conduct research projects to build their
knowledge about a topic.
Essential Questions
How do culture and identity influence who we are? How do time,
culture and history influence works of art and/or the advancement
of science and technology? What can I do to positively impact my
community?
Common Core StandardsPrimary SecondaryPrimary: Standards
Assessed RI.3.3 Describe the relationship between a series of
historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to
time, sequence, and cause/effect.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).W.3.7 Conduct short research projects that build
knowledge about a topic.W.3.8 Recall information from experiences
or gather information from print and digital sources; take brief
notes on sources and sort evidence into provided categories.SL.3.2
Determine the main ideas and supporting details of a text read
aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.SL.3.4 Report on a
topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking
clearly at an understandable pace.
Secondary: Standards Addressed RI.3.1, RI.3.2, RI.3.4, RI.3.5,
RI.3.7, RI.3.9, RI.3.10, W.3.2, W.3.4, W.3.5, W.3.10, SL.3.1,
SL.3.5
Cognitive SkillsReading, Writing, and Citing Textual
EvidenceLiteral and inferential comprehensionSynthesize inferential
informationSummarizing and sequencingComparing and contrastingClose
reading and analysisApplying qualities of explanatory/informative
writing
ContentBuilding Knowledge through TextsAfrican American
Influence in Modern-Day Chicago (1915-today) Great Migration
Chicago Renaissance Bronzeville Richard Wright Chicago Defender
Gwendolyn Brooks Dr. Margaret Burroughs (founder of the DuSable
Museum of African-American art) Martin Luther King Jr. in Chicago
NAACP, Rainbow PUSH Coalition Jesse Jackson Politicians Harold
Washington Barack Obama Toni Preckwinkle
Assessments(D) Diagnostic(F) Formative(S) Summative Diagnostic
(Pre-Assessment) *Same as summative assessment with the use of
variation informational texts on the related topic.
Formative AssessmentsStudent summariesStudent annotations and
notesStudent small and whole group discussion
Summative Performance Assessment Task 1:As they read, students
should gather key details from print and digital resources that
explicitly relate to the key people and events of modern-day
Chicagos African Americans, using information from within and
across texts and resources.Task 2:After task 1 is completed, the
students will create and present a visual display using their
gathered information from Task 1, which will be accompanied by a
written explanation of how subsequent events in history have
influenced the notability of their topic focus.
Texts/ResourcesSuggested Resources Literature/Informational
Read AloudChicago History for Kids: Triumphs and Tragedies of
the Windy City by Owen HurdBronzeville Boys and Girls by Gwendolyn
BrooksThe Great Migration: Journey to the North by Eloise
Greenfield and Jan Spivey GilchristThe Great Migration: An American
Story by Jacob LawrenceHarold!: Photographs from the Harold
Washington Years by Salim Muwakkil (Author), Ron Dorfman (Editor),
Antonio Dickey (Photographer), and Marc PoKempner (photographer)
Barack Obama, A Biography for Children by Sam Chekwas Barack Obama:
Son of Promise, Child of Hope by Nikki Grime Lets Go to Chicago by
Karen DeanBarack Obama, by Robin DoakJesse Jackson, by Charmon
SimonBronzeville Boys and Girls by Chicago Poet Gwendolyn
BrooksBronzeville: Black Chicago in Pictures, 1941-1943 by Maren
Stange, International Center of Photography
PoemsTimes Is Gettin Harder: Blues of the Great
Migrationwww.historymatters.gmu.edu/d/5333/One Wants a Teller In
Time Like This by Gwendolyn
Brookshttp://www.poemhunter.com/poem/one-wants-a-teller-in-a-time-like-this/Haikus
by Richard
Wrighthttp://krisl.hubpages.com/hub/Haiku-by-Richard-Wright-An-Unknown-Treasure-of-Black-PoetryThomas
Miller
Mosaicshttp://www.dusablemuseum.org/exhibits/details/thomas-miller-mosaicsStanding
Tall by Jamie McKenziehttp://fno.org/poetry/standing.htmlPop by
Barack Obama
Primary
Sourceshttp://www.loc.gov/exhibits/african/afam011.htmlhttp://discoverblackheritage.com/the-great-northern-migration-chicago-il/http://blackpast.org/?q=aah/chicago-defender-1905Slideshow
and Essay: "From Riots to Renaissance: The Black Renaissance"
[DuSable to Obama: Chicago's Black Metropolis, WTTW 11, Chicago,
IL]www.govst.eduhttp://www.chicagotribune.com/news/politics/chi-chicagodays-martinlutherking-story,0,4515753.storyhttp://www.wbez.org/story/garys-national-black-political-convention-40-years-97111
Community ResourcesLorenzo Young Master Storyteller Under the
Oak Tree Productions Storytelling and tours of historic
Bronzeville
Online
Resourceshttp://www.chicagohistoryfair.org/for-teachers/curriculum/black-chicago-renaissance.html#lesson%20planshttp://school.discoveryeducation.com/lessonplans/programs/tpl-sweethomechicago/http://dcc.newberry.org/collections/chicago-and-the-great-migrationhttp://discoverblackheritage.com/the-great-northern-migration-chicago-il/http://www.inmotionaame.org/migrations/topic.cfm?migration=8&topic=2&tab=imagehttp://blackpast.org/?q=aah/chicago-defender-1905http://www.chicagohistoryfair.org/for-teachers/curriculum/black-chicago-renaissance.html#lesson%20planshttp://www.encyclopedia.chicagohistory.org/pages/171.htmlhttp://www.english.illinois.edu/maps/poets/a_f/brooks/life.htmhttp://www.dusablemuseum.org/about/historyhttp://www.peoplesworld.org/dr-margaret-burroughs-1917-2010-what-will-your-legacy-be/http://galleries.apps.chicagotribune.com/chi-120116-rev-martin-luther-king-jr-chicago-historic-pictures/http://mlk-kpp01.stanford.edu/index.php/encyclopedia/encyclopedia/enc_chicago_campaign/http://rainbowpush.org/pages/brief_historyhttp://www.blackpast.org/?q=aah/washington-harold-1922-1987http://www.huffingtonpost.com/2013/05/17/toni-preckwinkle-cps-school-closings_n_3293104.htmlhttp://www.thehistorymakers.com/biography/toni-preckwinkle-5http://www.biography.com/people/barack-obama-12782369http://www.theroot.com/views/chicago-powerhttp://www.chicagohistory.org/education/resources/hands/great-migration(Chicago
History
Museum)http://greatchicagostories.com/bronzeville/index.php(Chicago
History
Museum)http://www.chicagohistoryfair.org/images/stories/pdfs/art%20migration%20and%20identity.pdf(Chicago
Metro History Education
Center)http://www.wttw.com/main.taf?p=76,3(WTTW)http://www.biography.com/people/jesse-jackson-9351181/videos(Biography.Com)http://www.biography.com/people/barack-obama-12782369(Biography.Com)http://www.naacphistory.org/naacp/(NAACP)http://peoplesworld.org/the-chicago-freedom-movement-summer-1966/(Peoples
World)Chicago History Museum: Great Chicago Stories:
www.GreatChicagoStories.org Center for Chicago Education:
Chicago--A History of Choices and Changes
http://teacher.depaul.edu/Chicago_3rdGrade_Oct2009_Edition/Part%201_Chicago-A%20History%20of%20Choices%20and%20Changes.pdfhttp://burnhamplan.100.lib.uchicago.edu
FilmDuSable to Obama: Chicagos Black
Metropolishttp://video.wttw.com/video/1522918184/(PBS)
Learning ActivitiesUnit Kick-Off (Introduction of Map &
Timeline Conversations)
Teacher sets the context for Timeline and Map Conversations by
introducing students to the Timeline that will collect and sequence
the key events in which they occur and where they were located, to
identify the main idea of how African Americans have influenced
Chicago from 1915 to the present.
Teacher introduces students to the content they will be immersed
in throughout this unit in a chronological order to identify the
main idea of how African Americans influenced early Chicago by
fostering such learning activities: Students watch DuSable to
Obama: Chicago's Black Metropolis
(http://video.wttw.com/video/1522918184/) to frontload the course
of events that occurred during the time period of early Chicago and
the influence made by key African Americans.*Teacher starts video
at events starting in 1915. Students will gather key details
related to the different key people and events and where and when
they occurred by capturing them on their personal timelines.
Students will work with partners to discuss their findings and
cross check events and people they may have missed. Students groups
share out during a whole class discussion as teacher captures their
responses on Post-it notes.
Teacher introduces students to the method of plotting key events
on a timeline for the purpose of understanding the significance of
the sequential order events occur by fostering such learning
activities: Using butcher paper, prepared and posted for ongoing
Timeline Conversations, state that when researching African
American influences on Chicago from 1915 to the present. The class
will mark the timeline with a date and key details of the events
that occurred in chronological (date) order. Students will work as
a group to plot the temporary Post-its, from the above activity, on
the timeline. These will be cross checked, modified, added-to and
permanently written on the timeline throughout the unit. Students
turn and discuss with a partner the importance of the timeline to
their learning of the related content. Students capture, in
writing, what they believe the importance of a timeline is to their
learning in their response notebook, using ideas they discussed
with their partner. Students cross check their personal timelines
with the class time line to include anything they may have
missed.
Suggested TextTimeline of the Black Chicago Renaissance from
1932 to 1955
http://school.discoveryeducation.com/lessonplans/programs/tpl-sweethomechicago/
Teacher introduces students to the method of identifying where
key events occurred for the purpose of understanding the
significance of where different events took place and their
relationship to each other by fostering such learning activities:
Using a posted map, state that during the research they are
conducting of African American influences on Chicago between 1915
to the present. The class will place markers on the many places
that key events take place during this time period to build an
understanding of the locations significance and the relationship
amongst different locations. Students will work as a group to plot
the temporary Post-its, from the above activity, on the map. These
will be cross checked, modified, added-to and parentally marked on
the map throughout the unit. Students to turn and discuss with a
partner the importance of the map to their learning of the related
topic. Students capture, in writing, what they believe the
importance of a timeline is to their learning in their response
notebook, using ideas they discussed with their partner.
Great Migration
Teacher engages students in exploring the Great Migration.
Teacher engages students in recognizing and orally articulating
themes, determining what is important, and increasing fluency
through poetry by fostering such learning activities: Introduce and
explain unfamiliar vocabulary and language usage. Project the poem
large enough so all students can view. Provide students with their
own copy of the poem to glue into their Response Notebooks. Briefly
introduce the poem by giving a generic explanation of what the poem
is about. 1st Read - read the poem aloud with expression and
without stopping, while students follow along either with the
projected or individual copy. 2nd & 3rd Read engage students in
reading the poem twice with a partner. Using 3 determined and
posted questions, engage students in writing 1-2 sentences about
the poets main idea on a sticky note. What is the poet trying to
say to me in this poem? How do I know? What are the words in the
text that make me think so?*Tip Remind students to be strategic in
understanding the poem. You may say, One way to try to understand a
poem well is to think about what the author wants us to know or
understand. We might ask ourselves questions as we read (pointing
to questions posted in the room on chart paper). Students share
their sentences with any nearby small group. Students place their
sticky notes into their Response Notebooks on the same page where
they glued in their poem.
Suggested TextTimes Is Gettin Harder: Blues of the Great
Migrationwww.historymatters.gmu.edu/d/5333/
Teacher engages students in recognizing and orally articulating
themes, determining what is important, and sharing orally through
primary sources by fostering such learning activities: Project
Primary Sources Photos Introduce and define concept of selected key
words by writing the word(s) on the board or on a piece of chart
paper. Explain student-friendly definitions: Explain that these
photos were taken during the Great Migration and that these are
Primary Sources. Project images, using 4 questions to prompt
discussions amongst partnerships. What do you notice? What does
this photo tell us about ________? What does that make you think?
Why?*Tip - Give students plenty of wait time, but the teacher may
want to model her own thinking if students struggle to respond.
Close the activities by summarizing the thoughts the students
shared and restating definitions of selected terms.
Suggested Primary Sources
http://discoverblackheritage.com/the-great-northern-migration-chicago-il/
Teacher engages students in recognizing and articulating themes
orally, determining what is important, increasing fluency, and
using tier 2 words through Close Reading by fostering such learning
activities: Introduce and explain the concept of Close
Reading.Today I want to share an important way to help you
understand what you read in a deeper way. It is called Close
Reading. Close Reading is when we read a passage closely and it
allows us to systematically determine the most important words in a
sentence or a paragraph, what the author wants us to remember. If
we know what is important to remember, then we can synthesize or
understand the authors main idea. When we read closely, we read
carefully and slowly. If we need to, we reread sections of the
text. In short text, we may reread the whole text. We stop and
think and sometimes we write notes about our thinking when we read
closely. When we are done, we feel we have a real understanding of
what the author is trying to tell us. Lets try to do this together
with chunks of our text. Project an excerpt to model Close Reading
on the first chunk of text. Teacher thinks-aloud as she goes
through the process of closely reading the text.I need to remind
myself that Im reading closely to figure out what the authors main
idea is and to determine which words and phrases are important to
remember when I think about the authors main idea. Teacher reads
aloud the whole first section.Now Im thinking this paragraph is
about _____, a word we talked about earlier and the author is
describing ______.What word or phrases make me think that? Let me
reread the first sentence. Teacher underlines the word or phrase
that made them think that.Let me reread the next sentence. Teacher
underlines important words or phrases, related to their thinking.I
think these words describe ______ and the author wants me to know
that _____. I am going to even write the word ______ in the
margins. Teacher writes the word _____ in the margin.So what was
the authors main idea? I need to summarize what I learned to really
think about this. Before I summarize, I need to reread the phrases
I underlined. Teacher pauses to reread the underlined phrases.So if
I want to summarize whats important in this paragraph, I would try
to use all of these phrases. I would say that the author wants me
to know that ______. As the teacher summarizes using key words and
phrases, the teacher points at the phrases from the text being
used. Teacher models writing the summary on chart paper while
thinking aloud.
Suggested Text:The Great Migration
Overviewhttp://www.inmotionaame.org/migrations/topic.cfm?migration=8&topic=1
Teacher engages students in Close Reading through actively
engaging them in a shared Close Read and summary writing using the
2nd chunk of the text during teacher modeling by fostering such
learning activities: Teacher Continues to model reading aloud and
rereading to determine what is important; if the students are
ready, teacher asks them to help you pick out important words and
phrases to underline as the teacher thinks aloud. Teacher prompts
students to share sentences, using the key words and phrases to
write a summary of the paragraph as a class.Suggested Text:The
Great Migration
Overviewhttp://www.inmotionaame.org/migrations/topic.cfm?migration=8&topic=1
Teacher engages students in collaborative learning prompting
them to work with their partners to closely read the last chunk of
the text by fostering such learning activities: Teacher sets the
purpose for reading the last chunk by reviewing the definition of
Close Reading. Teacher reminds students of the context of the text,
of how it is an overview and does not go into detail, but they will
read more in depth about the Great Migration closely during
independent reading. Students work with their partners to closely
read the text, annotate for key words and phrases, and discuss to
then write a summary of the paragraph. Teacher facilitates a
discussion by prompting students to synthesize the authors main
idea of each paragraph to determine the main ideas of the text.
Suggested Text:The Great Migration
Overviewhttp://www.inmotionaame.org/migrations/topic.cfm?migration=8&topic=1
Teacher engages students in identifying and plotting important
events and related key details gathered from the read texts through
Map & Timeline Conversations by fostering such learning
activities: Using the butcher paper posted for ongoing Timeline
Conversations and to mark on the enlarged timeline the key details
related to the events. Engage students in marking the timeline.
Using the posted map, ask students where it requires a marker in
relation to where the events took place. As a student volunteer to
come up and mark the map of the location(s). Direct students to use
the timeline and map as a reference for when and where the
important events took place and the related key details.
Teacher engages students in independently diving deeper into the
details of the Great Migration through Close Reading by fostering
such learning activities: Teacher provides students with two
different articles related to the Great Migration for student to
choose one to read independently. Students choose an article,
closely read the text, and construct a summary of each paragraph.
Students use their summaries to construct a summary of the authors
main ideas of the text in their Response Notebooks.Suggested
Texts:Teacher selected short articles
from:http://www.inmotionaame.org/migrations/topic.cfm?migration=8&topic=2&tab=imageChicago
and the Great Migration,
1915-1950http://dcc.newberry.org/collections/chicago-and-the-great-migration
Teacher engages students in developing a response to the
activities related to the Great Migration through a closing
reflection by fostering such activities: Prompt students to use a
fresh piece of paper in their journal (lined notebook). Ask
students to respond to the following question: What have we learned
about reading and writing today? Teacher writes responses on a
large piece of chart paper and writes the students name or initials
next to the comment they provided. Ask students to share what their
most impactful take-away from the text and relating activities.
Chicago RenaissanceTeacher engages students in exploring the
Chicago Renaissance.
Teacher engages students in recognizing and orally articulating
themes, determining what is important, and increasing fluency
through poetry by fostering such learning activities: Introduce and
explain unfamiliar vocabulary and language usage. Project the poem
large enough so all students can view. Provide students with their
own copy of the poem to glue into their Response Notebooks. Briefly
introduce the poem by giving a generic explanation of what the poem
is about. 1st Read - read the poem aloud with expression and
without stopping, while students follow along either with the
projected or individual copy. 2nd & 3rd Read engage students in
reading the poem twice with a partner. Using 3 predetermined and
posted questions, engage students in writing 1-2 sentences about
the poets main idea on a Post it. What is the poet trying to say to
me in this poem? How do I know? What are the words in the text that
make me think so?*Tip Remind students to be strategic in
understanding the poem. You may say, One way to try to understand a
poem well is to think about what the author wants us to know or
understand. We might ask ourselves questions as we read (pointing
to questions posted in the room on chart paper). Students share
their sentences with any nearby small group. Students place their
Post-its into their Response Notebooks on the same page where they
glued in their poem. Suggested TextHaiku by Richard Wright:Their
watching faces,as I walk the autumn roadmake me a
travelerhttp://krisl.hubpages.com/hub/Haiku-by-Richard-Wright-An-Unknown-Treasure-of-Black-Poetry
Teacher engages students in recognizing and orally articulating
themes, determining what is important, and sharing orally through
primary sources by fostering such learning activities: Project
Primary Sources Photos Introduce and define concept of selected key
words by writing the word(s) on the board or on a piece of chart
paper. Explain student-friendly definitions: Explain that these
photos were taken during the time of the Chicago Renaissance.
Project images, using 4 questions to prompt discussions amongst
partnerships. What do you notice? What does this photo tell us
about ________? What does that make you think? Why?*Tip - Give
students plenty of wait time, but the teacher may want to model her
own thinking if students struggle to respond. Close the activities
by summarizing the thoughts the students shared and restating
definitions of selected terms.Suggested Primary Sources:Slideshow
and Essay: "From Riots to Renaissance: The Black Renaissance"
[DuSable to Obama: Chicago's Black Metropolis, WTTW 11, Chicago,
IL]http://www.wttw.com/main.taf?p=76,4,4,11
Teacher engages students in recognizing and articulating themes
orally, determining what is important, increasing fluency, and
using tier 2 words through an Interactive Read-Aloud of the Anchor
Text by fostering such learning activities: Give a brief,
thoughtfully planned introduction to the Read-Aloud text. Set the
purpose for reading by stating what students are to focus on while
engaging in the Interactive Read-Aloud.*While Im reading, I want
you to think about Read the entire text aloud.Suggested Text:Black
Chicago
Renaissancehttp://www.chicagohistoryfair.org/for-teachers/curriculum/black-chicago-renaissance.html#lesson%20plans
Teacher engages students in collaborative learning prompting
them to work with their partners to closely read the text by
fostering such learning activities: Teacher sets the purpose for
reading by reviewing the definition of Close Reading. Teacher
reminds students of the context of the text, of how it is an
overview and does not go into detail, but they will read more in
depth about the Chicago Renaissance closely during independent
reading. Students work with their partners to closely read the
text, annotate for key words and phrases, and discuss the main
ideas of the text. Students should be prompted to jot notes or
summarize in their Response Notebooks Teacher facilitates a
discussion by prompting students to synthesize the authors main
idea of each paragraph to determine the main ideas of the
text.Suggested Text:Black Chicago
Renaissancehttp://www.chicagohistoryfair.org/for-teachers/curriculum/black-chicago-renaissance.html#lesson%20plans
Teacher engages students in writing a 5-sentence paragraph
through shared writing by fostering such learning activities:
Teacher prompts students to refer to their notes from the Close
Reading they did with their partner. Teacher engages students in a
shared writing, teacher thinks aloud and prompts students to think
about what they are doing as writers, using the possible guiding
questions: How do we want to start our response? What can we write
as evidence to support our point? Why is that evidence? How can we
close our response?*Other prompts that may be used during shared
writing: What happened in the text that makes us think that? What
evidence is there in the text to support our point? What is another
piece of evidence in the text to support our point? How can we say
that in our own words?
Teacher engages students in independently diving deeper into the
details of the Chicago Renaissance and through Close Reading by
fostering such learning activities: Teacher provides students with
a different article related to the Chicago Renaissance for student
to choose one to read independently. Students closely read the
text, annotating by underlining and making notes in the
margins.Suggested
Texts:Bronzevillehttp://www.encyclopedia.chicagohistory.org/pages/171.html
Teacher engages students in identifying and plotting important
events and related key details gathered from the read texts through
Map & Timeline Conversations by fostering such learning
activities: Using the butcher paper posted for ongoing Timeline
Conversations and to mark on the enlarged timeline the key details
related to the events. Engage students in marking the timeline.
Using the posted map, ask students where it requires a marker in
relation to where the events took place. As a student volunteer to
come up and mark the map of the location(s). Teacher facilitates a
discussion focusing on the following prompt: What relationships do
we notice between the events on the timeline and map have
influenced Chicagos past and present? Direct students to use the
timeline and map as a reference for when and where the important
events took place and the related key details.
Teacher engages students in an independent writing activity by
fostering such learning activities: Teacher prompts students to
share the key words and phrases or summarized key points. Teacher
writes bulleted points as students share. Students use the shared
bulleted points to construct and independent response. Teacher
confers with students as they write, using the possible following
prompts: What are you thinking about writing next? Tell me more.
What happened in the book that makes you think that? How do you
want to end your response? Teacher closes by asking students to
share their writing in small groups. Teacher ends with a
conversation about what they did as writers to support the point of
their writing relating to the Chicago Renaissance.
Chicago Defender and Gwendolyn BrooksTeacher engages students in
exploring the Chicago Defender and Gwendolyn Brooks.
Teacher engages students in recognizing and orally articulating
themes, determining what is important, and increasing fluency
through poetry by fostering such learning activities: Introduce and
explain unfamiliar vocabulary and language usage. Project the poem
large enough so all students can view. Provide students with their
own copy of the poem to glue into their Response Notebooks. Briefly
introduce the poem by giving a generic explanation of what the poem
is about. 1st Read - read the poem aloud with expression and
without stopping, while students follow along either with the
projected or individual copy. 2nd & 3rd Read engage students in
reading the poem twice with a partner. Using 3 predetermined and
posted questions, engage students in writing 1-2 sentences about
the poets main idea on a Post it. What is the poet trying to say to
me in this poem? How do I know? What are the words in the text that
make me think so?*Tip Remind students to be strategic in
understanding the poem. You may say, One way to try to understand a
poem well is to think about what the author wants us to know or
understand. We might ask ourselves questions as we read (pointing
to questions posted in the room on chart paper). Students share
their sentences with any nearby small group. Students place their
Post its into their Response Notebooks on the same page where they
glued in their poem. Suggested Text:One Wants a Teller In Time Like
This by Gwendolyn Brooks
Teacher engages students in recognizing and orally articulating
themes, determining what is important, and sharing orally through
primary sources by fostering such learning activities: Project
Primary Sources Photos Introduce and define concept of selected key
words by writing the word(s) on the board or on a piece of chart
paper. Explain student-friendly definitions: Explain that these
photos were taken during the time, which Gwendolyn Brooks worked
with the Chicago Defender, a newspaper in Chicago. Project images,
using 4 questions to prompt discussions amongst partnerships. What
do you notice? What does this photo tell us about ________? What
does that make you think? Why?*Tip - Give students plenty of wait
time, but the teacher may want to model her own thinking if
students struggle to respond. Close the activities by summarizing
the thoughts the students shared and restating definitions of
selected terms.Suggested Primary Sources:
http://blackpast.org/?q=aah/chicago-defender-1905
Teacher engages students in recognizing and articulating themes
orally, determining what is important, increasing fluency, and
using tier 2 words through an Interactive Read-Aloud of the Anchor
Text by fostering such learning activities: Give a brief,
thoughtfully planned introduction to the Read-Aloud text. Set the
purpose for reading by stating what students are to focus on while
engaging in the Interactive Read-Aloud.*While Im reading, I want
you to think about Read the entire text aloud.Suggested Text:The
Chicago Defender (1905-
)http://blackpast.org/?q=aah/chicago-defender-1905
Teacher engages students in recognizing and articulating themes
orally, determining what is important, increasing fluency, and
using tier 2 words through Close Reading by fostering such learning
activities: Teacher engages students in collaborative learning
prompting them to work with their partners to closely read the text
for a second time. Teacher sets the purpose for reading by
reviewing the definition of Close Reading. Teacher reminds students
of the context of the text, of how it is an overview and does not
go into detail, but they will read more in depth about The Chicago
Defender closely during independent reading. Students work with
their partners to closely read the text, annotate for key words and
phrases, and discuss the main ideas of the text. Students should be
prompted to jot notes or summarize in their Response Notebooks
Teacher facilitates a discussion by prompting students to
synthesize the authors main idea of each paragraph to determine the
main ideas of the text.Suggested Text:The Chicago Defender (1905-
)http://blackpast.org/?q=aah/chicago-defender-1905
Teacher engages students in independently diving deeper into the
details of the Chicago Renaissance and through Close Reading by
fostering such learning activities: Teacher provides students with
a different article related to the Chicago Renaissance for student
to choose one to read independently. Students closely read the
text, annotating by underlining and making notes in the
margins.Suggested Texts:Brooks Life and
Careerhttp://www.english.illinois.edu/maps/poets/a_f/brooks/life.htm
Teacher engages students in identifying and plotting important
events and related key details gathered from the read texts through
Map & Timeline Conversations by fostering such learning
activities: Using the butcher paper posted for ongoing Timeline
Conversations and to mark on the enlarged timeline the key details
related to the events. Engage students in marking the timeline.
Using the posted map, ask students where it requires a marker in
relation to where the events took place. As a student volunteer to
come up and mark the map of the location(s). Teacher facilitates a
discussion focusing on the following prompt: What relationships do
we notice between the events on the timeline and map have
influenced Chicagos past and present? Direct students to use the
timeline and map as a reference for when and where the important
events took place and the related key details.
Teacher engages students in an independent writing activity by
fostering such learning activities: Teacher prompts students to
share the key words and phrases or summarized key points. Teacher
writes bulleted points as students share. Students use the shared
bulleted points to construct and independent response. Teacher
confers with students as they write, using the possible following
prompts: What are you thinking about writing next? Tell me more.
What happened in the book that makes you think that? How do you
want to end your response? Teacher closes by asking students to
share their writing in small groups. Teacher ends with a
conversation about what they did as writers to support the point of
their writing relating to The Chicago Defender.
Dr. Margaret Burroughs - Founder of the DuSable Museum of
African American Art
Teacher engages students in exploring Dr. Margaret Burroughs,
founder of the DuSable Museum of African American Art
Teacher engages students in recognizing and orally articulating
themes and determining what is important through art work by
fostering such learning activities: Project a piece of African
American Art from the DuSable Museum large enough so all students
can view. Briefly introduce the piece of art by giving a generic
explanation of what the piece is about. 1st Read Teacher closely
views the piece of art, while thinking aloud what they notice. 2nd
Read Teacher engages students in closely viewing the piece of art
and prompts discussion amongst partners. Using 3 predetermined and
posted questions, engage students in writing 1-2 sentences about
the piece of arts main idea on a sticky note. What is the artist
trying to say to me in this picture? How do I know? What are the
details in the picture that make me think so? Students share their
sentences with any nearby small group. Students place their sticky
notes into their Response Notebooks. Suggested Piece Of Art:
445685-dusablemuseum.orgThomas Miller Mosaics - DuSable Museum
of African American
Historyhttp://www.dusablemuseum.org/exhibits/details/thomas-miller-mosaics
Teacher engages students in recognizing and orally articulating
themes, determining what is important, and sharing orally through
primary sources by fostering such learning activities: Project
Primary Sources Photos Introduce and define concept of selected key
words by writing the word(s) on the board or on a piece of chart
paper. Explain student-friendly definitions: Explain that these
photos were taken during the time when Dr. Margaret Burroughs was
establishing the DuSable Museum Project images, using 4 questions
to prompt discussions amongst partnerships. What do you notice?
What does this photo tell us about ________? What does that make
you think? Why?*Tip - Give students plenty of wait time, but the
teacher may want to model her own thinking if students struggle to
respond. Close the activities by summarizing the thoughts the
students shared and restating definitions of selected terms.
Suggested Primary Sources:
www.govst.eduTeacher engages students in recognizing and
articulating themes orally, determining what is important,
increasing fluency, and using tier 2 words through an Interactive
Read-Aloud of the Anchor Text by fostering such learning
activities: Give a brief, thoughtfully planned introduction to the
Read-Aloud text. Set the purpose for reading by stating what
students are to focus on while engaging in the Interactive
Read-Aloud.*While Im reading, I want you to think about Read the
entire text aloud.Suggested Text:Museum
Historyhttp://www.dusablemuseum.org/about/history
Teacher engages students in recognizing and articulating themes
orally, determining what is important, increasing fluency, and
using tier 2 words through Close Reading by fostering such learning
activities: Teacher engages students in collaborative learning
prompting them to work with their partners to closely read the text
for a second time. Teacher sets the purpose for reading by
reviewing the definition of Close Reading. Teacher reminds students
of the context of the text, of how it is an overview and does not
go into detail, but they will read more in depth about Margaret
Burroughs closely during independent reading. Students work with
their partners to closely read the text, annotate for key words and
phrases, and discuss the main ideas of the text. Students should be
prompted to jot notes or summarize in their Response Notebooks
Teacher facilitates a discussion by prompting students to
synthesize the authors main idea of each paragraph to determine the
main ideas of the text.Suggested Text:Museum
Historyhttp://www.dusablemuseum.org/about/history
Teacher engages students in independently diving deeper into the
details of Dr. Margaret Burroughs through Close Reading by
fostering such learning activities: Teacher provides students with
a different article related to the Dr. Margaret Burroughs for
student to choose one to read independently. Students closely read
the text, annotating by underlining and making notes in the
margins.Suggested Texts:Dr. Margaret Burroughs, 1917-2010: What
Will Your Legacy
Be?http://www.peoplesworld.org/dr-margaret-burroughs-1917-2010-what-will-your-legacy-be/
Teacher engages students in identifying and plotting important
events and related key details gathered from the read texts through
Map & Timeline Conversations by fostering such learning
activities: Using the butcher paper posted for ongoing Timeline
Conversations and to mark on the enlarged timeline the key details
related to the events. Engage students in marking the timeline.
Using the posted map, ask students where it requires a marker in
relation to where the events took place. As a student volunteer to
come up and mark the map of the location(s). Teacher facilitates a
discussion focusing on the following prompt: What relationships do
we notice between the events on the timeline and map have
influenced Chicagos past and present? Direct students to use the
timeline and map as a reference for when and where the important
events took place and the related key details.
Teacher engages students in an independent writing activity by
fostering such learning activities: Teacher prompts students to
share the key words and phrases or summarized key points. Teacher
writes bulleted points as students share. Students use the shared
bulleted points to construct and independent response. Teacher
confers with students as they write, using the possible following
prompts: What are you thinking about writing next? Tell me more.
What happened in the book that makes you think that? How do you
want to end your response? Teacher closes by asking students to
share their writing in small groups. Teacher ends with a
conversation about what they did as writers to support the point of
their writing relating to Dr. Margaret Burroughs and the DuSable
African Art Museum.
Martin Luther King Jr. in ChicagoTeacher engages students in
exploring Martin Luther King Jr. in Chicago.
Teacher engages students in recognizing and orally articulating
themes, determining what is important, and increasing fluency
through poetry by fostering such learning activities: Introduce and
explain unfamiliar vocabulary and language usage. Project the poem
large enough so all students can view. Provide students with their
own copy of the poem to glue into their Response Notebooks. Briefly
introduce the poem by giving a generic explanation of what the poem
is about. 1st Read - read the poem aloud with expression and
without stopping, while students follow along either with the
projected or individual copy. 2nd & 3rd Read engage students in
reading the poem twice with a partner. Using 3 predetermined and
posted questions, engage students in writing 1-2 sentences about
the poets main idea on a Post it. What is the poet trying to say to
me in this poem? How do I know? What are the words in the text that
make me think so?*Tip Remind students to be strategic in
understanding the poem. You may say, One way to try to understand a
poem well is to think about what the author wants us to know or
understand. We might ask ourselves questions as we read (pointing
to questions posted in the room on chart paper). Students share
their sentences with any nearby small group. Students place their
Post-its into their Response Notebooks on the same page where they
glued in their poem. Suggested Text:Standing Tall by Jamie
McKenziehttp://fno.org/poetry/standing.html
Teacher engages students in recognizing and orally articulating
themes, determining what is important, and sharing orally through
primary sources by fostering such learning activities: Project
Primary Sources Photos Introduce and define concept of selected key
words by writing the word(s) on the board or on a piece of chart
paper. Explain student-friendly definitions: Explain that these
photos were taken during the time when Dr. Martin Luther King Jr.
was alive. Project images, using 4 questions to prompt discussions
amongst partnerships. What do you notice? What does this photo tell
us about ________? What does that make you think? Why?*Tip - Give
students plenty of wait time, but the teacher may want to model her
own thinking if students struggle to respond. Close the activities
by summarizing the thoughts the students shared and restating
definitions of selected terms.Suggested Primary Sources:
Martin Luther King's stay in Chicago resulted in an agreement by
localreal-estate agents to abide by the city's fair-housing
ordinance in exchange for an end to protest marches. King is shown
in November 1966, reviewing a copy of the ordinance with a West
Side real-estate agent.(Tribune photo by Jack Mulcahy)
Teacher engages students in recognizing and articulating themes
orally, determining what is important, increasing fluency, and
using tier 2 words through an Interactive Read-Aloud of the Anchor
Text by fostering such learning activities: Give a brief,
thoughtfully planned introduction to the Read-Aloud text. Set the
purpose for reading by stating what students are to focus on while
engaging in the Interactive Read-Aloud.*While Im reading, I want
you to think about Read the entire text aloud.Suggested Text:Rev.
Martin Luther King Jr. in Chicago Virtual photo tour with
captionshttp://galleries.apps.chicagotribune.com/chi-120116-rev-martin-luther-king-jr-chicago-historic-pictures/
Teacher engages students in recognizing and articulating themes
orally, determining what is important, increasing fluency, and
using tier 2 words through Close Reading by fostering such learning
activities:*Students need access to the internet for this activity.
If that is not available then teacher may select a different text
for above read-aloud and the following activities. Teacher engages
students in collaborative learning prompting them to work with
their partners to closely read the text for a second time. Teacher
sets the purpose for reading by reviewing the definition of Close
Reading. Teacher reminds students of the context of the text, of
how it is an overview and does not go into detail, but they will
read more in depth about Dr. Martin Luther King Jr. and Chicago
closely during independent reading. Students work with their
partners to closely read the text, annotate for key words and
phrases, and discuss the main ideas of the text. Students should be
prompted to jot notes or summarize in their Response Notebooks
Teacher facilitates a discussion by prompting students to
synthesize the authors main idea of each caption or paragraph to
determine the main ideas of the text.Suggested Text:Rev. Martin
Luther King Jr. in Chicago Virtual photo tour with
captionshttp://galleries.apps.chicagotribune.com/chi-120116-rev-martin-luther-king-jr-chicago-historic-pictures/
Teacher engages students in independently diving deeper into the
details of Dr. Martin Luther King Jr. and Chicago through Close
Reading by fostering such learning activities: Teacher provides
students with a different article related to Martin Luther King Jr.
and Chicago for student to choose one to read independently.
Students closely read the text, annotating by underlining and
making notes in the margins.Suggested Texts:Chicago Campaign
(1966)http://mlk-kpp01.stanford.edu/index.php/encyclopedia/encyclopedia/enc_chicago_campaign/
Teacher engages students in identifying and plotting important
events and related key details gathered from the read texts through
Map & Timeline Conversations by fostering such learning
activities: Using the butcher paper posted for ongoing Timeline
Conversations and to mark on the enlarged timeline the key details
related to the events. Engage students in marking the timeline.
Using the posted map, ask students where it requires a marker in
relation to where the events took place. As a student volunteer to
come up and mark the map of the location(s). Teacher facilitates a
discussion focusing on the following prompt: What relationships do
we notice between the events on the timeline and map have
influenced Chicagos past and present? Direct students to use the
timeline and map as a reference for when and where the important
events took place and the related key details.
Teacher engages students in an independent writing activity by
fostering such learning activities: Teacher prompts students to
share the key words and phrases or summarized key points. Teacher
writes bulleted points as students share. Students use the shared
bulleted points to construct and independent response. Teacher
confers with students as they write, using the possible following
prompts: What are you thinking about writing next? Tell me more.
What happened in the book that makes you think that? How do you
want to end your response? Teacher closes by asking students to
share their writing in small groups. Teacher ends with a
conversation about what they did as writers to support the point of
their writing relating to Dr. Martin Luther King Jr. and
Chicago.
NAACP, Rainbow PUSH Coalition (Jesse Jackson)Teacher engages
students in exploring NAACP, Rainbow PUSH Coalition.
Teacher engages students in recognizing and orally articulating
themes, determining what is important, and sharing orally through
primary sources by fostering such learning activities: Project
Primary Sources Photos Introduce and define concept of selected key
words by writing the word(s) on the board or on a piece of chart
paper. Explain student-friendly definitions: Project images, using
4 questions to prompt discussions amongst partnerships. What do you
notice? What does this photo tell us about ________? What does that
make you think? Why?*Tip - Give students plenty of wait time, but
the teacher may want to model her own thinking if students struggle
to respond. Close the activities by summarizing the thoughts the
students shared and restating definitions of selected
terms.Suggested Primary Sources:
Google images
Teacher engages students in recognizing and articulating themes
orally, determining what is important, increasing fluency, and
using tier 2 words through an Interactive Read-Aloud of the Anchor
Text by fostering such learning activities: Give a brief,
thoughtfully planned introduction to the Read-Aloud text. Set the
purpose for reading by stating what students are to focus on while
engaging in the Interactive Read-Aloud.*While Im reading, I want
you to think about Read the entire text aloud.Suggested Text:Jesse
Jackson, by Charmon Simon
Teacher engages students in recognizing and articulating themes
orally, determining what is important, increasing fluency, and
using tier 2 words through Close Reading by fostering such learning
activities: Teacher engages students in collaborative learning
prompting them to work with their partners to closely read the text
for a second time. Teacher sets the purpose for reading by
reviewing the definition of Close Reading. Teacher reminds students
of the context of the text, of how it is an overview and does not
go into detail, but they will read more in depth and closely during
independent reading. Students work with their partners to closely
read the text, annotate for key words and phrases, and discuss the
main ideas of the text. Students should be prompted to jot notes or
summarize in their Response Notebooks Teacher facilitates a
discussion by prompting students to synthesize the authors main
idea of each paragraph to determine the main ideas of the
text.Suggested Text:Jesse Jackson, by Charmon Simon
Teacher engages students in independently diving deeper into the
details of Dr. Margaret Burroughs and through Close Reading by
fostering such learning activities: Teacher provides students with
a different article related to the NAACP, Rainbow PUSH Coalition
for student to choose one to read independently. Students closely
read the text, annotating by underlining and making notes in the
margins.Suggested Texts:A Brief
Descriptionhttp://rainbowpush.org/pages/brief_history
Teacher engages students in identifying and plotting important
events and related key details gathered from the read texts through
Map & Timeline Conversations by fostering such learning
activities: Using the butcher paper posted for ongoing Timeline
Conversations and to mark on the enlarged timeline the key details
related to the events. Engage students in marking the timeline.
Using the posted map, ask students where it requires a marker in
relation to where the events took place. As a student volunteer to
come up and mark the map of the location(s). Teacher facilitates a
discussion focusing on the following prompt: What relationships do
we notice between the events on the timeline and map have
influenced Chicagos past and present? Direct students to use the
timeline and map as a reference for when and where the important
events took place and the related key details.
Teacher engages students in an independent writing activity by
fostering such learning activities: Teacher prompts students to
share the key words and phrases or summarized key points. Teacher
writes bulleted points as students share. Students use the shared
bulleted points to construct and independent response. Teacher
confers with students as they write, using the possible following
prompts: What are you thinking about writing next? Tell me more.
What happened in the book that makes you think that? How do you
want to end your response? Teacher closes by asking students to
share their writing in small groups. Teacher ends with a
conversation about what they did as writers to support the point of
their writing relating to NAACP, Rainbow PUSH Coalition.
Politicians (Harold Washington, Barack Obama, and Toni
Preckwinkle)
Teacher engages students in exploring politicians: Harold
Washington, Barack Obama, and Toni Preckwinkle.
Teacher engages students in recognizing and orally articulating
themes, determining what is important, and increasing fluency
through poetry by fostering such learning activities: Introduce and
explain unfamiliar vocabulary and language usage. Project the poem
large enough so all students can view. Provide students with their
own copy of the poem to glue into their Response Notebooks. Briefly
introduce the poem by giving a generic explanation of what the poem
is about. 1st Read - read the poem aloud with expression and
without stopping, while students follow along either with the
projected or individual copy. 2nd & 3rd Read engage students in
reading the poem twice with a partner. Using 3 predetermined and
posted questions, engage students in writing 1-2 sentences about
the poets main idea on a Post it. What is the poet trying to say to
me in this poem? How do I know? What are the words in the text that
make me think so?*Tip Remind students to be strategic in
understanding the poem. You may say, One way to try to understand a
poem well is to think about what the author wants us to know or
understand. We might ask ourselves questions as we read (pointing
to questions posted in the room on chart paper). Students share
their sentences with any nearby small group. Students place their
Post its into their Response Notebooks on the same page where they
glued in their poem. Suggested Text:Pop by Barack Obama
Teacher engages students in recognizing and orally articulating
themes, determining what is important, and sharing orally through
primary sources by fostering such learning activities: Project
Primary Sources Photos Introduce and define concept of selected key
words by writing the word(s) on the board or on a piece of chart
paper. Explain student-friendly definitions. Explain that these
photos were taken of African American politicians whom have
influenced Chicago. Project images, using 4 questions to prompt
discussions amongst partnerships. What do you notice? What does
this photo tell us about ________? What does that make you think?
Why?*Tip - Give students plenty of wait time, but the teacher may
want to model her own thinking if students struggle to respond.
Close the activities by summarizing the thoughts the students
shared and restating definitions of selected terms.Suggested
Primary Sources:
(Gene Pesek/Chicago Sun-Times)Rev. Jesse Jackson Sr. marches
into the National Black Political Convention in Gary, Ind. in
1972.http://www.wbez.org/story/garys-national-black-political-convention-40-years-97111
Teacher engages students in recognizing and articulating themes
orally, determining what is important, increasing fluency, and
using tier 2 words through an Interactive Read-Aloud of the Anchor
Text by fostering such learning activities: Give a brief,
thoughtfully planned introduction to the Read-Aloud text. Set the
purpose for reading by stating what students are to focus on while
engaging in the Interactive Read-Aloud.*While Im reading, I want
you to think about Read the entire text aloud.Suggested Text:Barack
Obama, A Biography for Children by Sam Chekwas
Teacher engages students in recognizing and articulating themes
orally, determining what is important, increasing fluency, and
using tier 2 words through Close Reading by fostering such learning
activities: Teacher engages students in collaborative learning
prompting them to work with their partners to closely read the
text. Teacher sets the purpose for reading by reviewing the
definition of Close Reading. Teacher reminds students of the
context of the text, of how it is an overview and does not go into
detail, but they will read more in depth about Chicago African
American politicians closely during independent reading. Students
work with their partners to closely read the text, annotate for key
words and phrases, and discuss the main ideas of the text. Students
should be prompted to jot notes or summarize in their Response
Notebooks Teacher facilitates a discussion by prompting students to
synthesize the authors main idea of each paragraph to determine the
main ideas of the text.Suggested Text:The Root Cities: Chicagos
Political Power
Brokershttp://www.theroot.com/views/chicago-power
Teacher engages students in independently diving deeper into the
details of Dr. Margaret Burroughs and through Close Reading by
fostering such learning activities: Teacher provides students
different articles for the students to choose from related to
Chicago African American politicians for student to choose one to
read independently. Students closely read the text, annotating by
underlining and making notes in the margins.Suggested
Texts:Washington, Harold
192201987http://www.blackpast.org/?q=aah/washington-harold-1922-1987Toni
Preckwinkle
Biohttp://www.thehistorymakers.com/biography/toni-preckwinkle-5Toni
Preckwinkle CPS School Closings: Cook County Board President Rips
Rahm, Closure
Planhttp://www.huffingtonpost.com/2013/05/17/toni-preckwinkle-cps-school-closings_n_3293104.htmlBarack
Obama
Biographyhttp://www.biography.com/people/barack-obama-12782369
Teacher engages students in identifying and plotting important
events and related key details gathered from the read texts through
Map & Timeline Conversations by fostering such learning
activities: Using the butcher paper posted for ongoing Timeline
Conversations and to mark on the enlarged timeline the key details
related to the events. Engage students in marking the timeline.
Using the posted map, ask students where it requires a marker in
relation to where the events took place. As a student volunteer to
come up and mark the map of the location(s). Teacher facilitates a
discussion focusing on the following prompt: What relationships do
we notice between the events on the timeline and map have
influenced Chicagos past and present? Direct students to use the
timeline and map as a reference for when and where the important
events took place and the related key details.
Teacher engages students in an independent writing activity by
fostering such learning activities: Teacher prompts students to
share the key words and phrases or summarized key points. Teacher
writes bulleted points as students share. Students use the shared
bulleted points to construct and independent response. Teacher
confers with students as they write, using the possible following
prompts: What are you thinking about writing next? Tell me more.
What happened in the book that makes you think that? How do you
want to end your response? Teacher closes by asking students to
share their writing in small groups. Teacher ends with a
conversation about what they did as writers to support the point of
their writing relating to Chicago African American politicians.
End of Unit Culminating Project
Teacher will engage students in culminating all the information
they gathered throughout the unit to develop a culminating project
to make connections and display their understanding of the
content.
Teacher will engage students in developing a culminating project
focusing on a notable African American which has influence Chicago
in the time period of 1915 to the present by fostering such
learning activities: Students will use all of the information they
have gathered and knowledge they have acquired to create and
present an informative/explanatory display that identifies a
notable African American and the significance they had on
contributing to the culture of Chicago today. Students will also
write an explanatory piece to accompany their visual display, based
on various print and non-print resources they have examined over
the course of the unit.
Strategies for Varied Learner Profiles Have the copies of the
articles printed out for all students.
Read aloud the articles first so that lower-level readers have
access to it.
Pair higher reading level students with lower reading level
students to further support access to the articles.
Allow students to illustrate ideas.
Record the articles onto a tape so that students can re-read the
article a second time while you are reading it aloud (via the
tape).
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