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Students will be able to: 1. Read out loud to a group of people; 2. Listen to a recording of a conversation; 3. Write a response to a friend's letter; 4. Retell the story of Fannie mae hamer.
Students will be able to: 1. Read out loud to a group of people; 2. Listen to a recording of a conversation; 3. Write a response to a friend's letter; 4. Retell the story of Fannie mae hamer.
Students will be able to: 1. Read out loud to a group of people; 2. Listen to a recording of a conversation; 3. Write a response to a friend's letter; 4. Retell the story of Fannie mae hamer.
***Unit Title: Play in Action Grade level: 7th Length of unit: 75 Min Stage 1 Desired Results ***Standards: CCSS.ELA-Literacy.SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views. CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. ***Essential questions/big ideas: Topical questions: - How did Fannie Mae Hamer - How did blacks fight for their right to vote? play a role in the coming about - How were some ways that blacks bonded together of an equal voting world for during their fight for civil rights? both African Americans and - Do you think that Fannie was correct in going Whites? against what Pap wanted and going to register for voting? - Do you think that Fannie was correct in saying that she had a hard question? Do you think the other people on the bus were right about the questions they ask white people? - How would you feel if you were in Fannies position at work, where her boss told her not to clean their dogs bathroom, and you dont have any water in your house? - Would you consider Fannie a warrior from what you used in Little Rock Nine? Why or why not? - Do you think Fannie Lou was just as active in working for African American Rights as Martin Luther King Jr? Why or why not? - Did Doc Henry even have a chance to become Governor? Why did Fannie Lou even support this mock election? - Why was Fannie Lou beaten up in the jail? Do you think those men had an option to NOT beat her up? What would you hope to do if you were in that situation? Student objectives (outcomes): Students will be able to: 1. Read out the play and be able to verbally understand Fannie 2. Discuss with each other and the teacher the importance of the events that took place during the Civil Rights Movement and the ways that Fannie Lou Hamer helped the cause along. Stage 2 Assessment Evidence Formative assessment ***Summative assessment Students will be asked questions after At the end of the unit students will be able to talk with a the play. Teacher will take notes on level of comfort about the different activities that took
who answers questions more often
place during the Civil Rights Movement while placing these than others and who understands the activities throughout the play with the events they already concepts that are being brought to know of. them. Stage 3 Learning Plan ***Learning Activities/Procedure: -Vocab will be placed upon the Smart Board where students are already accustomed to this strategy. They will however be informed upon entering not to place these words in their book journal. Students will work in their small groups to come up with definitions together(using context clues from the play itself), then as a class we will come to an agreement on each word.(15 min) -Students will be informed that we will be acting out a play on the Civil Rights Movement about a lady named Fannie Lou Hamer. Students will remind their peers and myself the rules of readers theater and how they should act as actors and the audience. I will ask for 13 volunteers to be the actors, who will each receive their own highlighted copy of the play.(10 min) -Students will act out the play (30 Min) -Group discussion after the play and discuss how Fannie Lou Hamer helped play a vital role in the war of getting their rights to vote. (15 min)
- Students have learned about Civil Rights Movement so they will be able to comprehend a different side of it _____________________________________________________________ Differentiation/Adaptations: - Group discussions so that everyone can understand what the play was trying to say Academic Language: - Shack (Scene 1) - Plantation (Scene 1) - Inspired (Scene 3) - Interpret (Scene 4) - Registrar (Scene 4) - Reconsider (Scene 6) - SNCC (Student Non-Violent Coordinating Committee) (Scene 3) - Mock Election (Scene 10) - Candidates (Scene 10)