- I can identify and summarize the points the speaker makes in "Jackie Robinson: Royals to Obamas", and explain how each claim is supported by reasons and evidence. (SL.5.3)
- I can describe the director's point of view on the most important factor in Jackie Robinson's success in leading social change. (RI.5.6)
These are the CCS Standards addressed in this lesson:
- RI.5.6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
- W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- SL.5.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Daily Learning Targets
Ongoing Assessment
- Listening Closely: "Jackie Robinson: Royals to Obamas" note-catcher (SL.5.3)
- Summary: "Jackie Robinson: Royals to Obamas" (SL.5.3)
- Describing Point of View handout (RI.5.1, RI.5.6)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Listening Closely: "Jackie Robinson: Royals to Obamas" (25 minutes) B. Summarizing a Video: "Jackie Robinson: Royals to Obamas" (15 minutes) 3. Closing and Assessment A. Describing Point of View: "Jackie Robinson: Royals to Obamas" (15 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
Purpose of lesson and alignment to standards:
How it builds on previous work:
Areas where students may need additional support:
Assessment guidance:
Down the road:
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In Advance
- Prepare technology necessary for students to view "Jackie Robinson: Royals to Obamas" during Work Time A.
- Post: Learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Continue to use the technology tools recommended throughout Modules 1-2 to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
- Work Time A: Prepare technology necessary for students to view "Jackie Robinson: Royals to Obamas" (one device per student).
- Burns, Ken. "Jackie Robinson: Royals to Obamas." Jackie Robinson, 2016. YouTube. Web. Accessed on 10 Oct. 2016.
- Consider that YouTube, social media video sites, and other website links may incorporate inappropriate content via comment banks and ads. Although some lessons include these links as the most efficient means to view content in preparation for the lesson, teachers should preview them and/or use a filter service, such as SafeShare.tv, to view the links in the classroom.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 5.I.B.5, 5.I.B.6, 5.I.B.7, and 5.I.B.8
Important points in the lesson itself
- The basic design of this lesson supports ELLs by continuing the listening, note-taking, and summarizing routines from the previous lessons and unit, and providing time to explicitly discuss the point of view of Ken Burns.
- ELLs may find it challenging to write a summary of Ken Burns's documentary clip. Support students by allowing them to discuss and rehearse their summaries with a partner before writing (see "Levels of support" and Meeting Students' Needs).
Levels of support
For lighter support:
- Challenge students to suggest additional linking words and phrases to use when writing their summaries, then add their suggestions to the linking words and phrases bank on the "Summarizing the Section" started in Unit 1 (see Unit 1, Lesson 3, For heavier support.)
For heavier support:
- Consider providing students with the summary outline from Lesson 3 (see For heavier support) to organize their summary and make connections between the information on the note-catchers and information they need to include in their summaries.
Universal Design for Learning
- Multiple Means of Representation (MMR): Continue to support comprehension by activating prior knowledge and scaffold connections for students. Continue to provide visual display of questions and student responses on a chart or board during discussions.
- Multiple Means of Action and Expression (MMAE): Continue to support a range of fine motor abilities and writing needs by offering students options for writing utensils. Also, consider supporting students' expressive skills by offering partial dictation of student responses.
- Multiple Means of Engagement (MME): Similar to Lesson 3, students have opportunities to share ideas and thinking with classmates in this lesson. Continue to support students' engagement and self-regulatory skills during these activities by modeling and providing sentence frames as necessary.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- documentary, filmmaker (L)
Materials
- Working to Become Effective Learners anchor chart (begun in Module 1)
- Listening Closely: "Jackie Robinson: Royals to Obamas" note-catcher (one per student and one to display)
- Device (at least one per pair)
- "Jackie Robinson: Royals to Obamas" (video; play in entirety; see Technology and Multimedia)
- Academic Word Wall (begun in Module 1)
- Domain-Specific Word Wall (begun in Unit 1, Lesson 1)
- Listening Closely: "Jackie Robinson: Royals to Obamas" note-catcher (example, for teacher reference)
- Summary: "Jackie Robinson: Royals to Obamas" (example, for teacher reference)
- Paper (lined; one piece per student)
- Criteria for an Effective Summary anchor chart (begun in Module 1)
- Describing Point of View handout (from Lesson 1; one per student and one to display)
- Describing Point of View handout (example, for teacher reference)
Assessment
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
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A. Reviewing Learning Targets (5 minutes)
"I can identify and summarize the points the speaker makes in 'Jackie Robinson: Royals to Obamas', and explain how each claim is supported by reasons and evidence." "I can describe the director's point of view on the most important factor in Jackie Robinson's success in leading social change."
"What is one way they worked toward these targets in Lessons 1, 2, or 3?" (Responses will vary.)
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Work Time
Work Time | Meeting Students' Needs |
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A. Listening Closely: "Jackie Robinson: Royals to Obamas" (25 minutes)
"How is a filmmaker similar to or different from an author?" (Responses will vary.)
"What point does Ken Burns make? What evidence supports your thinking?"
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B. Summarizing a Video: "Jackie Robinson: Royals to Obamas" (15 minutes)
"What are the main points of the video?" "What key details support the main points?"
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Describing Point of View: "Jackie Robinson: Royals to Obamas" (15 minutes)
"Which factors did Ken Burns think were important in Jackie's success? What evidence supports your thinking?"
"Who can explain why your classmate came up with that response? I'll give you time to think and write." (Responses will vary.)
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Homework
Homework | Meeting Students' Needs |
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