Detailed Lesson Preparation Guide

Elementary Education
Name: Mary Catherine Dobner

Title: Jackie and Jesse Culturally Relevant Discussion

Grade: 3

Concept/Topic: ELA

Time Needed: 30 minutes

Backward Design Approach: Where are you going with your

students?
Identify Desired Results/Learning Outcome/Essential Question:
Students will be able to make connections between both texts and how the two
people connected in history.
Students will be able to gain new understanding from their peers.
How are Jackie Robinson and Jesse Owens similar or different? What connections
can you make between the two texts and the people?

Ensuring Lesson supports district and state goals

NCSCOS Standards:

CCSS.ELA-LITERACY.L.3.6
Acquire and use accurately grade-appropriate conversational, general academic, and
domain-specific words and phrases, including those that signal spatial and temporal
relationships (e.g., After dinner that night we went looking for them)

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.RI.3.9
Compare and contrast the most important points and key details presented in two texts
on the same topic.

Assessment Plan:

I will collect and evaluate their written paragraphs for understanding of essential
questions.

Meeting the student where they are:

Prior Knowledge/Connections:
Students have already discussed many different Civil Rights issues. They
understand that people of color were treated extremely unfairly because of the
color of their skin, and they can explain that to you when asked. Students also are
able to analyze a text (or two) and make connections between them. This lesson
will connect with both of those already reached learning objectives. I will refer back
to the book on Ruby Bridges and discuss how unfairly everyone treated her because
she was black. We will discuss how our historical figures all overcame opposition
and succeeded despite people telling them otherwise.

Lesson Introduction/Hook:

Introduce lesson by introducing the people. Many students will have heard of Jackie
Robinson and Jesse Owens before because they are famous athletes, but some may
not have. Show the students pictures of the two men and tell them they were
athletes and the correct time periods (1940s and 1960s). Ask students why they
think these men might be important to learn about. Discuss civil rights aspect and
relate it to Ruby Bridges and Martin Luther King Jr who we have already learned
about.

Heart of the Lesson/Learning Plans

Differentiation/Same-ation:

Every student is included via discussion. Each child has the chance to share their
ideas and connections one on one with another student verbally. Even if a child has
difficulty writing, they are able to share their ideas with their partner out loud and
learn new ideas from their partner. The students have practiced text connections
before and are all capable of reading this level text. All students will be engaged
because each will be partnered up during discussion or working on their own to
create a detailed paragraph. Each student will need to discuss with 3 other
students and be able to pull from their ideas and their peers to write a detailed
well-formed paragraph.

Lesson Development:

1. Introduce lesson. Show students pictures of Jackie Robinson and Jesse Owens
and inform students of why they are famous. Ask students why we are
talking about these men in particular. Introduce discussion about civil rights
and inequality.
2. Six students will read two articles on their own and write a sentence about
the connection between the two historical figures. (Jackie Robinson and Jesse
Owens are connected because)
3. Have small discussion about some ideas they had about their connections.
4. Assign three students as our outside circle members and three students as
the inside circle members. This is to differentiate between partner groups.
5. Have the inside group sit in a triangle shape facing outward toward the room.
Each child in the outside group sits in front of one student from the inside
group, making the two partners.
6. The outside person shares their sentence.
7. The inside person restates what the outside person said and asks questions.
8. The inside person then shares their sentence.
9. The outside person restates the sentence and asks questions.
 10.Both partners write down new facts or connections they learned.
11.The outside group rotates clockwise while the inside group stays seated.
12.Repeat the process until every inside person has met with every outside
person
13.Students then write a detailed paragraph using their original sentence and
what they learned from their partner discussions.
14.Collect Paragraphs from students.

Specific Questioning:

Why are Jackie Robinson and Jesse Owens important in history?

What connections did you make between the two texts?
Why were they treated so unfairly?
What did you learn from your discussions with your partner?
Why is that an important detail?
Why did you like that detail that you got from your partner?

New Vocabulary:

Prominent: important, famous

Integrate: to make a thing whole
Hostile: unfriendly, opposing

Concluding the Lesson/Closure/Debriefing:

We will discuss the new ideas we gained from talking with our partners. Ask
students why they think we talked to other people about our ideas. Talk about our
final connection paragraphs between Jackie Robinson and Jesse Owens. Ask
students for any more ideas or thoughts about civil rights and segregation. Ask how
that relates to their own lives and make connections about inequalities they have
seen or faced.

Materials/Resources:

Paper and access to a printer

.
Teaching Behavior Focus:

Allowing students to control discussion and acting as facilitator rather than dictator.

Follow-Up Activities/Parent Involvement

Ask students to find another prominent civil rights activist and write a couple
sentence connecting them to what we have learned in class so far.