Reconstruction - Infused Lesson ( Literacy and Music)

**ELA and Social Studies**

Unit of Study: __Reconstruction_       Lesson Topic: Theme
 
INSTRUCTIONAL OBJECTIVES:
Social Studies Standard
5-1.4 Compare the political, economic, and social effects of Reconstruction on different populations in the South and in other regions of the United States.
ELA Standard
Standard 6: Summarize key details and ideas to support analysis of thematic development.
 
SET INDUCTION/ INTRODUCTION: (How will you introduce today’s lesson?  Focus, prepare, stimulate learners?)
Time: _10 minutes____
Introduction:
I will call students to the rug to have a minilesson on theme. I will instruct them to bring their reading notebooks to the carpet with them.
I will show them the Brain Pop on theme and have them turn and talk with a partner about what they learned from the video. Together, we will list on the board different topics for themes a story may have (friendship, trust, loyalty, bravery, etc.)
Then,
I will have students write in their reading notebooks about what theme is:

• Stated in a sentence
• Found in all literary elements of a story: characters, setting, plot, and conflict.
• Arguable.
• Implied; not directly stated.
• Example:  Hard work results in success.

INSTRUCTION: (Procedure)
            Time: __45 minutes

1. I will have students close their notebooks and focus their eyes back on me.
2. Showing them the cover of the book, Freedom’s School, I will ask what they notice about the cover.
   1. African-American young girl, smaller boy (brother), house, trees, bucket
3. I will ask them to pay close attention to what happens in the story as they think of a theme the plot portrays.
4. Read the story aloud.
5. Have students return to their seats when the story is finished.
6. Without first sharing aloud, students will write in their reading notebooks a theme they thought the story contained.
   1. The theme must be stated in a sentence.
   2. I will share sentences aloud like:
      1. People can change for the better.
      2. There is joy in doing good for others.
      3. Friends should always be there when we need them.
      4. Being strong is hard when you’re alone.
7. Once everyone has a decided theme, I will instruct them to choose three things that happened in the story that helped them decide on that theme.
   1. What happened in the story that helped create the theme?
   2. Who helped us gather that message?
   3. Why is that important in everyone’s lives?
8. Once students have at least three pieces of evidence to support the theme they chose, I will have them turn and talk with their group about what they wrote down.
   1. Each student must share the theme they gathered and give at least one reason for why they chose it.
9. Next, I will call on different students who want to share their theme while writing their answers on the board.
10. Lastly, I will have students get in groups with people that chose the same theme as they did.
    1. Together, they will discuss the evidence they gathered and how it helps defend the theme.
    2. After collaborating, they will make a poster that lists the theme in sentence form with 5 pieces of evidence that can be shared with the rest of the class.

 
CHECKING FOR UNDERSTANDING: (Supervised and independent practice)
As students are creating their themes, I will walk around the room to ensure their themes are universal (can apply to anyone) and in sentence form. As they share their evidence with their table groups, I will listen closely to ensure no one is sharing opinion-based evidence, and that all evidence was pulled directly from the text. Checking for whole class understanding will take place while the students share aloud with the class and I write their decided themes on the board. I will make sure they are able to be argued/defended, and once again, in sentence form. When students gather in groups with people who chose the same (or similar) theme as they did, I will walk around the room and listen as students discuss the evidence and how they decide what evidence supports the theme the most effectively (one point of evidence from each student in the group). I will make sure they are deciding on the strongest evidence, so they can present it to the class and argue their point to the best of their ability.
CLOSURE/SUMMARY REVIEW: (How will you wrap-up today’s lesson? Reinforce, integrate learning, transition to next lesson?)
            Time: __15 minutes__

1. Each group will present their theme to the class and share the evidence they gathered.
2. Together, we will discuss that we have shown that a story can have many different themes and each person who reads a story brings different background knowledge, experiences, and beliefs to the table.
3. Lastly, I will have them discuss with one another if the themes we have discussed in class can be applied to other people during Reconstruction, or other members of the African-American community.

EVALUATION: (How did you measure pupil progress? Check to see if today’s objectives were met?)
Students will turn in the poster they created with their group, with a slip of paper with the piece of evidence they contributed to the group. I will also have a clipboard as I walk around the room while students are creating their them where I will check by their names if:

• Created a theme stated in sentence form.
• Able to provide at least 3 pieces of evidence to support their theme.

I will ask the class at the end of discussion to hold up “fist to five” on how confident they feel about understanding theme and providing evidence from the text. (Fist being not confident, and five being very confident)
I will then ask the class to do the same for understanding the way African-Americans may have felt after Reconstruction as they began adjusting to the new lives they had ahead of them, like Lizzie and Paul in the story.
 
EQUIPMENT/MATERIALS/MEDIA: (How used and appropriateness.)
Freedom’s School – read aloud
Whiteboard and markers – to write down themes shared aloud
Poster board and crayons – to display group themes
Reading notebook – to write down key points for themes
SAFETY CONSIDERATIONS:
When students are moving to and from the carpet, I will remind them to walk in an orderly manner and sit far enough from each other where they cannot touch. When moving to participate in group work, students should not run. Chairs should be pushed in. Crayons will be used to avoid sharpness of colored pencils.
ASSIGNMENT:
The assignment is to listen to the read aloud and decide on theme with evidence to support the them the child chose. Then, they must participate in the group activity where they will collaborate with one another and create a display that highlights the decided theme with at least five supporting pieces of evidence.
Provisions for Mainstreamed Students

• For a student with a physical disability that requires them to be in a wheelchair or something similar, they will still be able to move around the classroom as students are moving to groups. Teacher will assign them a partner to help them move around as need be so they are able to participate fully. Chairs being pushed in should enable them to move around the room with ease.
• For a student with a learning disability such as ADD/ADHD, moving around the room and talking with their peers should help them for they will be able to be active for they do not have to sit still.
• For a student who is a struggling writer, they will receive assistance during independent practice from teacher and/or peer if appropriate and can lean and depend on group members for assistance during group work. 

 
 
 **Music and Social Studies**
 
Unit of Study: __Reconstruction_       Lesson Topic: Overall Knowledge of Reconstruction
INSTRUCTIONAL OBJECTIVES:

Social Studies Standard
5-1.1 Summarize the aims and course of Reconstruction, including the effects of Abraham Lincoln’s assassination, Southern resistance to the rights of freedmen, and the agenda of the Radical Republicans
Music Standard
Standard 2: The student will improvise, compose, and arrange music within specified guidelines.
SET INDUCTION/ INTRODUCTION: (How will you introduce today’s lesson?  Focus, prepare, stimulate learners?)
Time: _1-2 days____
Introduction:
I will call students to the rug to have a discussion about what they have learned about Reconstruction.
I will say:
Can someone tell me one interesting fact we have learned about Reconstruction thus far in the unit?
Why did we need Reconstruction?
How do you think the South felt about the plan? The North?
We will then watch the Flocabulary about Reconstruction to get a crash-course review. I will tell students to pay attention to the words they used and how they were able to create a rap.
INSTRUCTION: (Procedure)
            Time: __45 minutes
1. Students will be randomly chosen for groups of 3-4 each.
2. I will give them their instructions aloud, and write them on the board as follows:
            a. With your group, create a song or rap about Reconstruction. It may be about one of the topics we have discussed (slavery, Lincoln, etc.), or up to three different topics. Along with the rap or song, use PowerPoint to create a music video to along with your composition.
            b. Pick a melody to go with your rap from another song that you already know. For example, the music to the song God’s Plan by Drake, or Can’t Stop the Feeling by Justin Timberlake.
            c. Requirements for song:
                        - at least 2 minutes in length
                        - 15 facts at minimum
                        - music video can contain pictures and/or movements that depict the topic chosen.
            d. Each person in the group must have a part in the performance of the song.
            e. The music video will be played while you and your group performs for the class.
            f. See rubric for details for grading.
4. Chromebooks and/or iPads will be passed out, so students can research, pick songs, and create PowerPoint.
3. Students will work together to complete the final project.
           
CHECKING FOR UNDERSTANDING: (Supervised and independent practice)
Students should be able to discuss what they have learned about Reconstruction thus far. (The cause, the plans, the impacts on other people, etc.) While they are watching the Flocabulary, I will make sure everyone is paying attention and everyone is participating in the class discussion. As students are working on their songs or raps, I will walk around the room making sure the information they have learned isn’t being skewed to make it fit into their songs. I will check that factual information is still intact and they are able to grasp the concept they are writing about. When the songs and music videos are being shared aloud, I will ensure everyone is listening and we will discuss information about each song once it is completed.
CLOSURE/SUMMARY REVIEW: (How will you wrap-up today’s lesson? Reinforce, integrate learning, transition to next lesson?)
            Time: __15 minutes__
One group at a time, students will perform their songs with their music videos. The class will watch each other perform and a discussion will take place after. We will talk about the material shared in each performance, and the new things we learned from each other. Any questions or concerns will be discussed at this time.
EVALUATION: (How did you measure pupil progress? Check to see if today’s objectives were met?)
Students will be graded on the following rubric:
 

Multimedia Project: Reconstruction Composition

Teacher Name: Raney Stogner 

Student Name:     ________________________________________

CATEGORY
4
3
2
1

Requirements
All requirements are met and exceeded.
All requirements are met.
One requirement was not completely met.
More than one requirement was not completely met.

Originality
Product shows a large amount of original thought. Ideas are creative and inventive.
Product shows some original thought. Work shows new ideas and insights.
Uses other people\'s ideas (giving them credit), but there is little evidence of original thinking.
Uses other people\'s ideas, but does not give them credit.

Oral Presentation
Interesting, well-rehearsed with smooth delivery that holds audience attention.
Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.
Delivery not smooth, but able to hold audience attention most of the time.
Delivery not smooth and audience attention lost.

Music Video
Music video with smooth delivery that holds audience attention.
Music video with fairly smooth delivery that holds audience attention most of the time.
Music video not smooth, but able to maintain interest of the audience most of the time.
Music video not smooth and audience attention often lost.

Content
Covers topic in-depth with details and examples. Subject knowledge is excellent.
Includes essential knowledge about the topic. Subject knowledge appears to be good.
Includes essential information about the topic but there are 1-2 factual errors.
Content is minimal OR there are several factual errors.

Workload
The workload is divided and shared equally by all team members.
The workload is divided and shared fairly by all team members, though workloads may vary from person to person.
The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.
The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.

 
EQUIPMENT/MATERIALS/MEDIA: (How used and appropriateness.)
Smartboard – Flocabulary and performances
Chromebooks/iPads – songs and PowerPoints
Social Studies books- extra information
SAFETY CONSIDERATIONS:
When students are moving to and from the carpet, I will remind them to walk in an orderly manner and sit far enough from each other where they cannot touch. When moving to participate in group work, students should not run. Chairs should be pushed in. Crayons will be used to avoid sharpness of colored pencils.
ASSIGNMENT:
The assignment is to create a music video and song/rap to go along with it where facts about different topics during Reconstruction are reiterated in a way that is easy to understand and comprehend.
Provisions for Mainstreamed Students

• For a student with a physical disability that requires them to be in a wheelchair or something similar, they will still be able to move around the classroom as students are moving to groups. Teacher will assign them a partner to help them move around as need be, so they are able to participate fully. Chairs being pushed in should enable them to move around the room with ease.
• For a student with a learning disability such as ADD/ADHD, they will be periodically checked on to make sure they are still focused and on task. They will be assigned to a group that will be beneficial to their learning.