Teacher’s Manual | Volume 2€¦ · Amelia Earhart. Remind the students that earlier in the year they heard The Bat Boy & His Violin and Teammates, two stories that are set in the

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CCC Collaborative Literacy

4GRADE

Teacher’s Manual | Volume 2

Making Meaning® Sample Lesson, Grade 4 © Center for the Collaborative Classroom collaborativeclassroom.org

584 Making Meaning® Teacher’s Manual, Grade 4

Week 4

A Picture Book of Rosa Parksby David A. Adler, illustrated by Robert CasillaRosa Parks’s refusal to give up her seat on a public bus sparks a protest that changes history.

Excerpt“Excerpt from Rosa Parks: My Story”by Rosa Parks with Jim Haskins(see pages 605–606)In this excerpt from her autobiography, Rosa Parks writes about the historic December evening in 1943 when she refused to give up her seat on a bus.

OV E RV I E W

Online ResourcesVisit the CCC Learning Hub (ccclearninghub.org) to find your online resources for this week.

Whiteboard Activities • WA9, WA11–WA13

Assessment Forms • “Class Assessment Record” sheet (CA4)

• “IDR Conference Notes” record sheet (CN1)

Professional Development Media • “Finding, Organizing, and Presenting Online Information” tutorial (AV43)


Determining Important Ideas and Summarizing • Unit 8 OWeek 4 585

Comprehension Focus • Students think about important ideas and supporting details in nonfiction texts.

• Students use important ideas to summarize an excerpt from a narrative nonfiction story.

• Students use schema to articulate all they think they know about a topic before they read.

• Students read independently.

Social Development Focus • Students develop the skill of giving reasons for their opinions.

• Students discuss their opinions respectfully.

DO AHEAD ✓ Prior to Day 2, prepare a sheet of chart paper with the title “Directions for Taking Notes.” Write directions on the chart paper as shown in the diagram in Step 4.

✓ Prior to Day 3, prepare a sheet of chart paper with the title “Summary of ‘Excerpt from A Picture Book of Rosa Parks’ ” (see Step 2).

✓ Prior to Day 3, make a copy of the “Class Assessment Record” sheet (CA4); see page 122 of the Assessment Resource Book.

Vocabulary NoteIf you are teaching the vocabulary lessons, teach the Week 27 lessons this week.



In this lesson, the students: •Hear and discuss a narrative nonfiction story

•Brainstorm what they think they know about the topic of the story

• Identify important ideas in the story

•Read independently for up to 30 minutes

•Give reasons for their opinions

•Discuss their opinions respectfully

1 Review and Get Ready to Work TogetherHave the students gather with partners sitting together, facing you. Explain that this week the students will continue to learn about using important ideas to summarize a text. Remind them that summarizing is an important strategy because it helps readers understand a text and communicate what it is about.

Remind the students that they have been focusing on giving reasons for their opinions and on discussing their opinions respectfully. Explain that you would like them to continue practicing these skills in the coming week.

2 Introduce A Picture Book of Rosa ParksShow the cover of A Picture Book of Rosa Parks and read the title and the names of the author and the illustrator aloud. Point out that this book is a biography written by David A. Adler, who also wrote A Picture Book of Amelia Earhart.

Remind the students that earlier in the year they heard The Bat Boy & His Violin and Teammates, two stories that are set in the United States during the first half of the 20th century. They learned about segregation and laws in the South that discriminated against black people. Some of these laws required black people to ride at the back of public buses and to give up their seats for white passengers. Explain that Rosa Parks believed that the segregation laws were unfair and that she, along with other civil rights activists, worked to change them. Ask and briefly discuss:

Q What do you think you know about Rosa Parks?

Have a few volunteers share their thinking. Ask the students to keep these things in mind as they listen to the book. Tell them that you will stop several times during the reading to have partners talk about the important ideas in the book.

Materials •A Picture Book of Rosa Parks

•Small self-stick notes for each student

E ELL NotePreview the book with your English Language Learners prior to today’s read-aloud. Help your students understand the background knowledge needed to make sense of the story.

Read-aloudDay 1


Determining Important Ideas and Summarizing • Unit 8 OWeek 4 ODay 1 587

3 Read AloudRead the book aloud, showing the illustrations and stopping as described below. Clarify vocabulary as you read.

Suggested Vocabularydiscrimination: unfair treatment (p. 8)tailor’s assistant: helper for someone who makes or fits clothes (p. 18)appealed to a higher court: asked for another opinion from a more powerful court (p. 20)bus boycott: refusal to ride buses (p. 21)humiliated: made to feel ashamed (p. 21)kicked about by the brutal feet of oppression: treated poorly (p. 21)demonstrations: groups of people saying in public how they feel about political issues (p. 25)nationality: country from which a person comes or to which a person belongs (p. 28)

ELL VocabularyEnglish Language Learners may benefit from hearing additional vocabulary defined, including:tortured: hurt badly (p. 10)barber: person who cuts hair (p. 14)struggle: fight (p. 14)fare: money; cost to ride the bus (p. 16)arrested: taken away by police officers (p. 18)court: place where a judge or jury decides whether someone has broken the law (p. 20)found guilty: determined to have broken the law (p. 20)minister: religious leader (p. 21)retired: stopped working (p. 27)

Stop after: p. 10 “ Rosa’s grandfather, Sylvester Edwards, carried a shotgun to protect his

family from the Klan.”

Use “Think, Pair, Share” to discuss:

Q What is most important to understand or remember about the part you just heard? [pause] Turn to your partner.

Have a few volunteers share their thinking. Reread the last sentence before the stop and continue reading to the next stop. Follow the same procedure at the remaining stops.

p. 20 “ Many walked, some as far as twelve miles.”

p. 30 “ . . . with the respect all people deserve.”

Teacher NoteIf necessary, explain that during the bus boycott African Americans refused to ride buses and the city’s bus system lost a lot of money.



4 Discuss the Story as a ClassFacilitate a discussion of the story using the questions that follow. Remind the students to use the prompt “The reason I think this is . . .” to give reasons for their opinions and to use the other discussion prompts they have learned to build on one another’s thinking.

Q What are some of the important ideas you heard in this book? Why do those ideas seem important?

Students might say:

“ Rosa Parks did not give up her seat on the bus to a white man. They arrested her and she went to jail. The reason I think that is important is that’s what started everything.”

“ The black leaders organized a bus boycott. The reason I think that’s important is that is what helped get the laws changed.”

“ In addition to what [Natasha] said, I think Rosa was brave. The reason I think this is that she wasn’t afraid to get arrested.”

Explain that tomorrow the students will think about important ideas in an excerpt from this book.

INDIVIDUALIZED DAILY READING5 Discuss Important Ideas and Supporting Details

Remind the students that they have been thinking about both important ideas and supporting details in texts. Explain that you would like each student to use self-stick notes to mark one important idea and one supporting detail in his book as he reads today. Tell the students that later they will share the important ideas and supporting details they marked with partners.

Distribute self-stick notes to each student. Have the students get their books and read silently for up to 30 minutes.

IDR CONFERENCE NOTE

Continue to confer individually with the students about the books they are reading during IDR.

As you confer with each student, refer to the “Resource Sheet for IDR Conferences” (Assessment Resource Book page 124) to help guide your questioning during the conference. Document your observations for each student on an “IDR Conference Notes” record sheet (CN1); see page 127 of the Assessment Resource Book.

Signal to let the students know when it is time to stop reading. Have each student share the important idea and supporting detail he marked with a partner. Have each partner begin by telling the title of the book

Facilitation TipContinue to focus on responding neutrally with interest during class discussions by demonstrating genuine interest in and curiosity about what the students say and by refraining from overtly praising or criticizing the students’ responses.



he read, the author’s name, and what the book is about. Remind the students to use the prompt “The reason I think this is . . .” to support their thinking.

After partners have had a chance to talk, have a few volunteers share the important ideas and supporting details they marked and the reasons for their thinking with the class. Support the students by asking questions such as:

Q Why do you think the idea you marked is important?

Q How does this passage you marked as a supporting detail support, or give more information about, an important idea in your reading?

TECHNOLOGY EXTENSIONRead and Watch Interviews with Rosa ParksTell the students that today they will read an interview with Rosa Parks about the Montgomery bus boycott and then they will watch a video interview with her. Ask:

Q If you could interview Rosa Parks, what might you ask her?

Have a few students share their thinking with the class. As they respond, you might record their questions where everyone can see them. Invite the students to notice whether their questions are discussed in the interviews they will read and watch today. Display the web page of the interview you selected. Point out a few features of the interview (for example, the way the questions and answers appear and any photographs and captions). Have the students read the interview (or read it aloud to the students). Ask:

Q What is something new you learned about Rosa Parks from reading this interview?

Q What is something new you learned about the Montgomery bus boycott?

Q Did reading this interview help you better understand what happened? Why do you say that?

Have the students watch the video interview with Rosa Parks that you selected. Ask:

Q What is something you learned about Rosa Parks from watching the video interview?

Q What is something you learned about the Montgomery bus boycott?

Q Did watching this interview help you better understand what happened? Why do you say that?

Q Which did you enjoy more, reading the written interview or watching the video interview? Why?

Technology TipPrior to doing this activity, find an age-appropriate written interview and a video interview to share with the students. Search online using the keywords “Rosa Parks interview bus boycott” and “video interview with Rosa Parks bus boycott.” For more information, view the “Finding, Organizing, and Presenting Online Information” tutorial (AV43).



In this lesson, the students: • Identify important ideas in an excerpt from a narrative nonfiction story

•Take notes about important ideas




1 Review Identifying Important Ideas and SummarizingHave the students bring their Student Response Books and pencils and gather with partners sitting together, facing you. Review that determining important ideas and supporting details helps readers better understand what they read by helping them identify what is essential to know or remember from a text. Remind them that summaries are made up of important information from a text and that summarizing helps readers understand a text and communicate what it is about.

Explain that this week the students will use important ideas in an excerpt from A Picture Book of Rosa Parks to practice writing a summary of the excerpt together. This week’s activities will prepare them to write summaries of their own books for their classmates.

2 Model Taking Notes and Underlining Important Ideas in Section 1 of the ExcerptDisplay the “Excerpt from A Picture Book of Rosa Parks” chart ( WA11). Direct the students’ attention to Section 1 and explain that this is the part of the story where Rosa Parks takes a stand against discrimination.

Ask the students to follow along as you read Section 1 aloud. After the reading, think aloud about what the section is about. Then model writing a brief note in the margin next to Section 1 and underlining a sentence that seems important.

You might say:

“ I think that an important idea in this paragraph is that Rosa got on the bus and sat in the middle section. I’ll write: She got on the bus and sat in the middle section. I will underline the sentence ‘She got on the Cleveland Avenue bus and took a seat in the middle section.’ ”

Materials •“Excerpt from A Picture Book of Rosa Parks” chart (WA11)

•Student Response Book pages 89–91

•“Directions for Taking Notes” chart, prepared ahead

Teacher NoteToday’s lesson may take longer than usual to complete. You might consider stopping after Step 5 and then completing the remainder of the lesson at another time.

Guided Strategy PracticeDay 2



3 Practice Taking Notes and Underlining Important Ideas in Section 2 of the ExcerptHave the students turn to Student Response Book pages 89–91, “Excerpt from A Picture Book of Rosa Parks.” Direct the students to Section 1 and have each student write the note you modeled in the margin of her own page and underline the sentence you underlined.

Ask the students to read Section 2 in pairs and together discuss what is most important in that section. After several minutes, signal for the students’ attention. Ask:

Q What is this section about? What is most important in this section?

Q Which sentences give you the most important information?

Students might say:

“ In this section, I think it is most important that Rosa Parks did not move from her seat because she thought the law was unfair.”

“ I think the sentence ‘James Blake called the police, and Rosa Parks was arrested’ is an important sentence. The reason I think this is that it is an important event.”

As the students respond, jot notes in the margin of the chart and underline sentences. If the students have difficulty identifying the most important ideas in the section, model again by thinking aloud, writing a note in the margin, and underlining an important sentence, such as one of those mentioned in the “Students might say” note.

Have the students copy your notes and underlining into their own Student Response Books.

4 Have Partners Take Notes and Underline Important Ideas in Sections 3 and 4 of the ExcerptDirect the students’ attention to the chart you prepared ahead and explain the directions on it.

Directions for Taking Notes1. Read Section 3 with your partner.

2. Discuss what it is about.

3. Write notes in the margin that tell what this section is about.

4. Underline the sentences that seem most important.

5. Repeat Steps 1–4 for Section 4.

Teacher NoteThe copied notes give the students a record of your modeled thinking as they take notes and underline important ideas in the rest of the excerpt.



Circulate as pairs work, and notice whether they are able to identify and take notes about important ideas in each section. If they are having difficulty, support them by asking questions such as:

Q What happens in this section? Tell me in your own words.

If you notice many students struggling with identifying or taking notes about the important ideas, bring the class together and go through these sections of the excerpt in the more directed way you did for the first two sections.

5 Discuss Important Ideas in Sections 3 and 4 as a ClassFacilitate a discussion about Section 3 using the questions that follow. As the students report their thinking, jot notes and underline sentences on the “Excerpt from A Picture Book of Rosa Parks” chart. Remind the students to give reasons for their opinions. Ask:

Q What do you and your partner think is important to know and remember in this section? What sentences did you underline that talked about that directly? What notes did you write?

Q Why do you think that idea is important?

Q Do you agree or disagree with [Art and Rita]? Why?

Repeat this procedure to discuss Section 4.

6 Take Notes and Underline Important Ideas in Sections 5 and 6 of the ExcerptExplain that you would like the students to independently read Sections 5 and 6 and think about the important ideas in these sections. Then they will each write notes in the margin that tell what each section is about and underline the sentences that seem most important.

As the students work individually, circulate and ask them the following questions to help them think about the important ideas in the passage:

Q What do you think is important to know and remember in this section? What sentences did you underline that talked about that directly? What notes did you write?


When most students have finished, ask a few volunteers to share the notes they wrote and the sentences they underlined. As the students report their thinking, jot notes and underline sentences on the chart. Facilitate a discussion among the students using questions such as:


Q Do you agree or disagree with [Shane]? Why?

Teacher NoteKeep in mind that identifying and taking notes about important ideas can be challenging. It can be difficult for students to distinguish important ideas from supporting details, especially in very concise texts. The students will benefit from repeated experiences hearing and thinking about important ideas and supporting details.

Teacher NoteYou will analyze the work the students do in their Student Response Books in this step for this unit’s Individual Comprehension Assessment.



7 Reflect on Discussing Opinions RespectfullyFacilitate a brief discussion about how the students interacted. Ask:

Q Did people disagree with you today? If so, did they disagree in a way that felt comfortable for you? Why or why not?

Q What might we want to do differently tomorrow so we know we are discussing our opinions respectfully?

Explain that tomorrow the students will use their notes and underlined passages to write a summary of the excerpt together.

INDIVIDUALIZED DAILY READING8 Practice Orally Summarizing Reading

Ask the students to think about the important ideas in their books as they read independently today. Tell them that at the end of IDR, you will ask some of them to use the important ideas they have thought about to summarize what they read today. Have the students get their books and read silently for up to 30 minutes. After they have settled into their reading, confer with individual students.

IDR CONFERENCE NOTE



Signal to let the students know when it is time to stop reading. Use “Think, Pair, Share” to discuss:

Q If you were to tell someone in a few sentences what your book is about, what would you say? [pause] Turn to your partner.

Have a few volunteers share their summaries with the class. Remind each student to begin by telling the title of the book she read and the author’s name.

Have the students return to their desks and put away their books.

Teacher NoteSave the “Excerpt from A Picture Book of Rosa Parks” chart (WA11) to use on Day 3.



In this lesson, the students: •Build a summary as a class


•Write in their reading journals



1 Review Identifying Important Ideas and SummarizingHave the students get their Student Response Books and pencils and sit at desks with partners sitting together. Distribute a sheet of lined writing paper to each student. Explain that today the students will use their notes and the important ideas they underlined in the excerpt from A Picture Book of Rosa Parks to write a summary of the excerpt.

Have the students open to Student Response Book pages 89–91, “Excerpt from A Picture Book of Rosa Parks,” and review their notes and underlining.

2 Model Writing the First Few Sentences of the SummaryDirect the students’ attention to the “Summary of ‘Excerpt from A Picture Book of Rosa Parks’ ” chart. Explain that you will help the class start the summary, and then partners will work together to continue writing it.

Review that a summary should give readers a good idea of what a text is about. Display the “Summary of In My Own Backyard” chart ( WA9) and remind the students that a summary begins by telling the title of the book, the author’s name, and a general statement about the topic of the text. The summary then continues by describing important ideas from the text. Ask:

Q In one or two sentences, how might you say what the excerpt from A Picture Book of Rosa Parks is about?

Have a few volunteers share their thinking with the class. Then ask the students to listen and watch as you think aloud and write an opening sentence on the chart.

Materials •Student Response Book pages 89–91

•Lined writing paper for each student

•“Summary of ‘Excerpt from A Picture Book of Rosa Parks’ ” chart, prepared ahead, and a marker

•“Summary of In My Own Backyard” chart (WA9) from Week 3

•“Excerpt from A Picture Book of Rosa Parks” chart (WA11) from Day 2

•“Class Assessment Record” sheet (CA4)

•Student Response Book, Reading Journal section

•“Journal Entry” chart (WA12)

Teacher NoteToday’s lesson may take longer than usual to complete. You might consider stopping after Step 3 and then completing the remainder of the lesson at another time.

Guided Strategy PracticeDay 3



You might say:

“ The excerpt from A Picture Book of Rosa Parks, by David A. Adler, describes how Rosa Parks challenged segregation laws by refusing to give up her seat on a bus. I’ll write: This excerpt from A Picture Book of Rosa Parks, by David A. Adler, describes something important Rosa Parks did to challenge segregation laws in the South.”

Summary of “Excerpt from A Picture Book of Rosa Parks”

This excerpt from A Picture Book of Rosa Parks, by David A. Adler, describes something important Rosa Parks did to challenge segregation laws in the South.

Display the “Excerpt from A Picture Book of Rosa Parks” chart ( WA11) from Day 2 and show the first two sections. Read the notes you wrote and the sentences you underlined. Think aloud about how you might summarize these sections; then add a few sentences to the “Summary of ‘Excerpt from A Picture Book of Rosa Parks’ ” chart.

You might say:

“ In these two sections, I underlined a few important ideas. I underlined ‘She got on the Cleveland Avenue bus and took a seat in the middle section,’ ‘Three of them did, but not Rosa Parks,’ and ‘James Blake called the police, and Rosa Parks was arrested.’ I also wrote a few notes in the margin. I wrote ‘Rosa sat in the middle section of the bus,’ ‘Rosa refused to give up her seat to a white passenger,’ and ‘She got arrested.’ I’ll write: Rosa sat in the middle section of a bus. She refused to give up her seat to a white passenger.”

Ask the students to copy the charted sentences onto their own papers.

3 Practice Adding to the Summary TogetherDirect the students to Section 3 of the excerpt on Student Response Book page 90. Have them reread their notes and the sentences they underlined. Use “Think, Pair, Share” to discuss:

Q How might you summarize Section 3? [pause] Turn to your partner.



After a few moments, signal for the students’ attention. Ask one or two volunteers for sentences that summarize this section.

As the students respond, add sentences to the “Summary of ‘Excerpt from A Picture Book of Rosa Parks’ ” chart. If the students have difficulty generating sentences that summarize Section 3, model again by thinking aloud and adding your own sentences.

Again, have the students copy the sentences from your summary onto their own papers, and tell them that they will write the rest of the summary in pairs.

4 Have Partners Write the Rest of the SummaryExplain that you would like partners to work together to write the rest of the summary. Tell them to look at one section at a time, review their notes and what they underlined, think about how they might summarize the section, and then add a few sentences to their summaries. Circulate as partners write their summaries. As you circulate, support the students by asking them questions to help them summarize.

CLASS ASSESSMENT NOTE

Ask yourself: •Are the students able to identify important ideas in each section? •Can they summarize the information in a few sentences?

Record your observations on the “Class Assessment Record” sheet (CA4); see page 122 of the Assessment Resource Book. Use the following suggestions to support the students: • If all or most students are able to identify important ideas in each section and summarize the information in a few sentences, proceed with the lesson and continue on to Day 4. • If about half of the students or only a few students are able to identify important ideas in each section and summarize the information in a few sentences, bring the class together and summarize the remaining sections of the excerpt together, as you did in Steps 2 and 3 of today’s lesson. Then plan to give the class additional instruction by repeating Days 1, 2, and 3 using an alternative book before continuing on to Day 4. Visit the CCC Learning Hub (ccclearninghub.org) to view the “Grade 4 Alternative Texts” list.



A completed summary might look like this:

Summary of “Excerpt from A Picture Book of Rosa Parks”

This excerpt from A Picture Book of Rosa Parks, by David A. Adler, describes how Rosa Parks did something important to challenge segregation laws in the South. Rosa sat in the middle section of a bus. She refused to give up her seat to a white passenger. She was arrested for breaking segregation laws and was found guilty. Black leaders, including Dr. Martin Luther King, Jr., organized a bus boycott to try to get the laws changed. The boycott lasted over a year. Finally, the Supreme Court ruled that segregation on buses was illegal.

5 Discuss the Summaries as a ClassFacilitate a discussion using the questions that follow. Remind the students to give reasons for their opinions.

Q What did you and your partner include in your summary? How does that capture what’s important in the excerpt?

Have a few volunteers read their summaries aloud, and then ask the class:

Q Do you agree that [Clay and Rachel] captured the important ideas of the excerpt in their summary? Why or why not?

Q What did you include in your summary that is [similar to/different from] what [Clay and Rachel] included in their summary?

Explain that in the coming weeks the students will use what they have learned about summarizing to write a summary of their own independent reading books.

Teacher NoteCollect the students’ summaries and save them to use in Week 5, Day 1.



INDIVIDUALIZED DAILY READING6 Read Independently and Write Summaries

Ask the students to think about the important ideas in their books as they read independently today. Tell the students that at the end of IDR, you would like each student to use some of the important ideas he found to write a brief summary of the part of the book he read today. Have the students get their books and read silently for up to 30 minutes. After the students have settled into their reading, confer with individual students.

IDR CONFERENCE NOTE



Signal to let the students know when it is time to stop reading. Have the students return to their desks and open their Student Response Books to the Reading Journal section. Then display the “Journal Entry” chart ( WA12) and explain that today each student will write a journal entry. Also explain your expectations for what the journal entry should include.

WA12

MM3e_TM_G4_U8_W4_WA12_10682

Journal EntryWrite a journal entry about the book you are reading. Please include: •The title and the author’s name •A summary of the part of the book you read today


Q If you were to tell someone in a few sentences what your book is about, what would you say? [pause] Turn to your partner.

Give the students a few minutes to write in their journals. If time permits, have a few volunteers share their journal entries with the class.


Teacher NoteYou will analyze the work the students do in their reading journals in this step for this unit’s Individual Comprehension Assessment.



EXTENSIONAnalyze the Students’ SummariesCollect the students’ summaries of “Excerpt from A Picture Book of Rosa Parks” and make a copy of each summary with the student’s name obscured. Tell the students that they will work in groups of four to read and discuss summaries written by their classmates. Explain that the students will identify which summaries give a clear idea of the stories they describe and will give reasons for why they think so. Tell the students that you have removed the names from the summaries so they can focus on the writing. Ask and briefly discuss:

Q Why is it important to speak about your classmates’ summaries in a respectful way, even if you don’t know who wrote them?

Q What are some things you can do to make sure you show respect and appreciation for each summary you discuss?

Students might say:

“ It’s important because I want my summary to be talked about respectfully and so I should talk about other people’s summaries respectfully.”

“ It’s important because no matter what the student wrote, he or she put effort into it.”

“ It’s important because it helps everyone in our class feel safe knowing that their writing will be talked about respectfully.”

“ I can avoid criticizing the writing. You asked us to focus on finding summaries that are especially helpful, not criticize summaries that are less helpful.”

“ I can avoid spending time guessing who wrote the summary and just focus on the writing.”

Place the students in groups of four and distribute the summaries, four to each group. Then have each group read the summaries and use “Heads Together” to discuss:

Q Which summaries give a clear idea of what this story excerpt is about? Why do you think so? Heads together.

Have a class discussion to share what the groups talked about. Groups may want to read aloud summaries they agreed gave them a clear idea of the story.

Teacher NoteBe sure to facilitate this activity in such a way as to keep the authors of the summaries anonymous; for example, take care not to distribute a summary to a group that includes the author of the summary. This will help the students stay focused on the goal of the activity: identifying what makes summaries informative and clear so they can write strong summaries themselves.



In this lesson, the students: •Hear and discuss parts of narrative nonfiction texts

• Identify the important ideas in the texts

•Compare first- and secondhand accounts of an event




1 Briefly ReviewHave the students gather with partners sitting together, facing you. Show the cover of A Picture Book of Rosa Parks and review that in previous lessons the students heard the book, identified important ideas in an excerpt from the book, and wrote a summary of the excerpt.

Tell the students that today they will hear part of A Picture Book of Rosa Parks again. Then they will hear another account, or description, of the same event and discuss how the accounts are alike and different. Remind the students to use the prompt “The reason I think this is . . .” as they talk today.

2 Read Aloud Part of A Picture Book of Rosa Parks and Discuss Important IdeasShow pages 18–19 of A Picture Book of Rosa Parks and review that this part of the book tells about Rosa’s experiences on James Blake’s bus in Montgomery, Alabama, in 1955. Ask the students to think as they listen about the important ideas in this part of the book.

Read page 18 aloud and then ask:

Q What are the important ideas in the section of the book you just heard?

Have a few volunteers share their thinking. Display the “Comparing Accounts of Rosa Parks on the Bus” chart ( WA13) and record the students’ responses in the appropriate column. Then ask:

Q Who is telling about the events in this book? What in the book makes you think so? Turn to your partner.

Have a few volunteers share their thinking. As the students respond, record their responses on the chart. If necessary, explain that the author of the book is describing what happened to Rosa in his own words. Review that when someone who did not experience an event talks or writes about it, it is called a secondhand account. Add the following sentence to the chart: It is a secondhand account.

Materials •A Picture Book of Rosa Parks

•“Excerpt from Rosa Parks: My Story” (see pages 605–606)

•“Comparing Accounts of Rosa Parks on the Bus” chart (WA13)

•Student Response Book pages 92–93

Read-aloud/ Guided Strategy PracticeDay 4



WA13Comparing Accounts of Rosa Parks on the Bus

A Picture Book of Rosa Parks Rosa Parks: My Story

Rosa sits in the middle of the bus.

She refuses to give up her seat for white passengers.

James Blake calls the police, and Rosa is arrested.

It is a secondhand account.

3 Introduce “Excerpt from Rosa Parks: My Story”Have the students turn to Student Response Book pages 92–93, “Excerpt from Rosa Parks: My Story.” Explain that this excerpt is from Rosa Parks’s autobiography, Rosa Parks: My Story. Review that an autobiography is the “story of a person’s life written by that person.” Explain that the excerpt tells about the same 1955 encounter with James Blake on the Montgomery bus that they heard earlier. Tell the students that as you read you would like them to follow along and think about the important ideas in the excerpt.

4 Read Aloud “Excerpt from Rosa Parks: My Story” and Discuss Important IdeasRead “Excerpt from Rosa Parks: My Story” aloud slowly and clearly, clarifying vocabulary as you read.

Suggested Vocabularymake it light on yourselves: make it easy for yourselves (p. 605)complied: obeyed (p. 605)manhandled: touched roughly in a way that causes harm (p. 606)NAACP: National Association for the Advancement of Colored People, a civil rights organization (p. 606)

ELL VocabularyEnglish Language Learners may benefit from hearing additional vocabulary defined, including:vacant: empty (p. 605)




Q What are the important ideas in the excerpt? [pause] Turn to your partner.

Have a few volunteers share their thinking. Record the students’ responses in the appropriate column on the “Comparing Accounts of Rosa Parks on the Bus” chart.

Remind the students that in this excerpt from Rosa Parks’s autobiography, Rosa herself is telling about her experiences. Review that if someone who experiences an event talks or writes about it, it is called a firsthand account. Add this sentence to the chart: It is a firsthand account.

WA13

MM3e_TM_G4_U8_W4_WA13_10685_annoAB

Comparing Accounts of Rosa Parks on the BusA Picture Book of Rosa Parks Rosa Parks: My Story

Rosa sits in the middle of the bus.

She refuses to give up her seat for white passengers.

James Blake calls the police, and Rosa is arrested.

It is a secondhand account.

Rosa gets on a bus driven by the same driver who kicked her off a bus 12 years earlier.

Rosa takes a vacant seat.

James Blake threatens Rosa.

Rosa doesn’t give up her seat because she’s tired of giving in.

While waiting for the police, Rosa tries not to think of the awful things that could happen to her.

It is a firsthand account.

5 Compare First- and Secondhand AccountsHave the students compare the two accounts of the event by asking:

Q How is the information in the firsthand account the same as the information in the secondhand account? How is it different?

Q What more do you know about Rosa’s encounters with James Blake from reading the firsthand account?

Students might say:

“ In the firsthand account, Rosa tells how she feels about being treated unfairly. The secondhand account doesn’t talk about her feelings.”

“ In addition to what [Casey] said, in the firsthand account Rosa says she thought James Blake might hit her and she says that he threatened her.”

“ I know more about how Rosa felt from reading her firsthand account. I also know details like how Rosa thought James Blake was rough and scary-looking.”



Tell the students that firsthand accounts often include more details, such as the author’s thoughts and feelings, than a secondhand account. Knowing a person’s thoughts and feelings helps readers better understand the reasons for that person’s actions.

Ask and briefly discuss:

Q Why do you think it’s a good idea to read more than one account of an event?

Have a few volunteers share their thinking with the class. If necessary, explain that reading more than one account of an event gives readers more information and a clearer picture of what happened.

6 Reflect on Discussing Opinions RespectfullyFacilitate a brief discussion about how the students did with giving reasons for their opinions and discussing their opinions respectfully.

INDIVIDUALIZED DAILY READING7 Read Independently and Think About Point of View

Ask the students to think about who is telling the story, or what is the point of view, in the books they are reading. Review that if a character in a story is telling the story, we say the story is being told from the first-person point of view. If a narrator who is not a character in the story is telling the story, we say the story is being told from the third-person point of view. Explain that at the end of IDR, each student will share with a partner what she noticed about the point of view in her book.

Have the students get their books and read silently for up to 30 minutes. After they have settled into their reading, confer with individual students.

IDR CONFERENCE NOTE



Signal to let the students know when it is time to stop reading. Have partners share their reading with each other. Have each partner share who is telling the story she is reading (for example, a narrator, a character, or the author). Remind the students to use the prompt



“The reason I think this is. . .” to support their thinking. Circulate as partners share. Support individual students by asking questions such as:

Q Who is telling the story? What in the story makes you think so?


EXTENSIONAnalyze Paired Texts About Rosa ParksRemind the students that they heard two accounts of an important event in the life of Rosa Parks. Show the cover of A Picture Book of Rosa Parks and review that one account was a narrative nonfiction book. Show the cover of Rosa Parks: My Story and review that the other account was an excerpt from Rosa Parks’s autobiography. Point out that while the important ideas in both texts are very similar, the way in which each author wrote about the information is different.

Show the cover of Rosa Parks: My Story, read the title aloud, and remind the students that Rosa Parks is the author. Open to the table of contents and read the chapter titles aloud. Flip through the first few pages of the first chapter, summarizing the information on each page and showing the photographs as you read the captions aloud. Ask:

Q What do you notice about how the information is organized in this book? What makes you think that?

Q What text features do you notice in the book?

Show the cover of A Picture Book of Rosa Parks and review that the author of this book, David A. Adler, told about Rosa Parks’s life in his own words. Flip through the first few pages of the book, showing the illustrations and briefly reviewing the information on each page. Then ask:

Q How is the way the information is organized in this book the same or different from the way Rosa Parks: My Story is organized?

Q What text features do you notice in the book?

Q Does [seeing illustrations/reading summaries of the important events in Rosa Parks’s life] help you understand the events better? Why or why not?

Have the students discuss the two texts by asking:

Q How are these two books similar? How are they different?

Q Which version of Rosa Parks’s life would you prefer to read? Why?

Q When might it be important to read a more detailed version of an event, rather than a summary of an event?

Vocabulary NoteNext week you will revisit A Picture Book of Rosa Parks to teach the Week 28 vocabulary lessons.

Teacher NotePrior to doing this activity, you will need to obtain a hard copy of Rosa Parks: My Story to show to the class. This will help the students see how the book is organized as well as notice other text features the author included to help the reader better understand the text (such as the table of contents, photographs, and captions).

Teacher NoteYou might point out that the cover says the book is “by Rosa Parks with Jim Haskins” and explain that this means that Jim Haskins helped Rosa Parks write her story.


Determining Important Ideas and Summarizing • Unit 8 OWeek 4 605

Excerpt from Rosa Parks: My Story by Rosa Parks with Jim Haskins. Copyright © 1992 by Rosa Parks. Used by permission of Dial Books for Young Readers, a division of Penguin Group (USA) LLC.

When I got off from work that evening of December 1, I went to Court Square as usual to catch the Cleveland Avenue bus home. I didn’t look to see who was driving when I got on, and by the time I recognized him, I had already paid my fare. It was the same driver who had put me off the bus back in 1943, twelve years earlier. He was still tall and heavy, with red, rough-looking skin. And he was still mean-looking. I didn’t know if he had been on that route before—they switched the drivers around sometimes. I do know that most of the time if I saw him on a bus, I wouldn’t get on it.

I saw a vacant seat in the middle section of the bus and took it. I didn’t even question why there was a vacant seat even though there were quite a few people standing in the back. If I had thought about it at all, I would probably have figured maybe someone saw me get on and did not take the seat but left it vacant for me. There was a man sitting next to the window and two women across the aisle.

The next stop was the Empire Theater, and some whites got on. They filled up the white seats, and one man was left standing. The driver looked back and noticed the man standing. Then he looked back at us. He said, “Let me have those front seats,” because they were the front seats of the black section. Didn’t anybody move. We just sat right where we were, the four of us. Then he spoke a second time: “Y’all better make it light on yourselves and let me have those seats.”

The man in the window seat next to me stood up, and I moved to let him pass by me, and then I looked across the aisle and saw that the two women were also standing. I moved over to the window seat. I could not see how standing up was going to “make it light” for me. The more we gave in and complied, the worse they treated us.

I thought back to the time when I used to sit up all night and didn’t sleep, and my grandfather would have his gun right by the fireplace, or if he had his one-horse wagon going anywhere, he always had his gun in the back of the wagon. People always say that I didn’t give up my seat because I was tired, but that isn’t true. I was not tired physically, or no more tired than I usually was at the end of a working day. I was not old, although some people have an image of me as being old then. I was forty-two. No, the only tired I was, was tired of giving in.

from Rosa Parks: My Storyby Rosa Parks with Jim Haskins

Excerpt

(continues)



Excerpt from Rosa Parks: My Story by Rosa Parks with Jim Haskins. Copyright © 1992 by Rosa Parks. Used by permission of Dial Books for Young Readers, a division of Penguin Group (USA) LLC.

The driver of the bus saw me still sitting there, and he asked was I going to stand up. I said, “No.” He said, “Well, I’m going to have you arrested.” Then I said, “You may do that.” These were the only words we said to each other. I didn’t even know his name, which was James Blake, until we were in court together. He got out of the bus and stayed outside for a few minutes, waiting for the police.

As I sat there, I tried not to think about what might happen. I knew that anything was possible. I could be manhandled or beaten. I could be arrested. People have asked me if it occurred to me then that I could be the test case the NAACP had been looking for. I did not think about that at all. In fact if I had let myself think too deeply about what might happen to me, I might have gotten off the bus. But I chose to remain.

from Rosa Parks: My Story(continued)

Excerpt

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