Before: Activating Prior Knowledge Time 5-8 minutes
1. Yesterday we met three leaders in the book Sit-In How Four Friends Stood Up By Sitting Down: the four friends, Dr. King, and President Johnson. Each of these leaders made an important contribution to the Civil Rights Movement. Today, we are going to read and think so we can answer this (Essential) question: which leader’s action was most impactful?
Display the essential question (chart paper, document camera, or overhead projector).
2. Say: in order to answer this question, we will have to give our opinion, but that opinion must be based on the facts we will read in the text.
3. Ask for volunteers to read the anchor chart /sheet with the definition of opinion and fact written on it.
4. Review the examples on the chart.
5. Next show students the three sentences you prepared (all three should at least be a fact or opinion) but did NOT label as fact or opinion.
6. Quickly assess students understanding of fact and opinion by asking students to give a thumbs up for fact and thumbs down for opinion to show understanding of the concept.
During: Engaging with the Text Time: 40 miuntes
Transition – Now that we all remember the difference between fact and opinion let’s see how knowing this will help us answer our essential question.
7. Display the essential question: Which leader’s actions- the Four Friends, Dr. King, or President Johnson- was the most impactful? The answer to this question is not located in the book. In order to answer it we must think about the facts in the book and use those to give
8. Remind students of each leader’s actions:
a. The Four Friends lead the Sit-Ins in Greensboro, NC
b. Dr. King’s speeches
c. President Johnson signs the Civil Rights Act of 1964
I am going to model using another leader, Ella Baker. Turn to the page about Ella.
Her action or contribution to the movement was to organize young demonstrators and form the Student Nonviolent Coordinating Committee. She said a pretty important and inspiring quote, “We are all leaders.”
Direct students back to text to look at the paragraph about Baker. Read it again.
Follow the steps listed on the Commentary Box graphic organizer.
a. Fact – Ella Baker organized a student leadership conference.
b. Opinions or insights answer stems I think, I believe, I feel, and In my experience- model using each one. Record your answers so students will have an example to reference as they learn how to do this kind of thinking and writing.
c. Select the commentaries that best show or prove why you believe Ella’s action of organizing students was impactful.
Transition: In order to share our opinions and have people consider our point of view, we need to support our opinion with concrete details or facts from the text. Let’s think about how I just did that very thing.
Review the steps with students.
Point out the steps to the class
1. Re-read the text.
2. Locate a fact that answers the essential question or represents the topic.
3. Think about life experiences or background knowledge we have that relate to that fact. Use the commentary answer stems to help us share our opinions or insights.
4. Evaluate our commentary by focusing on the ones that best answer the essential question AND is supported by our concrete detail or fact.
Now we are going to look at the actions of the three leaders. We will use the steps to have our say and share our opinions.
Repeat the process for each leader using the gradual release model
We Do (Teacher and students think, read, and write together) –Four Friends
Y’all Do (Students are grouped in pairs or triads to think, read, and write together)
You Do (Students are expected to work independently to think, read, and write)
Please note: you may need to do the We Do or Y’all Do steps with the next example(s) before asking students to demonstrate this independently.
Transition: Sharing your opinion is more than just telling what you think. Good readers and writers know they need to support their opinions with evidence or concrete details from the text. Facts make opinions stronger and more believable.