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Standards:

Curriculum Materials:

English Language Arts:




CC.1.3.4.B Cite relevant details from text to support what the
text says explicitly and make inferences
CC.1.3.4.D Compare and contrast an event or topic told from
two different points of view.
CC.1.3.4.F Determine the meaning of words and phrases as
they are used in grade- level text, including figurative
language.
CC.1.4.4.C Develop the topic with facts, definitions, concrete
details, quotations, or other information and examples related
to the topic; include illustrations and multimedia when useful
to aiding comprehension.
CC.1.4.4.I Provide reasons that are supported by facts and
details.
CC.1.4.4.S Draw evidence from literary or informational texts
to support analysis, reflection, and research, applying gradelevel reading standards for literature and informational texts.
CC.1.4.4.V Conduct short research projects that build
knowledge through investigation of different aspects of a topic.
CC.1.2.4.I Integrate  information  from  two  texts  on  the  same  
topic  to  demonstrate  understanding  of  that  topic.    

Social Studies:
NCSS Thematic Standard IV Individual Development and Identity. In
focusing on the discipline of history, teachers at various school levels
should build upon learners’ knowledge, experience, and developmental
capabilities. Teachers of the early grades can provide learners with
experiences that give them a sense of their own roots and of their
connections with others and with the past. Learners can have the
opportunity to begin to develop the skills of historical thinking that will
enable them to differentiate past, present, and future time, and to raise
questions and seek answers from historical stories and records from the
past. Their historical understandings can draw from at least five spheres of
human activity: social, political, scientific/technological, economic, and
cultural as they study the history of their families, communities, states,
region, nation, and of other nations or topics with world-wide implications.

Knowledge of Students and Context:

Author Study Chart/Chart paper
Show Way
The Other Side
This is the Rope
Coming on Home
Each Kindness
Brown Girl Dreaming
One Crazy Summer
Malcolm Little: The Boy Who Grew Up to
Become Malcolm X
Heart and Soul
Primary Source Documents – MLK,
Malcolm X, Black Panthers
Mock Trial Outline
Paper
Pencils
Computers (for publishing)
Graphic Organizers
















 
 
 
 

What  

 
 
 
 
 
 
 
 
 
 




Why  

Demographics of Students:
o 87% Black
o 6% Other
o 3% Latino
o 3% White
Testing Pressure – a lot of time spent
specifically on test prep (PSSA).
Students show interest in and are engaged
by exploring personal or familial history,
specifically when connected to race.
7/25 students read below grade level.
Impressive neighborhood with
longstanding black historical significance
(ex. Christian Street YMCA and Marian
Anderson Community center).
Average classroom age is 10 years old.
The school itself has quite a bit of
community support, including
generations of families who have attended
E.M. Stanton (or long lines of
siblings/cousins in the building
presently).

Lesson  

 

How  

Theories of Teaching and
Learning:

Educational Philosophy and Beliefs


Learning + Teaching are cooperative – a shared
experience based on one’s presence and ability to be
mindful. Mindful in the sense of one’s own identify in
relation to that of their students and in the greater context
of life (and vice versa).
Formative assessment should be ongoing and a part of
every lesson.
Accessing prior knowledge and rooting curriculum in our
children’s life-sphere is essential for active engagement
and further academic interest.
It is very difficult to establish new norms as a student
teacher (halfway through the school year); for this reason,
maintaining and being familiar with current routines and
procedures is key.


Teaching Methods:

Balanced Literacy – Guided Reading, read alouds, shared
reading (and intervention groups).
Writer’s Workshop - Semi-private journaling, working
on independent writing, i.e. draft, revision and publishing
pieces.
Class Discussion – with an end goal of autonomy for
students, discussion used to deepen understanding.
Ultimately leading to the final project of a Formal
Debate.
Accessing Prior Knowledge – All sections of unit begin
with my kids as a starting block. What information on a
certain topic are they bringing with them?

Learning is most powerful when
it is an extension of lived
experienced (Dewey).
A teacher’s ability to maintain
presence is the key to creating a
stable learning environment
(Rodgers and Raider-Roth,
Kounin).
Student’s most basic needs must
be met before they are able to
engage in the learning process
(Maslow).
Students should be able to
express what they have
learned/their ideas in accordance
to their own strengths (Gardner).