DEAL WITH IT: Courage in the face of strife

Unit Overview

Name: Martha Wise 2015

DEAL WITH
IT: Courage in the face of strifeDAY #2
DAY #1

Name: Martha Wise 2015

DAY #3

Goal
Objectives

Explore the role personal responsibility has in shaping the world in times of strife
students will learn the red car method for how to handle
Students will use details in the text to identify themes relating to
emotional outburst in a social setting by fully filling out a R.E.D.
creating beauty, thankfulness and responding to bad environmental
C.A.R. worksheet
factors

Standards

NCSS: 4: individual Development and Identity

Materials

a. When Sophie gets angry--really really really angry by Molly a.

Bang1
b.
b. R.E.D. C.A.R. Worksheet with exit slip blank strip of paper c.
attached to it by a paper clip
d.
c. R.E.D. C.A.R. super hero edition
e.
d. Document camera
f.

Manageme
nt

Students will remain at their desk for the most of the lesson, I
will use clap echo as an attention grabber, students will be
asked to move if they cannot work well with others
Should interpersonal conflicts arise:
-students will be coached through applying the RED CAR
method to the issue
-Students will have a safe space to go to that has a
clipboard and RED CAR worksheet that will serve as a place for
cooling down and processing. A timer will be used to set limits
on how long a student may remain in the safe space (5-15
minutes)

Students will sit on the carpet during the story reading and grand
conversation.
They will break up into groups of 2-3 for the highlighting
Should interpersonal conflicts arise:
-students will be coached through applying the RED CAR method to
the issue
-Students will have a safe space to go to that has a clipboard and
RED CAR worksheet that will serve as a place for cooling down and
processing. A timer will be used to set limits on how long a student may
remain in the safe space (5-15 minutes)

Anticipator
y Set

Have you ever gotten really really angry? mini-grand

conversation

Purpose

Today we are going to read like detectives and look at this story
to see if we can find details to support any connections between
the story in this book and the themes of thankfulness

Classroom will be decorated elaborately, with at least a balloon for

students to take home. We will then discuss how nice it is to have nice
things. In the case of Thanksgiving, discuss the themes of Thanksgiving.
Today we are going to find details to support any connections there
might be between (the themes of Thanksgiving)/(thankfulness) and the
story Something Beautiful

Lesson
Presentatio
n

Read book above

Grand conversation
Input: Red Car sophie
Output: RED CAR superhero

Read book above

Input: Grand conversation
Output: Students will highlight details on the page supporting a given
idea

Closure or
Conclusion

Exit slip: Name one place they could go to cool down

Vote on correctness of statements

Formative
Assessmen
t

Teacher will observe students during guided practice

time

Post lesson, the students pages will be collected and viewed to see if
highlighted sections support the stated idea.

Adaptation
s

Students welcome to draw pictures as well as write responses

Enrichment: students who complete the work early will be asked to

identify what each quote says about the theme
Remediation: Use the book Extra Yarn to reteach lesson if necessary

Summative
Assessmen
t
(as
needed)

(see summative day 3) personal RED CAR worksheets will

be collected and examined for errors

NCSS: 1: Culture and Cultural Diversity

IAS: 4.RL.2.1 Refer to details and examples in a text when explaining
what a text says explicitly and when drawing inferences from the text.
4.RL.2.2 Paraphrase or retell the main events in a story, myth, legend,
or novel; identify the theme and provide evidence for the interpretation
Items to decorate the room
Printed pictures from the below picture book
Something Beautiful by Sharon Wyeth
Sticky Notes
PowerPoint
timer

DAY 4 (DAY 3 continued)

Students will be able to identify how Students will identify the groups of persons
various persons death with the
that were connected to the underground
problem of slavery and the
railroad and how the underground rail road
underground railroad
affected their lives
NCSS: 10: Civic Ideals and Practices
IAS 4.1.7 Explain the roles of various individuals, groups, and movements in the
social conflicts leading to the Civil War

a.
b.
c.
d.
e.
f.
g.

Powerpoint
Follow the Drinking Gourd by Jeanette Winters
Journaling Supplies
Station 1: song list, sign list, instructions, worksheet
Station 2: directions
Station 3: testimonials (2 sets) video diaries, journal pages
Station 4: directions, books, worksheets,
Station 5: music player, drinking gourd song video, map, slips of paper, pictures
Transitions: clap echo, drinking gourd song will play/be sung by students
Grouping: 4 groups of 5 according to reading strengths.
Each group will start at a different station
3 stations done the first day
2 stations done the second day
Should interpersonal conflicts arise:
-students will be coached through applying the RED CAR method to the issue
-Students will have a safe space to go to that has a clipboard and RED CAR
worksheet that will serve as a place for cooling down and processing. A timer will
be used to set limits on how long a student may remain in the safe space (5-15
minutes)
Read book Follow the Drinking
Review how to sing and the meaning behind
Gourd
Follow the Drinking Gourd
Listen to the song
Today we are going to learn about
Today we are going to learn more about what
the people who were apart of the
the people who were involved in the
underground railroad and what they underground railroad had to DEAL WITH
had to DEAL WITH
Station: signs and songs
Stations: slave catcherslaws
Station: public thought transformationletters diary video blogs
Stations: brave personsindividuals (jigsaw learning)
Stations: Songmap
Exit Slip: name one story you
Conversation about DEAL WITH IT in relation
heard today
to the underground railroad
Conversation: What did we learn
today, and how does it apply to our
lives
Students will complete worksheets
Students will complete worksheets taking
taking notes of items learned at
notes of items learned at stations---teacher
stations
will make notes of fluency of student
responses during Anticipatory Set of Day 2
Enrichment: Books at 4th station will contain an abundance of information and will
be available during silent reading times
Remediation: Simplified worksheet will be made available to students who
struggle with reading/writing skills needed for this assignment
Write a RED CAR SHEET as a slave
Write a journal entry as one of the persons
on the underground railroad
connected to the underground railroad:
Towns folk, conductor, slave, slave chaser