Hannah Steele

FRIT 7734

Collaborative Reading Unit

Lesson Title: Conflict vs. Resolution in Civil Rights

Standards: 6th ELA
ELAGSE6RI7 Integrate information presented in
different media or formats (e.g., visually,
quantitatively) as well as in words to develop a
coherent understanding of a topic or issue
ELAGSE6SL1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 6
topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
a. Come to discussions prepared, having read or
studied required material; explicitly draw on that
preparation by referring to evidence on the topic,
text, or issue to probe and reflect on ideas under
discussion.
AASL
II. Include (C) Share: Learners exhibit empathy
with and tolerance for diverse ideas by:
1. Engaging in informed conversation and active
debate.
2. Contributing to discussions in which multiple
viewpoints on a topic are expressed

Objectives: ● Students will be able to identify and

explain conflict/resolution in texts.
● Students will consider multiple
perspectives when reading about conflict
and resolution in civil rights.

Learning Target: I can identify conflict and resolution in a variety of

texts.

Opening: (Teacher) Using padlet, the teacher will ask the

student to explain their understanding of conflict
and resolution and post their responses. Students
will be asked to share their posts with the whole
group.

Work Session: (Media Specialist) Read Aloud: Something

Happened in Our Town by Marianne Celano,
Marietta Collins, and Ann Hazzard
After reading, the librarian will have a group
discussion and ask students to identify the
different conflicts found throughout the story. Why
were these conflicts? What resolutions were
formed as a result of them? How can you relate to
the characters? Then, students will be asked to
post in a wordle cloud feelings that they had while
Hannah Steele
FRIT 7734

listening to the story. Lastly, students will write the

different conflicts from within the story on large
poster, and respond on a different poster with
some possible resolutions.

Closing: (Media Specialist) Using, Flipgrid, students will

post a brief video about a type of conflict they
have experienced, either in a book or real life, and
explain their resolution to the conflict.

Assessment: Students will be assessed based on their

explanations of conflict and resolution in their
Flipgrid posts.

Resources: Padlet:
Wordle Cloud:
Flipgrid:
Something Happened in Our Town by Marianne
Celano, Marietta Collins, and Ann Hazzard
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FRIT 7734

Lesson Title: “Speed Dating” with Civil Rights Novels

Standards: 6th ELA
ELAGSE6SL2 Interpret information presented in
diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it
contributes to a topic, text, or issue under study
AASL
I. Inquire (A) Think: Learners display curiosity
and initiative by:
1. Formulating questions about a personal
interest or a curricular topic.

Objectives: ● Students will make inferences and

predictions about a text set.
● Students will develop curiosity to select a
text that is interesting with a theme of civil
rights.

Learning Target: I can make inferences to select a text that sparks

my curiosity.

Opening: (Media Specialist) As students enter the media

center, they will be given 3 sticky notes. These
sticky notes will be used for students to rank their
top 3 books they would like to “go on a date” with
based on the book’s cover. All books available for
“speed dating” will have a civil rights theme that
depicts conflict and resolution. Students will have
5 minutes to complete the gallery walk.

Work Session: (Media Specialist) From the library collection,

students will have the opportunity to “date” with 10
books that focus on conflict and resolution in
novels with a civil rights theme that were selected
by the librarian. Students will spend 5 minutes with
each book and will complete a “date card” about
each book. The card will consist of title, author,
match or no match, and notes students made
about the book.

Closing: (Teacher) Once the speed dating is complete,

students will complete a survey pertaining to the
speed dating activity, and rank the titles to
determine which book they will focus on for their
first chapter Friday project.

Assessment: Student survey results

Resources: Infographic for speed dating directions

Date Cards
Curation of titles from library collection
Student survey (Google form)
Hannah Steele
FRIT 7734

Lesson Title: First Chapter Friday Creations

Standards: 6th ELA
ELAGSE6SL5 Include multimedia components
(e.g., graphics, images, music, sound) and visual
displays in presentations to clarify information.
ELAGSE6RI2 Determine a central idea of a text
and how it is conveyed through particular details;
provide a summary of the text distinct from
personal opinions or judgments.
AASL
III. (A) Think: Learners identify collaborative
opportunities by: 2. Developing new
understandings through engagement in a learning
group.
I. (B) Create: Learners engage with new
knowledge by following a process that includes:
3. Generating products that illustrate learning

Objectives: ● Students will demonstrate summary skills

in multimedia formats that illustrustrate
learning.

Learning Target: I can demonstrate an understanding of texts

through a variety of presentation formats.

Opening: (Media Specialist) Students will respond to a

padlet question: Briefly explain the types of
conflicts that have been described in your civil
rights novels

Work Session: (Teacher) Prior to returning to the media center,

students will have been grouped in collaborative
work groups and should have at least read the first
chapter of their selected novel.
(Media Specialist) After giving a brief tutorial of
using the Web 2.0 tool, Book Creator, students will
work in their collaborative groups to design and
create a book that illustrates and summarizes the
first chapter of their selected novel.

Closing: Students will present and share their first chapter

book creations with other members of the class.

Assessment: Students will be assessed on their book creator

presentations

Resources: Padlet
Book Creator