Yourname:AmandaMurphy

ElementaryInclusiveLessonPlan

Lessontitle:CommunitySymbols
rd
Grade/agelevel:3
grade

Learning
Objective(s)

Evidencefor
assessment

SWBATcompareandcontrasttheirownexperienceswiththe
experiencesofthemaincharacterin
TarBeach.

SWBATtoidentifythehardshipsthemaincharacterfacedandhow
st
thesecomparetothehardshipsthatindividualsfaceinthe21

centurybasedonperceivedculturalidentity.

SWBATanalyzeaworkofart,reflectingontheartistspurposeand
whatthispieceofartdoesanddoesnottellusaboutitssubjects.

SWBATcreateapieceofartthatportraystheirexperiencesasa
memberofaparticularcommunity(i.e.NYCneighborhood).

SWBATcompareandcontrasttheirownexperienceswiththe
experiencesoftheirpeersthroughananalysisofclassroomart.

Smallgroupandwholeclassdiscussions,comparing
TarBeach
andstudentsownlives
Allstudentsparticipateinthesmallgroupdiscussion
Focusonvariouselements(neighborhoods,cultural
practices,personalinterests,etc.)
Studentsshouldlookforbothsimilaritiesanddifferences
Somestudentsparticipateinthewholeclassdiscussion

Individualjournalwritingaboutthehardshipsthemaincharacter
facedandthehardshipsomeonewhoisdifferentfromthenormmay
face
Studentsmustidentifyandexplainatleast2hardshipsthe
maincharacterfaced
Studentsmustidentifyandexplainatleast2hardships
someonewhoisdifferentfromthenormmayface
Hardshipsmaypertaintotheschool,community,or
largerscaleenvironment

Writingdemonstratesaclearunderstandingofthetextand
thoughtfulreflectiononindividualhardshipsineverydaylife

Smallgroupandwholeclassdiscussions,analyzingthe
TarBeach
quilt
Allstudentsparticipateinthesmallgroupdiscussion
Focusonvariouselements(neighborhoods,cultural
practices,personalinterests,etc.)
Discusswhatthequilttellsusanddoesnottellusaboutthe
peopleportrayed
Somestudentsparticipateinthewholeclassdiscussion

Creationofaquiltsquare,portrayingaculturalpractice/symbolthat
ispersonallymeaningful
Eachstudentwillcreateonequiltsquare
Thequiltsquareisvisuallyappealingandportrays
somethingmeaningful
Eachstudentwillwriteatleastthreesentencesdescribing
whatthequiltsquareportrays

Smallgroupandwholeclassdiscussions,examiningstudentquilt
squares
Allstudentsparticipateinthesmallgroupdiscussion
Focusonvariouselements(neighborhoods,cultural
practices,personalinterests,etc.)
Discusswhatthequiltsquaretellsusanddoesnottellus
aboutthepersonportrayed
Studentsareexpectedtobeattentiveandaskquestionsof
thepresenter
Somestudentsparticipateinthewholeclassdiscussion
Rationale

Oneofthepurposesofthislessonistoallowstudentstoreflecton
theirownculturalexperiences,aswellastheexperiencesoftheir
classmates.Studentswillworktowardsanunderstandingof
themselvesandothersasmembersofacommunity,bothonalocal
andgloballevel.Studentswillalsolearnmoreabouthow
communitieschangeandstaythesameoverthecourseoftime,in
rd
accordancewith3
gradesocialstudiesstandardsabouttime,
continuityandchange.Thirdgraderswilllikelyenjoyreflectingon
theirownidentitiesthroughpersonalwriting,art,andpeer
discussion,allowingthemtolearnthroughmultiplemodalities.
Studentsmustalsodevelopanunderstandingofthemselvesas

communitymembers,inordertocreateamorecohesiveschool
communityandsocietyoutsidetheclassroom.

ELAStandards:
CCSS.ELALITERACY.SL.3.1Engageeffectivelyinarangeof
collaborativediscussionsoneonone,ingroups,andteacherled)
withdiversepartnersongrade3topicsandtexts,buildingonothers
ideasandexpressingtheirownclearly.
CCSS.ELALITERACY.SL.3.2Determinethemainideasand
supportingdetailsofatextreadaloudorinformationpresentedin
diversemediaandformats,includingvisually,quantitatively,and
orally.
CCSS.ELALITERACY.SL.3.6Speakincompletesentences,when
appropriatetotaskandsituation,inordertoproviderequesteddetail
orclarification.

SocialStudiesStandards:
Gathering,Interpreting,andUsingEvidence
ComparisonandContextualization
3.4Eachcommunityorculturehasauniquehistory,includingheroic
figures,traditions,andholidays.

ArtStandards:
Creating,Performing,andParticipatingintheArts
RespondingtoandAnalyzingWorksofArt
UnderstandingtheCulturalDimensionsandContributionsof
theArts
Prerequisite
Knowledge

FoundationalunderstandingofsocialinequalityintheUnited
States,particularlyasitrelatestoAfricanAmericansinthe
th
20
century,priortotheCivilRightsmovement.
AwarenessofNYCasconsistingofdifferentneighborhoods,
whichreflectuniqueculturalpractices.
Howtoidentifysimilaritiesanddifferencesinpresented
material(reflectingonacharactersexperiencesandtheir
ownexperiences,throughliteratureandvisualart)

LearningExperience

Assessment

Whatwillyoulook/listento/for?

StartingIt
(30mins)
(Pleasenotethe
teachercandothe
readaloudduringa

Theteacherwillaskstudentsto
reflectontheirownexperiences
inNYCinsmallclassandwhole
groupsettings.

Allstudentsshouldatleast
participateinsmallgroup
discussions.

differentclass
period).

Theteacherwillintroduceand
read
TarBeach
,askingstudents
tokeeptheirownexperiencesin
mind.

Studentswillverballycompare
andcontrasttheirown
experienceswiththeexperiences
ofthemaincharacterin
smallgroupandwholeclass
settings.

Studentswillreflectonthe
difficultiesthemaincharacter
facedasanAfricanAmerican,as
wellasonthedifficulties
someonewhoisdifferentfrom
thenormmayface(intermsof
culturalidentity,forinstance).

Studentsshouldbeabletosit
quietly,givingtheirundivided
attentiontothestory.

Allstudentsshouldatleast
participateduringsmallgroup
discussions.

Eachstudentshouldgenerateat
leastonesimilarityandone
difference(i.e.whattheir
neighborhoodlookslike,places
theyhavevisitedinNYC,favorite
placesinNYC)

Eachstudentshouldwriteabout
atleasttwohardshipsthemain
characterfacedandtwo
hardshipssomeoneelsemayface
assomeonewhoisdifferentfrom
thenorm.

DoingIt
(Thispartofthe
assignmentcould
takeplaceinone
entiremorning,orin
smallblocksoftime
overseveraldays,
dependingon
schedulingand
studentattention
span).

Studentswillexaminethe
Tar
Beach
quiltinsmallgroupand
wholeclasssettings,analyzing
whatisbeingportrayed,whatthis
doesanddoesnottellusabout
thesubjectsofthequilt,etc.

Studentswillmaketheirownquilt
squares,depictingsomething
fromtheirownlives(cultural
practice,symbol)thatis
personallymeaningfultothem

Studentsshouldpayattentionto
variouselements(whoisbeing
portrayed?wherearethey?what
aretheydoing?whatquestions
dowestillhaveaboutwhatis
goingon?)

Eachstudentwillmakeonequilt
squarethatportrayssomething
personallymeaningful(pictureof
acommunityplayground,religious
service,etc.)

ForHW:Studentswillwriteabout Studentsmustwriteatleastthree
theirquiltsquare.
sentences,clearlydescribingtheir
quiltsquare.
FinishingIt
(30mins) Studentswillpresenttheirquilt

squaresinsmallgroups.They

willbeaskedtocommenton
eachothersquilts,comparing
whattheyareportraying.Lastly,
thequiltswillbediscussedina
wholeclasssetting.

Accessibility
Whataccessibilityand
participationchallenges
haveyoutakeninto
accountandhowhave
youaddressedthem?
(materialandhuman
resources,sequenceof
instruction)

MaterialsNeeded

Thislessoncanbetaughtinsegments(i.e.readaloudduring
anotherperiod)toallowstudentsandteacherssomeflexibility.

Thislessonalsotakesintoaccountstudentdiversityintermsof
culturalidentityandlearningstyles.Studentswillbeabletoreflect
ontheirownexperiencesandtheexperiencesofothersina
classroomenvironmentthatencouragesthemtoexploreand
celebratediversity.

Thislessonallowsstudentstolearnthroughavarietyofmodalities
(discussion,reading,writing,artanalysisandartcreation),keeping
inmindthatnotallindividualslearninthesameway.

Allstudentsmustbeattentiveto
thepresenter.

Thepresentershouldspeak
loudlyandclearlyforalltohear.
Studentsshouldberespectfulof
eachothersquiltsquares,not
criticizingtheartorsubject
matter.

TarBeach
(book)byFaithRinggold
ChartPaperandmarker
Studentjournalsandpencils
TarBeach
(quilt)andotherquiltsbyFaithRinggold,from
http://www.guggenheim.org/newyork/collections/collectiono
nline/artists/791
Markersandcardstockpaper(onesheetofpaperper
student,cutintoasquare)
Indexcards(oneperstudent)