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Lauren Scott Title: Freedom Schools Goals/Objectives: Students will be able to define freedom schools as an education program initiated

in 1964, which provided black people of various ages with a richer educational experience than what was available in some southern states, such as Mississippi. They will also understand that these were not traditional schools, but were taught by student volunteers, were held in churches, open fields, and residential backyards, and included a mix of black history, civil rights movement philosophy, leadership development. Students will recognize that freedom schools were one of the initiatives that sought to motivate young people to become critically engaged in their communities and to help them identify and design authentic solutions to local problems. Standards PA Standards Aligned-History 8.3.5.D: Examine patterns of conflict and cooperation among groups and organizations that impacted the history and development of the United States: Ethnicity and race. PA Standards Aligned-Civics and Government 5.2.5.C: Explain why individuals become involved in leadership and public service. 5.2.5.A: Identify individual rights and needs and the rights and needs of others in the classroom, school, community, state, and nation. PA Standards Aligned-Reading Comprehension R5.A.2.5.1: Summarize the major points, processes, and/or events of a nonfictional text R5.B.3.3.1: Identify, explain, and/or interpret text organization, including sequence, question/answer, comparison/contrast, cause/effect, or problem/solution. Materials and Preparation 6 copies of Freedom School, Yes! Freedom Summer of 1964 handout & accompanying question sheet

Classroom Arrangement & Management Issues I will provide all materials. Like all guided reading sessions, students will be seated in their desks in an oval shape. As always, students will have their Habits Of Work and Learning (HOWL) rubrics with them. Here, both positive and negative feedback is recorded in these throughout the day (ex: if a student shows great participation OR if a student is off task/needs multiple re-directives)

Plan (45 minutes) Introduction (5 minutes) I will activate the students schema by asking them to recall what we have learned thus far in our social studies classes about U.S. southern schools during the early 1960s. (anticipated responses: schools were sometimes still segregated, despite the Brown vs. Board of education) Round Robin Reading (15 minutes) Since Freedom School, Yes! is at a level 38 (same as the students in my guided reading groups), we will go around the oval, allowing each student a turn to read a page at a time. At times, I will ask the

students to pause for a short discussion. For example - after reading opening 2 after a brick is thrown through Jolies window with a note that says, Freedom School Teacher Go Home or Else! I will ask, Why do you think someone did that? How do you think this made Jolies family and the freedom school teacher feel? Another example after reading opening 5 after the church congregation is hesitant to welcome Annie, the freedom school teacher, I will ask, Why do you think the people were not welcoming right away? Why do you think Jolie was not thrilled about the change? Non-Fiction Shared Reading (10 minutes) At the conclusion of the round robin, I will distribute the Freedom Summer of 1964 non-fiction hand out. I will ask students to silently read along while I read out loud. I will ask students to text code the document as we read by underlining information that stands out to them and circling things that they have questions about. Independent Practice (10 minutes) I will then distribute the accompanying question sheet and ask students to complete independently. Review of Independent Practice (5 minutes) We will then review the independent practice page, discussing the students answers and questions. Assessment of Goals/Objectives Listed Above Students will be assessed based on the fluency of the round robin reading, as well as the discussion during the reading. Students will be assessed based on the responses on the independent practice, especially the final inference/application question, Why do you think that educated young people from the north volunteered to teach in freedom schools in the south, even though they often faced threats and mockery?

Anticipating students responses and your possible responses I anticipate that students responses to the final question may range from very short, such as, because it was the right thing to do, to more thoughtful responses such as, I think they felt that educating southern children that didnt have better schools was more important than threats they faced.

Accommodations I have a student with an IEP around handwriting due to fine motor skills. I plan to discuss with him what his answer would be for the writing component and transcribe for him.

Resources Littlesugar, A., & Cooper, F. (2001). Freedom school, yes!. New York: Philomel Books. www.childrensdefense.org