| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English |
| What topic | Chapter 2 of the Freedom Walkers by Russell Freedman |
| What length (min) | 50 |
| What age group | Year or Grade 6 |
| Class size | 17 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 8 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
English
Chapter 2 of Freedom Walkers
Grade 6
17
50 minutes
This lesson aligns with the national curriculum standards for reading comprehension, collaborative learning, and critical analysis.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction | 5 | Briefly introduce the lesson and recap Chapter 1. State objectives for the day. |
| 2 | Reading the Chapter | 15 | Read Chapter 2 together as a class or in pairs. Pause for discussions on key points. |
| 3 | Group Task | 15 | Students will be divided into groups of 4-5. Each group analyzes a specific section of the chapter and prepares to share insights. |
| 4 | Printable Cards Distribution | 5 | Hand out printable cards to students, explaining how they need to fill them out during the lesson. |
| 5 | Group Presentations | 5 | Groups briefly share their insights while the teacher takes notes. |
| 6 | Random Checking of Cards | 5 | Collect cards or randomly check what students have filled in to assess understanding. |
| 7 | Conclusion | 5 | Summarize key themes and concepts from Chapter 2, answering any lingering questions. |
Assign students to read Chapter 3 of Freedom Walkers and write a one-paragraph summary on its main theme. Collect summaries at the beginning of the next lesson without requiring any student to present in front of the class.
Ensure to monitor group discussions and provide guidance as needed. Encourage students to ask questions and express their ideas.
“Good morning, everyone! Today we will continue our journey through Freedom Walkers by Russell Freedman. Last time, we discussed Chapter 1, which set the stage for our understanding of the Civil Rights Movement. Can anyone remind us of the main points we covered? Great!
Today, we will be focusing on Chapter 2. Our objectives for today are to understand the main themes and events of this chapter, develop our critical thinking skills through discussion, collaborate in groups to analyze specific sections of the text, and improve our writing skills through related activities. Let’s get started!”
“Now, let’s dive into Chapter 2. I’d like us to read it together. You can follow along in your copies. As we read, I’ll pause at certain points to discuss key ideas. Remember, feel free to share any thoughts or questions you might have.
[Begin reading Chapter 2 aloud or allow time for paired reading. After a few paragraphs:]
‘Let’s pause here for a moment. What stood out to you in this section? Any significant themes or characters introduced? Excellent observations! Now, let’s continue reading.’”
“Alright, now that we’ve read through Chapter 2, it’s time for a group activity! I’m going to divide you into groups of 4-5. Each group will analyze a specific section of the chapter.
Take a moment to discuss your assigned section, and think about questions such as: What is the main idea? How does it connect to the broader themes we’ve discussed? You’ll then prepare to share your insights with the class.
[Divide the students into groups and monitor their discussions, providing any necessary guidance.]”
“Now, I’m going to hand out printable cards for you to fill in during this lesson. These cards will help you organize your thoughts about Chapter 2.
Please make sure to write down the main points of your group’s analysis, as well as any questions or reflections you have. Remember, you’ll use these cards to guide our discussions later.
[Distribute the cards and briefly explain how to fill them out.]”
“Now it’s time for each group to present their findings! Each group will have a few minutes to share the insights they discussed.
As I listen, I’ll note down important points and questions that arise for our class discussion. Let’s start with Group 1. What did you discover?”
[Allow each group to present, ensuring all groups have an opportunity to share.]
“Thanks for the great presentations! Now, I’d like to take a moment to check in on your printable cards. I’ll randomly pick a few to see what you’ve written down.
This will help me understand everyone’s grasp of the chapter. If you haven’t filled yours out yet, please do so now while I collect a few!”
[Collect cards or ask a few students to share what they’ve written on their cards.]
“Great job today, everyone! Let’s summarize what we’ve learned from Chapter 2. What are some of the key themes we've discussed? [Pause for answers.]
Remember, learning doesn’t stop here. For homework, I’d like you to read Chapter 3 of Freedom Walkers. After reading, write a one-paragraph summary focusing on its main theme. We’ll collect these summaries at the beginning of our next lesson, but you won’t need to present them.
Thank you all for your thoughtful contributions today! I’m excited to see what you think about Chapter 3 in our next class.”
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A classroom with students and a teacher} | - Introduction to Freedom Walkers by Russell Freedman |
| - Review main points from Chapter 1 | ||
| - Objectives for today's lesson: | ||
| - Understand Chapter 2 themes and events | ||
| - Develop critical thinking through discussion | ||
| - Collaborate in groups for analysis | ||
| - Improve writing skills through activities | ||
| 2 | {Image: Students reading a book together} | - Begin reading Chapter 2 |
| - Pause for discussion of key ideas during reading | ||
| - Encourage sharing of thoughts and questions | ||
| 3 | {Image: Students working in small groups} | - Group activity: Analyze specific sections of Chapter 2 |
| - Discuss main ideas and connections to broader themes | ||
| - Prepare to share insights with the class | ||
| 4 | {Image: Printable cards and pens} | - Distribution of printable cards for organizing thoughts |
| - Fill in main points of group's analysis | ||
| - Write down questions or reflections | ||
| 5 | {Image: Groups presenting in front of class} | - Group presentations of findings |
| - Each group shares insights and discuss key points | ||
| - Teacher notes important points for class discussion | ||
| 6 | {Image: Teacher checking student work} | - Random check of printable cards |
| - Assess understanding of Chapter 2 | ||
| - Opportunity for students to fill out cards if not done | ||
| 7 | {Image: Students discussing in class} | - Class discussion summarizing key themes from Chapter 2 |
| - Recap major takeaways | ||
| - Homework assignment: Read Chapter 3 | ||
| 8 | {Image: A student writing at a desk} | - Homework details: Write a one-paragraph summary focusing on the main theme of Chapter 3 |
| - Collect summaries in the next class | ||
| - Thank students for contributions and encourage enthusiasm for Chapter 3! |
| Question | Answer |
|---|---|
| What is the main theme of Chapter 2 in Freedom Walkers? | |
| Can you identify any important characters introduced in Chapter 2? | |
| How does Chapter 2 connect with the broader themes of the Civil Rights Movement? | |
| What key events are highlighted in Chapter 2? | |
| Why do you think the author chose to focus on these specific events in Chapter 2? | |
| How did the characters in Chapter 2 respond to the challenges they faced? | |
| What significant observations did your group make about your assigned section? | |
| How did your group's discussions enhance your understanding of Chapter 2? | |
| What questions did you have while reading Chapter 2? | |
| How can we relate the lessons from Chapter 2 to current events or issues? | |
| What insights did you gain from the group presentations about Chapter 2? | |
| How might the themes in Chapter 2 resonate with your personal experiences? | |
| In what ways did the reading assignment shape your perspective on the Civil Rights Movement? | |
| What reflections do you have after completing the activity with the printable cards? | |
| How does understanding the main theme of Chapter 2 prepare you for reading Chapter 3? |
What were some of the significant events or characters introduced in Chapter 2 that you think played a crucial role in the Civil Rights Movement?
Can you identify any particular themes in Chapter 2 that resonate with current social justice issues?
How does the information presented in Chapter 2 deepen our understanding of the main ideas discussed in Chapter 1?
If you were to write a letter to one of the characters in Chapter 2, what questions would you ask them about their experiences?
Reflecting on our group discussions, what do you think is the most important takeaway from Chapter 2 that we should remember?