White Socks Only: A Read4Health Lesson Plan

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Content Area(s):  
Grade Level(s):  
Grade Level Expectations:  
Comprehensive Health and Physical Education › Third Grade › Describe pro-social behaviors that enhance healthy interactions with others
Social Studies › Third Grade › People in the past influence the development and interaction of different communities or regions
Reading, Writing, and Communicating › Third Grade › Strategies are needed to make meaning of various types of literary genres
Reading, Writing, and Communicating › Third Grade › Inferences and points of view exist
Lesson Plan Details
Duration: 
Read Aloud - 3 days 10-15 minutes each
Essential Question: 

How would it feel if you were teased for having a certain eye color?

How would it feel to be excluded from public places because of your skin color?

Learning Objectives/Student Outcomes: 

Students will understand:

  • helping others in school and the community is a pro-social behavior.
  • there are many strategies needed to make meaning of a text.

Students will know:

  • tolerance, appreciation, and understanding of diversity are important to learn and practice.
  • that making inferences and understanding different points of view will help them comprehend what they are reading.

Students will be able to:

  • give examples of pro-social behaviors such as helping others, being respectful to others, cooperation, consideration, and not teasing others.
  • give an example of a strategy they used to help remember an event in the story.

 

Key Topics: 
  • Pro-Social Behaviors
  • Civil Rights
  • Equal Rights
  • Segregation
  • Inclusion
  • Diversity
  • Citizenship
  • Superstition
Preparation: 

Prior to instruction, the teacher needs to...

  • Read "White Socks Only" by Evelyn Coleman
  • Vocabulary:  Sunday dress, scorching, patent-leather, folk
Learning Experiences and Activities: 

Day 1:  In this lesson, the teacher will...

1.  Build background by asking Focus Questions.

2.  Review history of Civil Rights.

3.  Discuss the meaning of the vocabulary words / Voice / Narration.

4.  Read "White Socks Only" pages 1-7 (stop after she has fryed egg on sidewalk - she COULD go home).

5.  Questions:

  • Who is narrating this story?
  • How old do you think the narrator is?
  • What was in the little girl's pockets?
  • When do you wear a Sunday dress?

Day 2:  In this lesson, the teacher will...

1. Have students summarize with a partner what we have read so far - have one share with shoulder partner, then switch to another partner in group that hasn't shared and have them summarize.

2.  Continue reading book "White Socks Only" - pages 7-16.

3.  Questions:

  • Why does she remove her shoes before water drinking from the fountain?
  • What makes the big man very angry with the little girl?
  • Why did people fear the Chicken Man?
  • Do you think the big man is "right" to yell at the little girl?
  • What type of behavior / attitude is this called?
  • Do you think the man has obeyed the "rights" of this child?
  • Is it ever okay to deny the rights of anyone?  Why or why not?

Day 3:  In this lesson, the teacher will...

1.  Have students summarize entire book with a different partner from the day before.  Have them switch partners with someone who hasn't summarized yet that day.

2.  Questions:  

  • How does this story relate to the Civil Rights Movement?
  • Who are some people that have fought for Civil Rights?
  • As we read this story, how did you feel about what happened to the little girl?

3.  Think/Pair/Share with a shoulder partner:

  • Have you ever had somethng like this happen to you; where you were misunderstood or made a mistake that got you into trouble?
  • How did that make you feel?
  • Have you ever been treated differently?  Maybe because you were a kid, or too short, or too tall, etc.?
  • How did you handle the situation?
Assessment: 

Students are able to work with their partners to share/answer discussion questions about "White Socks Only."


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Colorado 21st Century Skills
Critical Thinking and Reasoning: 
C. Collect and analyze data to identify solutions and/or make informed decisions
Self-direction: 
C. Demonstrate personal responsibility for lifelong learning
Postsecondary and Workforce Readiness
Critical Thinking and Problem Solving: 
A. Apply logical reasoning and analytical skills
Creativity and Innovation: 
C. Develop new connections where none previously existed
Personal Responsibility: 
D. Take responsibility for actions
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