Social Studies Learning Segment Summary Form Name: Kellye Orihood Grade Level: 2 Title and Brief Summary

of Biography: A Picture Book of Jackie Robinson by David A. Adler/Illustrated by Robert Casilla This book gives a brief yet detailed overview of Robinsons entire life, from birth to death. It highlights the hardships and discrimination Robinson faced from the beginning of his life, long before he ever thought of playing Major League Baseball. Robinsons time in professional baseball is highlighted and explained in a way that young readers can understand. Little time is devoted to Robinsons life after baseball, but brief mentions of his civil rights work are included. Central Focus of Learning Segment: After obtaining an overview of Robinsons life from birth to death, students will focus on the time Robinson spent playing professional baseball. Students will identify and explain how Robinson exhibited bravery and courage, and understand why Robinson is seen as a hero. Learning Segment Standards for History-Social Science: 2.5: Students understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others lives. Learning Segment Objective(s): Students know who Jackie Robinson was and what unique contributions he made to the Civil Rights Movement. Key Vocabulary: Negro Leagues: the separate baseball organization African Americans were forced to play in from 1859-1948 Major League Baseball: the professional baseball organization in America Civil Rights Movement: a movement started by African Americans in the 1960s that helped them get the same rights and fair treatment as whites color barrier: describes how African Americans were treated differently than whites due to the color of their skin bravery: able to face something difficult without being too fearful courage: the ability to face danger bravely hero: someone who does something brave or important to help others Introductory Activity: Students independently complete the K and W portions of a KWL chart. They share their charts with a partner; together, the class compiles the K and W portions of a giant KWL chart on chart paper. Instructor reads focus biography to the class. Culminating Activity: Students independently complete the L portion of a KWL chart. They share their charts with a partner; together, the class compiles the L portion of a giant KWL chart on chart paper. Resource List: Focus Biography A Picture Book of Jackie Robinson by David A. Adler

Below Grade Level Jackie Robinson Plays Ball by Robin OSullivan (National Geographic) Jackie Robinson by Cynthia Klingel and Robert B. Noyed (Wonder Books) Jackie Robinson by Rebecca Gomez (Buddy Books First Biographies) Jackie Robinson by Wil Mara (Rookie Biographies) Jackie Robinson: Baseballs First Black Major-Leaguer by Carol Greene At Grade Level A Picture Book of Jackie Robinson by David A. Adler Jackie Robinson: Baseballs Greatest Pioneer by Jason Glaser People to Know: Jackie Robinson by Jonatha Brown (Weekly Reader) Heroes of American History: Jackie Robinson by Carin T. Ford Above Grade Level Jackie Robinson: He Was The First by David Adler Jackie Robinson by Stephanie Sammartino McPherson

Learning Segment Focus or Big Idea: People Make a Difference Focus on Jackie Robinson CONCEPT FORMATION LESSON: Timeline (Lesson 2 of 5) Grade: 2 Content Area: History Social Science Time Allotted: Two 45-minute periods Classroom Organization: 6 homogeneous table groups of 4-5 students each Resources: Focus Biography A Picture Book of Jackie Robinson by David A. Adler Below Grade Level Jackie Robinson Plays Ball by Robin OSullivan (National Geographic) Jackie Robinson by Cynthia Klingel and Robert B. Noyed (Wonder Books) Jackie Robinson by Rebecca Gomez (Buddy Books First Biographies) Jackie Robinson by Wil Mara (Rookie Biographies) Jackie Robinson: Baseballs First Black Major-Leaguer by Carol Greene At Grade Level A Picture Book of Jackie Robinson by David A. Adler Jackie Robinson: Baseballs Greatest Pioneer by Jason Glaser People to Know: Jackie Robinson by Jonatha Brown (Weekly Reader) Heroes of American History: Jackie Robinson by Carin T. Ford Above Grade Level Jackie Robinson: He Was The First by David Adler Jackie Robinson by Stephanie Sammartino McPherson Materials (per student): 1 sentence strip, 1 pair scissors, 1 glue stick, 1 pencil, 1 felt-tip black pen, 1 photocopy of Jackie Robinson symbols Content Standard(s): History Social Science 2.5: Students understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others lives. Specific Academic Learning Objectives: Students will learn how to sequence events on a timeline. Students will be able to chronologically summarize Jackie Robinsons life. Prerequisites: What skills, knowledge and prior experience do students need for this lesson? Students have a basic understanding of who Jackie Robinson was and why he is important: they read a picture book biography together as a class. Recalling the reading, students should be able to identify an event in Robinsons life that each symbol corresponds with and roughly sequence them. How will you determine whether students have these? On their whiteboards, students will list 3 events they remember from the biography. They will then Think-Pair-Share to create a summary of the biography. How will you connect to students' interests, backgrounds, strengths and needs, including their cultural, ethnic, and socio-economic differences?

Revisit the W portion of the KWL chart: remind students about things they wanted to know in order to increase interest. What questions in the W portion can be answered? What pieces will be reflected on the timeline? Ask: If you were to make a timeline of your own life, what events would you include? Why? Students connect their ability to recall milestones in their own lives to the task of outlining Robinsons. Remind students that they frequently sequence events in the stories they read from their literature book. This activity requires the same skills, which they have practiced many times, just in a different way. Key ELD Standards: Reading Comprehension Cluster 2, Intermediate: While reading aloud in a group, point out basic text features such as the title, table of contents, and chapter headings. Reading Comprehension Cluster 2, Early Advanced: Read and use basic text features, such as the title, table of contents, and chapter headings. Reading Comprehension Cluster 2, Advanced: Locate and use text features, such as the title, table of contents, chapter headings, diagrams, and index. Academic Language Demands: What academic language is used in the lesson? (Vocabulary, language structure and conventions, genres, symbols, etc.) Sequence of events Timeline Caption Image What are the language demands of the task? Please address receptive (listening, reading) and productive (speaking, writing) skills. Listening: Instructions presented orally. Reading: Read captions from ELMO and match them to an image. Speaking: Pair-Share. Writing: Brainstorm list of events. Copy captions from ELMO onto timeline. Accommodations: How will you make the academic language accessible to all students? Display completed timeline. Label sequence of events, timeline, caption, image. Leave on the whiteboard for the remainder of the lesson for students to refer to as necessary. How will address the specific needs of your English learners? Display completed timeline. Label sequence of events, timeline, caption, image. Leave on the whiteboard for the remainder of the lesson for students to refer to as necessary. Underline key words in the captions. Allow students to copy key words instead of the entire caption if desired. How will you address the specific needs of your students with special needs? I pre-cut the images and put them in sealed envelopes to decrease the amount of time required for the task. I also photocopied captions for students to paste on their timelines so they do not have to copy from the ELMO and to further

decrease the amount of time required for the task. Assessment: What evidence of student learning will you collect? Completed timeline How will you use this evidence? This evidence will determine if students met the lesson objective. What criteria will you use to interpret the evidence? Students demonstrate understanding by correctly sequencing events, placing them on the correct place on the timeline, and writing a matching caption. How will the evidence affect your next steps in teaching? If the majority of the students correctly sequence Robinsons life, we will move on to the Inquiry lesson. If many students are unclear about the events in Robinsons life and/or the order in which the events occurred, we will re-read the focus biography and take notes. INSTRUCTIONAL SEQUENCE Set or Introduction (20 min) How will you begin the lesson? How will you engage and motivate learners, connect to prior experience, activate prior knowledge and/or share learning outcomes? 1. Revisit the W portion of the KWL chart: remind students about things they wanted to know in order to increase interest. What questions in the W portion can be answered? What pieces will be reflected on the timeline? 2. Ask: If you were to make a timeline of your own life, what events would you include? Why? Students connect their ability to recall milestones in their own lives to the task of outlining Robinsons. 3. Explain that today we will solidify our understanding of key events in Jackie Robinsons life to better understand why people view him as a hero. 4. On their whiteboards, students will list 3 events they remember from the biography. They will then Think-Pair-Share to create a summary of the biography. 5. Remind students that they frequently sequence events in the stories they read from their literature book. This activity requires the same skills, which they have practiced many times, just in a different way. Developing Content/Body of Lesson (25 min day I; 40 min day II) What instructional strategies and learning tasks will you use in the main part of the lesson? Students use their KWL chart and the biography for reference to assemble the timeline. Check for Understanding/On-Going Informal Assessment How will you know the students understand the material? (questioning and observing throughout the lesson) Informal observation while students are working. Closure (5 min) How will learners summarize or reflect on what they learned (for example, share work, share a strategy, share a process, discuss what they learned, raise a new question)? Students pass their completed trading cards in a clockwise fashion around their

table group. Each student takes 1 minute to observe his/her peers work, then the group continues passing the cards. Reflection This lesson required a lot of checking for understanding, as students do now have much previous knowledge about Jackie Robinson. To prevent students from cementing incorrect ideas, I checked for understanding: while they sequenced the images, after they sequenced the images/before they pasted, after they pasted the images/before the wrote the captions, and after they wrote the captions/before they outlined them in felt tip pen. Next Steps Students were able to connect the timeline images to key events in Jackie Robinsons life. Having a stronger foundation, students will move to the next lesson where they will compartmentalize and summarize their learnings.

1919 1920 1939 1942 1945 1947 1947 1949 1962 1972

Born in Georgia Moved to California Started college at UCLA Joined the Army for World War II First Negro League game First Major League Baseball game Wins Rookie of the Year Wins National League Most Valuable Player Elected to Major League Baseball Hall of Fame Dies in Connecticut

Inquiry Lesson Plan: Trading Card (Lesson 3 of 5) Teacher: Kellye Orihood Subject: History Social Science/People Make a Difference Focus on Jackie Robinson Grade Level: 2 CA State Content Standard: 2.5: Students understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others lives. Lesson Objective(s): Students compartmentalize their basic knowledge of Jackie Robinson and are able to present their understanding in another way. Anticipatory Set: Using the ELMO, show students a variety of trading cards. What information is usually included on a trading card? Discuss. Question for Inquiry: What information is important to put on a trading card about Jackie Robinson? Generate a Hypothesis: Using a pencil, students lightly answer portions of the trading card they think they remember. Research to Find Data: They are encouraged to use their personal timeline, the classroom Jackie Robinson bulletin board, and trade books to check their facts and accurately complete the trading card. Relevant Vocabulary: Negro Leagues: the separate baseball organization African Americans were forced to play in from 1859-1948 Major League Baseball: the professional baseball organization in America Civil Rights Movement: a movement started by African Americans in the 1960s that helped them get the same rights and fair treatment as whites color barrier: describes how African Americans were treated differently than whites due to the color of their skin Interpret Information: Students incorporate information from outside sources into a succinct summary of Robinson using the trading card format. Publish Conclusions: Students have their trading cards checked by the teacher. They then outline their writings in black felt tip pen and draw a portrait of Robinson on the reverse. Assessment: Teacher reviews trading cards upon completion, noting students ability to correctly include the requested information. Differentiation: Reece, Sam, Blake, Liam, and Christopher each receive a packet of pre-written facts that they sort and paste in the appropriate category on the trading card. To assist English language learners and lower-achieving students, have a whole-class discussion about what each portion of the trading card is asking for before setting students free to research.

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Learning Segment Focus or Big Idea: People Make a Difference Focus on Jackie Robinson CRITICAL THINKING LESSON: Timeline (Lesson 4 of 5) Grade: 2 Content Area: History Social Science Time Allotted: Two 45-minute periods Classroom Organization: 6 homogeneous table groups of 4-5 students each Resources: Focus Biography A Picture Book of Jackie Robinson by David A. Adler Below Grade Level Jackie Robinson Plays Ball by Robin OSullivan (National Geographic) Jackie Robinson by Cynthia Klingel and Robert B. Noyed (Wonder Books) Jackie Robinson by Rebecca Gomez (Buddy Books First Biographies) Jackie Robinson by Wil Mara (Rookie Biographies) Jackie Robinson: Baseballs First Black Major-Leaguer by Carol Greene At Grade Level A Picture Book of Jackie Robinson by David A. Adler Jackie Robinson: Baseballs Greatest Pioneer by Jason Glaser People to Know: Jackie Robinson by Jonatha Brown (Weekly Reader) Heroes of American History: Jackie Robinson by Carin T. Ford Above Grade Level Jackie Robinson: He Was The First by David Adler Jackie Robinson by Stephanie Sammartino McPherson Materials (per student): Jackie Robinson biography at students reading level, rough draft writing paper, final draft writing paper, pencil Content Standard(s): History Social Science 2.5: Students understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others lives. Specific Academic Learning Objectives: Students will learn why Robinson is commonly seen as a hero. Students will be able to explain Robinsons contributions to the Civil Rights Movement. Prerequisites: What skills, knowledge and prior experience do students need for this lesson? Students have a basic understanding of who Jackie Robinson was and why he is important: they read a picture book biography together as a class. They made a timeline of important events in his life and completed a trading card with key biographical information. Students need to understand that the time period in which Robinson lived was very different from today: those who did not have white skin were not treated fairly, regardless of their character. How will you determine whether students have these? Discuss the basics of the Civil Rights Movement. Why was the movement

necessary? How is the 1960s different from today? How will you connect to students' interests, backgrounds, strengths and needs, including their cultural, ethnic, and socio-economic differences? Revisit the W portion of the KWL chart: remind students about things they wanted to know in order to increase interest. What questions in the W portion can be answered? What pieces will be reflected on the timeline? Ask: Whats something you have done that was heroic? Think-Pair-Share Key ELD Standards: Reading Comprehension Cluster 2, Intermediate: While reading aloud in a group, point out basic text features such as the title, table of contents, and chapter headings. Reading Comprehension Cluster 2, Early Advanced: Read and use basic text features, such as the title, table of contents, and chapter headings. Reading Comprehension Cluster 2, Advanced: Locate and use text features, such as the title, table of contents, chapter headings, diagrams, and index. Academic Language Demands: What academic language is used in the lesson? (Vocabulary, language structure and conventions, genres, symbols, etc.) Explain Examples Reason What are the language demands of the task? Please address receptive (listening, reading) and productive (speaking, writing) skills. Listening: Instructions presented orally. Reading: Read selected passage from book at students reading level. Speaking: Pair-Share. Writing: Summarize and elaborate on information from selected passage in order to answer the prompt. Accommodations: How will you make the academic language accessible to all students? Each student receives research materials that are appropriate to his/her reading level. Additional scaffolding is provided as needed (e.g., pages where the information can be found are bookmarked, key concepts are underlined). . How will address the specific needs of your English learners? Each student receives research materials that are appropriate to his/her reading level. Additional scaffolding is provided as needed (e.g., pages where the information can be found are bookmarked, key concepts are underlined). How will you address the specific needs of your students with special needs? Reece, Blake, Liam, Sam, Christopher, and Cierra receive sentence frames to complete

Assessment: What evidence of student learning will you collect? Written paragraph explaining Robinsons contributions to the Civil Rights Movement How will you use this evidence? This evidence will determine if students met the lesson objective. What criteria will you use to interpret the evidence? Students demonstrate understanding by stating, in their own words, why Jackie Robinson is seen as a hero (first African American to play in a Major League Baseball game) How will the evidence affect your next steps in teaching? If the majority of the students understand the pivotal role Robinson played, the unit will conclude with the L portion of the KWL. If students cannot identify why Robinson was significant, remedial instruction will follow. INSTRUCTIONAL SEQUENCE Set or Introduction (10 min) How will you begin the lesson? How will you engage and motivate learners, connect to prior experience, activate prior knowledge and/or share learning outcomes? 1. Think-Pair-Share: Can you think of a time when you did something heroic? Use equity sticks to create a class list on the whiteboard. 2. Review timeline completed in earlier lesson. 3. Explain that we will concentrate on one portion of the timeline: 1945-1947 4. Write 1945-1947 on the board. 5. What did Jackie Robinson do in this time frame that was important? 6. Why was it so important? Developing Content/Body of Lesson (35 min day I; 40 min day II) What instructional strategies and learning tasks will you use in the main part of the lesson? Students are put in homogeneous groups of two or three. Using a trade book appropriate to their reading level, they read pre-marked pages that highlight Robinsons contributions to the Civil Rights Movement. Students discuss their reading with their group mate(s), relating the information the read to the question for inquiry and their individual hypothesis. Each student writes a paragraph describing why Jackie Robinson is a hero. The rough draft is corrected for spelling, grammar, and content. Students then produce a final draft. Check for Understanding/On-Going Informal Assessment How will you know the students understand the material? (questioning and observing throughout the lesson) Informal observation while students are working. Closure (5 min) How will learners summarize or reflect on what they learned (for example, share work, share a strategy, share a process, discuss what they learned, raise a new question)? Student volunteers read their paragraphs to the class.

Reflection Again, students felt unconfident in their research abilities. They often questioned their understanding, even though the majority of the time their understanding was correct. This required a lot of teacher feedback in order for students to begin and continue the writing process. Perhaps a whole-group debrief after pairs/trios finish reading would boost students confidence and increase the quality of their writing. Next Steps If the majority of the students understand the pivotal role Robinson played, the unit will conclude with the L portion of the KWL. If students cannot identify why Robinson was significant, remedial instruction will follow.

Monitoring Student Learning During Instruction (Rubric EH5) When informally surveyed about a variety of American heroes, less than five of the thirty students responded saying they knew who Jackie Robinson was and less than ten of the thirty students had ever heard the name Jackie Robinson before. With such little to no background knowledge, students had many learning opportunities in front of them. With many learning opportunities comes a lot of monitoring and adjusting in order to guide students towards correct ideas and the solidification of them. I continually monitored learning throughout the lesson sequence and encouraged students to organically obtain as much information as possible. Student learning was continually monitored through informal questioning, informal observation of student work in progress, and formal observation of completed work. When students struggled to sequence the events in Robinsons life during the concept formation lesson, I asked probing questions to help them correctly order the events. For example, many students forgot if Robinson played in the Negro Leagues first or the Major Leagues. I asked: Why is Jackie Robinson famous? (He was the first black baseball player to play with white people.) Which league has a word in it that means African American? (Negro Leagues.) Was Robinsons ultimate goal to play with black people or with white people? (White people.) Was he able to accomplish his goal right away? (No.) Now, which league do you think Robinson played in first: the Negro Leagues or the Major Leagues? (The Negro Leagues.) When students were working on their timelines, I listened closely to the discussions they were having with each other - often I overheard them explain to their neighbor their reasoning for sequencing the events. I also questioned students who made errors while sequencing the events in order for them to correct their own mistakes: Do you remember where Jackie Robinson was born? (Georgia.) Do you think the first image on the timeline should be

the state of Georgia, Connecticut, or California? (Georgia.) Many students initially recorded extremely vague answers during the inquiry-based trading card lesson (answering dad, mom, wife, kids for the FAMILY prompt, etc.). For areas that could use expansion, I asked students to elaborate: What was his dads name? How many kids did he have? Were his kids boys, girls, or both? Students often could not recall such specific details from the biography we read nearly a week prior, so I guided them to pages in biographies where they could find their answers. I required students to have their trading cards checked by me before outlining in felt tip pen and/or illustrating the reverse. For incorrect responses that could be answered using the timeline made in a previous lesson, I asked students to go back and check their trading card against the timeline. For incorrect responses that could not be answered using the timeline, I showed students a specific page in a biography where they could locate the information. During the critical thinking lesson, students were often confused about Robinsons most notable accomplishment. I encouraged them to read and re-read the text selection then discuss it with a partner. If they were still unsure, I asked them to describe the cultural climate towards people with dark skin in the 1900s. I then explained that the Major Leagues are a worldrenowned group of baseball teams: it is a very special privilege to play on such a team. If Robinson was awarded such a privilege in such a difficult cultural climate, how do you think he felt? This helped students engage their background knowledge and incorporate it with information obtained from the reading in order to build a more meaningful and critical view of Robinsons role in history. For students that strayed off topic, I encouraged them to return to the reading and create one main idea and then share their main idea with a different pair or trio of students, reaching a common understanding before returning to writing.

Reflection I was very surprised how few students had heard of Jackie Robinson, and that even fewer knew his role in history. This level playing field allowed the majority of students to access the material from a common ground. I also was surprised that students did not know about the Civil Rights Movement and that people past and, unfortunately, present are treated differently depending on the color of their skin, their religion, their sex, their sexual orientation, etc. In order for students to meaningfully understand who Jackie Robinson was, they needed to first develop a clear understanding of the climate in which Robinson was born into, raised in, and died in. Students really enjoyed having a physical artifact for each lesson. They had never completed a KWL chart before and were hesitant to record information in the K and W sections but were very impressed with themselves when they were able to list many different facts in the L section upon completion of the lesson sequence. I think the order in which the lessons was presented was crucial to student understanding, as each lesson and activity encouraged them to use what they knew in order to go a little deeper into the subject. The trading card was the students favorite lesson, and the critical thinking paragraph was their least favorite possibly because it was the most challenging lesson in the sequence. I think students gained a lot of confidence through independent research and drawing their own conclusions. I wish I had the opportunity to incorporate this lesson sequence into a larger unit about the Civil Rights Movement in America during the 1960s. Students were genuinely shocked that sometimes people are treated differently for no good reason. While this can be a sensitive subject to address in the classroom, I think it is important for students of all ages to understand, respect, and welcome diversity. Todays students will also be civil rights pioneers of some sort, and what better way to prepare them for the future than arming them with success stories?