The document outlines a lesson plan on teaching about segregation using the children's book The Other Side, with the goal for students to understand what segregation was and how it separated people unfairly based on skin color. An introduction activity involves separating students by physical attributes to demonstrate segregation. The lesson involves reading the story, discussing what segregation means, and having students define and illustrate segregation in their dictionaries.
The document outlines a lesson plan on teaching about segregation using the children's book The Other Side, with the goal for students to understand what segregation was and how it separated people unfairly based on skin color. An introduction activity involves separating students by physical attributes to demonstrate segregation. The lesson involves reading the story, discussing what segregation means, and having students define and illustrate segregation in their dictionaries.
The document outlines a lesson plan on teaching about segregation using the children's book The Other Side, with the goal for students to understand what segregation was and how it separated people unfairly based on skin color. An introduction activity involves separating students by physical attributes to demonstrate segregation. The lesson involves reading the story, discussing what segregation means, and having students define and illustrate segregation in their dictionaries.
The document outlines a lesson plan on teaching about segregation using the children's book The Other Side, with the goal for students to understand what segregation was and how it separated people unfairly based on skin color. An introduction activity involves separating students by physical attributes to demonstrate segregation. The lesson involves reading the story, discussing what segregation means, and having students define and illustrate segregation in their dictionaries.
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Title of Lesson: Teaching The Other Side & Segregation
Standards/Learning Objectives/Assessments *Standard: Please choose 1 of the *Learning Objective *Assessment following Social Justice Anchor Standards How will you assess your from Teaching Tolerance (2016). Please Write a clear, measurable objective that is also child- learning objective? Describe note you can find out more about these direct evidence you will collect standards focused on Identity, Diversity, friendly (start with “I can…”) and matched to to show your students have Justice and Action (IDJA) at the following met the objective. link: the standard you chose. https://www.tolerance.org/frameworks/social -justice-standards
13. Students will analyze the harmful impact of bias I can describe what Observation: Student and injustice on the world, historically and today. segregation means and participation in discussion how it effects the story throughout the interactive read The Other Side. aloud. I will keep a sticky note on the book and check off each time a student participates. Work sample: students will write an entry in their personal dictionary for the word “segregation” and draw an accompanying picture.
Segregation EC: This is the separating of one group of people because of the color of their skin from the rest of people in society.
Lesson Implementation (Be sure to note what you are doing to support differentiation/focus students/ diverse students’ needs here.)
☼ Introduction/Anticipatory Set (Links to prior knowledge, gets children interested,
clarifies purpose)
I would place a piece of tape across the carpet. On one side would be toys and sitting mats, on the other would say, “This is a fence. It’s used to separate things. I want to join me on my side of the fence. All of my blue eyed friends have to stay on the other side of the fence.” As children separate themselves based in their eye color and come to sit down, I’d let them play for a minute and say, “Okay my blue eyed friends, I want you to stand up and go to the other side of the fence. I’d like all of my friends with short hair to come sit with me on this side of the fence. Friends with long hair can stay on the other side of the fence.” After a minute I will pick up the toys and invite all of my friends to sit on the rug. “How did it feel to be on the good side of the fence? How did it feel when you were on the other side of the fence? Do you think it was fair to separate our class like that?” We will talk like this for a few minutes, I can’t script exact responses but I would assume students would say no and if they did say yes I would ask why they felt that way and if anyone disagreed. Then I will say, “In the 60s, our entire country was separated based on the color of our skin. White people kept themselves separated from black people because they were black. This was called segregation. Black people weren’t allowed in white schools, restaurants, hospitals, bathrooms, and other facilities. The schools, restaurants, bathrooms, and hospitals black people had access to were not as good as the ones white people had access to. It wasn’t fair at all. Sometimes they were broken down or didn’t have enough money to run properly.” At this time, I will show the students real photos of segregation down below. “These are real pictures from the 60s when our country was segregated. Your grandparents most likely grew up during this time.”
“Now we are going to read a story that takes place during the time of segregation. It’s called The Other Side by Jacqueline Woodson. I want you to remember how you felt when you were not on the fun side of our fence activity while we read this book.”
☼ Teaching, Learning, and Assessment Procedures (Describe the teaching of your
lesson with details. Include what teacher and children are expected to do/say and any assessment checks.)
After page one: “Why do you think Mama said it wasn’t safe to play on the fence?” Anticipated responses: Because they could fall and get hurt, because white people lived on the other side “Yes they could fall and get hurt, what else do you think could make it unsafe to climb over the fence? Why is it unsafe that white people are on the other side? Anticipated responses: because segregation, because she’s black “Lets keep reading to see,”
After page 2: “So our narrator is black. Here she met a white girl who lives on the other side of the fence. I wonder why the white girl is looking over at the other side of the fence.”
After page 3: “Sandra said no without even asking anyone else! Why do you think that she did that?” Anticipated responses: because she’s mean, because she doesn’t like the white girl, because its not safe
“It could be that Sandra is mean. It could be that she doesn’t like the white girl, but remember at the beginning of the story when Mama said it wasn’t safe? Maybe she was afraid.”
After page 5: “Does the white girl look scary or unsafe to be around, here? She’s dancing and laughing.” Anticipated responses: no, she doesn’t. “Huh, I wonder if our narrator is afraid of her. Maybe we’ll find out on the next page.”
After page 6: “It sounds to me like our narrator wants to play with the white girl, maybe she isn’t afraid of her or dislikes her.” After page 8: “Now we know our black narrator’s name is Clover and the white girl’s name is Annie. Annie said she lives over yonder, that means in the distance, or over there.” After page 9: “Lets make a prediction: do you think Clover will join Annie on the fence?” AR: yes. no “Okay, let’s see what happens.”
After page 10: “It looks like clover is going to sit with Annie on the fence! Wait a second, Annie’s mom also told her that she shouldn’t go to the other side of the fence. Annie’s mom must have told her that it was unsafe on Clover’s side, too. Just like Clover’s mom.”
After 13: “Why do you think Sandra let Annie join their game of jump rope?” AR: “because Clover likes her, because she sees she isn’t mean, because Sandra wants to be friends with Annie
“I wonder if Sandra will join them on the fence.”
After 14: “When they say they want the fence to come down, what do they mean? Take some time to turn and talk to your neighbor to see if you can think of what they mean when they say they want the fence to be knocked down. Think about our activity earlier today and the pictures we looked at before we read the book.” AR: they want to stop segregation. They want to stop being separated.
“Segregation is what is keeping them apart, not just the fence. Even if there wasn’t a fence there, they would still be separated because they have different skin colors. Clover is black and Annie is white. Now, we are going to add segregation to our Dictionary. You all will go back to your seats, take our your dictionary, write down what you think segregation means and draw a picture. Your picture can be about the book, the photos we saw, or something else to help you remember what segregation means. After we’re finished, we’ll do a gallery walk to take a look at the pictures we drew!”
☼ Closure (Summary of the lesson, checking for understanding, connection to future
learning, how will children share what they have learned)
“Alright, my friends! Now that you’ve finished writing the definition and drawing of segregation, I want you to leave your dictionary open on the desk and stand up. We’re going to walk, in a circle, around the room and look at each other’s drawings. We need these drawings tomorrow when we learn about the Civil Rights Movement.
Instructional Materials (list/paste in all materials/visuals you’ll use)
