TCNJ Lesson Plan
Rosa Parks
Student Name: Nikita Garbayo School Name: N/A
Grade Level: Kindergarten Host Teacher’s Name: N/A
Guiding and/or Essential Questions:
● What does it mean to show respect to others?
● What did Rosa Parks believe in?
● How did Rosa Parks defend what she believed in?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
Students are not expected to have any prior knowledge to this lesson. However, depending on the
time this lesson is done students may be aware of other important people in the civil rights
movement if they learned about them during Black History Month.
Standards:
● 6.1.5.CivicsDP.2: Compare and contrast responses of individuals and groups, past and
present, to violations of fundamental rights (e.g., fairness, civil rights, human rights).
● 6.1.5.CivicsHR.2: Research and cite evidence for how the actions of Dr. Martin Luther
King, Jr. and other historical civil rights leaders served as catalysts for social change,
inspired social activism in subsequent generations.
Learning Objectives and Assessments:
Learning Objectives Assessment
For students to identify the the lack of rights Through the reading of the book, I am Rosa
that black people had and how mistreated they Parks s tudents will learn about how unfairly
were black people were treated just because of the
6.1.5.CivicsDP.2 color of their skin
For students to identify how Rosa Parks actions Through the reading of I am Rosa Parks and the
affected and made an impact on the civil rights sentence they will write on their school bus,
movement students will discuss and write about what Rosa
Parks did and what that meant for others
6.1.5.CivicsHR.2
Materials/Resources: (List materials, include any online or book references and resources)
● I am Rosa Parks by Brad Meltzer
● Yellow paper shaped like a bus
● White paper squares (bus window slots)
● Black paper circles
● Strips of lined paper
● Pencil
● Glue
● Scissors
● Markers/ crayons
Plan for set-up/distribution/cleanup of materials:
● After Reading I am Rosa Parks the yellow school bus paper, the white paper squares, the
black paper circles, and the stips of lined paper will all be passed out
● After the activity is completed each students school bus will be collected to be hung up in
the room
● Students will have all their own supplies such as pencils, glue, scissors, markers/crayons
in their desks that they will take out to start and put away when finished
Step by Step plan (numbered):
1. Lesson beginning (Should be detailed!)
a. Before reading, I will begin the lesson by asking students if anyone knows who
Rosa Parks is.
b. After that discussion, I will begin reading I am Rosa Parks by Brad Meltzer. After
reading the book we will have a short discussion about the novel and Rosa Parks
to ensure all students understand who she is, what she did, and why it was
important.
c. After reading and having a discussion I will hand out the supplies each student
will need for the activity
d. First students will draw a variety of people in the white paper squares to represent
the people through the windows of the bus. I will instruct them to make sure they
are inclusive and have a variety of people, but to make sure they put Rosa Parks
and maybe even themselves on the bus.
e. After students finish drawing their people I will turn on the projector so that we
can begin putting together the bus as a group and they can follow along to see
what I am doing.
f. First I will have students glue the windows with the people on their bus. Then we
will glue the wheels on. After these two things are on students will glue the strips
of lines paper onto the middle of the bus (will be used to write a sentence on).
g. Once all students are finished we will move onto writing a sentence about Rosa
Parks. I will ask students questions about what they think the most important idea
of the story was. From their responses, we will create a sentence together as a
class and they will follow along as I show them how to write it using the
projector. The sentence will be something like “Rosa Parks was important
because…”
X. Closure (Should be detailed! Include short and long when relevant).
● Once the students finish writing the sentences I will close the lesson by asking students
how they feel about how Rosa Parks and others were treated. This will be a closing
discussion where students can share their thoughts, comments, or concerns.
● Afterwards I will collect the busses to hang up around the classroom
Key Questions (that you will ask):
● Why do you think people treated others differently?
● Why was what Rosa Parks did so important?
● How do you think Rosa Parks felt when standing up for what she believed in?
Key Vocabulary:
● Respect
● Unfair
● Civil Rights
● Movement
Logistics:
● Timing:
○ 10 minutes to read the book
○ 5 minutes to discuss thoughts about book
○ 20-25 minutes to complete the activity
○ 5 minutes to close the lesson
● Transitions: N/A students stay at their desks the entire time (covid)
● Classroom Management: I will walk around the room and observe students while also
demonstrating what is to be done on the projector. While doing this I will make sure each
student is paying attention and following along to what I am instructing.
Differentiation
Students that need extra help or attention will be provided with it. There will be no students that
finish early because we will be doing it together as a class.
