American Civil Rights Leaders: Martin Luther King Jr. & Cesar Chavez

1. American Civil Rights Leaders: Martin Luther King Jr. & Cesar Chavez An Integrated Lesson including: Social Studies, Written Language, and Technology.

2. Students can participate in all or a few of the following activities.(Approximate Timeline: 1 month utilizing language arts, social studies and technology blocks.) • Internet search. • Compare and contrast with Venn Diagram. • Written 5 paragraph essay. • Oral presentation, (optional use of power point.)

3. Standards Addressed • Written language • Oral Language

4. Written language standards. • Students write with a command of standard English conventions that is appropriate to fourth grade (i.e., sentence structure, grammar, punctuation, capitalization, spelling, editing, and penmanship).

5. Oral Language Standards • Speaking:Speaking Process and StrategiesStudents speak in a manner that guides and informs the listener's understanding of key ideas using appropriate phrasing. • Speaking Applications: Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent topic statement.

6. Written Language Standard • Students write clear and coherent sentences and paragraphs that develop a central idea.  Their writing considers audience and purpose.  Students successfully use the stages of the writing process (i.e., pre-writing, drafting, and revising successive versions)•    Focus and Organization of Ideas•    Revising Strategies•    Research Strategies and Technology

7. Written Language Standards • 1.1 Demonstrate control of grammar, diction, and paragraph and sentence structure and as understanding of English usage. • 1.2 Produce legible work that shows accurate spelling, punctuation and capitalization. • 1.3 Reflect appropriate manuscript requirements in writing.

8. Instructional Objectives • Students will write, edit, and revise a five paragraph essay with appropriate content, organization, syntax grammar and spelling. • Students will utilize the internet to gather biographical data and incorporate that information into the content of their essay. • Students will use a venn diagram to compare and contrast the information gleaned from their research.

9. Instructional Objectives:cont. • Students will convert the visual information from the venn diagram to a "synthesis" format, analyzing and generalizing, common factors, influences and outcomes, This will be one paragraph of their essay.  • Students will create an oral presentation, may use power-point, for their class, emphasizing the main points of their synthesis essay.

10. Instructional Objectives: cont. • Students will write a bibliography with appropriate citations for internet sources. • Students will "surf" the web, noting related topics and web sites, these will be an addendum to their report.

11. Internet integration • Resources for teacher • 5 paragraph essay information • Venn diagram information • Resources for student • Internet sites for biographical information. • 5 paragraph essay information • Venn diagram information

12. Implementation • Can be used in a classroom or home school setting.

13. Student Performance on Venn Diagram:10 students grades 4 and 5, scale of 0 – 12. • A=10-12, B=7-9, C=4-6. • 1 student score……6 • 3 students score….8 • 1 student score….10 • 1 student score….11 • 4 students score..12

14. Summary and Observations • Students have completed traditional skill activities: 5 – paragraph essay, and venn diagram, with non-traditional support: internet access for instruction, references, guidelines, and materials. • This non-standard format of instruction was motivating and fun for students yet challenging. Direct instructional support via classroom, home-school, or e-mail and telephone is necessary for a positive learning experience.