Book Backdrop Template

Name: Mcall Wertin

Date submitted: 4/10/24

Book Backdrop Lesson Plan Information and Template

Title of Lesson Title: Equality’s call
Book Choice
Choice: I chose this book because its full of rich history and vocabulary
that has potential to be turned into fun activities.

NCSS Theme (s): Equality for all

Grade level and Content Integration This activity is best suited for students of the following grade levels:
This activity integrates the following content areas:
Language arts, History, Sociology, Literacy

Compelling and supporting Pose a compelling question and supporting questions related to your
Question(s) chosen book that students will explore during your lesson.

~ Think about how voting and the rights of different people

changes throughout the book.
~ Who can share some changes that they have noticed throughout
the book?
~ How can we be more equal to each other?

Specific Objective(s) List one or more objectives specialized to this lesson (e.g., observation,
identification of different perspectives or viewpoints, map skills,
comparisons, etc.) Use the SWBAT language to identify your outcomes.

~ Students will be able to pull from the text to answer essential

questions
~ students will be able to identify how different kinds of historical
sources are used to explain events
~ students will identify changes in voting rights and opportunities
for different groups of people throughout history
~ students will define segregation and understand its impact on
society
~ students will analyze the contributions of famous equal rights
leaders

Standards Your lesson should reference teaching standards that are addressed by
your lesson:
 C-3 Framework
 Illinois Social Studies Standards (see grade level documents)

~ KWL Chart
~ SS.3.H.1
Create and use a chronological sequence of related events to
compare developments that happened at the same time
~ SS.3.H.2
 explain how the diverse perspectives of people and events
develop and shape communities and/or regions
~ SS.3.H.3
identify and analyze how different kinds of historical sources are
used to explain events in the past
~ SS..3-5.IS.2
students generate supporting questions that require investigation
to help answer the essential questions

Primary Source Choices Why did you choose these primary sources? How do they complement the
topic or event under study? How do they relate to your book choice?
How will they encourage students to engage with the lesson?

The primary sources that are chosen were actually included in this Lesson
plan. These sources include famous figures who have fought for equality
in life. The four figures that I had the class looking at are Susan B
Anthony, Martin Luther King Jr., Rosa Parks, and Ida B wells. This
helped give the students a real life perspective of what it looks like to
fight for equality and justice from different points of views.
(See attached documents at the end of this template)

Content Preparation Research and write a narrative about the historical background you need
to know to teach your book backdrop lesson. Address the individuals,
issues, influences, and Ideology (beliefs and values) of the time and
place.

~ Susan B Anthony
Was a prominent American woman's rights activist and
suffragist. She played a key role in the fight for women's suffrage
in the United states, Co founding organizations like national
women suffrage association. Her efforts helped lead to the
passage of the 19th amendment in the 1920s, granting women the
right to vote
~ Martin Luther King Jr.
Was an influential American Civil rights leader known for
advocating nonviolent resistance. His efforts were pivotal in
advancing civil rights, leading to key legislative victories such as
the Civil Rights Act of 1964 and the voting rights act of 1965. He
is remembered for his famous “I have a dream” speech and his
leadership in the Montgomery bus boycott and the march on
Washington.
~ Rosa Parks
Was a key figure in the American civil rights movement. Her
refusal to give up her bus seat to a white passenger in
Montgomery, Alabama, in 1955 sparked the historic
Montgomery Bus Boycott, challenging racial segregation and
public transportation. Parks became an iconic symbol of
resistance against racial injustice
~ Ida B wells
Was a pioneering African American journalist, educator, and
civil rights activist. She bravely exposed the horrors of lynching
in the United states, advocating for racial justice and Co founding
the NAACP. Wells work was instrumental in advocating in
advancing the civil rights movement
Physical Preparation and Instructional
Materials
List any necessary classroom materials or equipment here. (e.g. flip
chart, projector, etc.). Use this section to explain what activities or
preparations need to be completed prior to beginning the lesson.
For example:
 printing of handouts
 preparing to display an item on screen or projector
 having a flip chart and marker ready
 room arrangement, if necessary

~ define the harder vocabulary within the book

~ define segregation
~ prepare questions
~ print out the articles enough for the students to have
~ print out the KWL chart, enough for all the students
~ review standards
~ review articles

Instructional Procedures Estimate how long the lesson will take. (Please indicate if it will take
and more than one class period.)
Student Inquiry Use this section to list the exact steps you will use during the teaching of
the lesson.
 Use a VTS instructional strategy (See-think-wonder, Claim-
Support-Question, Big Paper, Compass Points, Gallery Walk,
etc.) paired with one or more primary sources.
 The lesson should engage students in inquiry, developing
knowledge, making interpretations, thinking critically, and
becoming aware of issues.
 Bulleted sub-steps may be included under a numbered item.
 Make each step a distinct task – a directive.
 Write procedures as concisely as possible using clear, direct
language.
 Make sure you have a clear beginning, middle and end to the
lesson.
 Remember to include ways for students to communicate
conclusions based on evidence and take action (if possible).

To show the instructional activities students will be practicing, use the

following coding system in your instructional procedure description
section:
o I = Inquiry
o K = Knowledge
o TC = Make interpretations or think critically
o A = Awareness of issues (local, global) or diverse
perspectives
o C = Communication with small or whole group
o E = Use of evidence to support conclusions
Note: These may not be present in every lesson.

~ Read the book of qualities call out loud to the students period prior to
reading, asked students to think about how voting and the rights of
different people changes throughout the book.
~ After reading ask the students to share some changes that they have
noticed throughout the book. Call on students to share these loud.
~Anticipated responses:
men who were not wealthy could vote
 slavery ended
women could vote
all races could vote
~ Write the word segregation on the board for the students. Ask them to
think about that word and if they have heard it before. Give students a
minute to think to themselves, then call on students to share what comes
to mind when they hear it this word.
~ Anticipated responses:
Not being treated fairly,
Rosa Parks
Being separated
Different schools
~ provide the students with the definition of segregation:
Separating/dividing people based on things like skin color,
gender, etc.
~ remind the students about the book that was read earlier period not all
people have had equal rights or opportunities to do things. Let them know
that even when the laws and rules change, many people still were not
treated fairly and faced issues like segregation
~ let the students know that they will be learning more about famous
people who have fought for equal treatment of others. Split students into
groups of four to five people
~each group will be assigned a famous equal rights leader in history
Susan B Anthony
Martin Luther King junior
Ida B wells
Rosa Parks
~ assign each Group A famous person period prior to receiving an article
about their person, they will receive a KWL chart
~ they will work together in their groups to fill out the key part of the
chart about their person.
~ they will write any background knowledge that they have on that
person first
~ they will fill out the W part of their chart with some questions that they
have about their famous activist
~ if needed, you could prompt a students with ideas for questions such as:
how did this person help others be treated fairly?
Is this person still alive?
Why did this person want to help others?
~ They will receive an article about their famous person that they will
read through as a group
~ they will fill out the L part of the chart with information that they have
learned throughout the article
~ after working for 10 to 15 minutes on their charts and articles, have
each group come up and present their famous person that they were
assigned.
~ Have each group share important information that they learned about
their person
~ ask each group:
how did this person work to make sure others were treated
equally

Assessment How will the learner be assessed? Provide information about

formative and/or summative assessments, using the following
information:
  Make a list of indicators that will tell you if your students
are meeting the objectives.
 Using your indicators, make an assessment tool (rubric,
checklist, etc.) or use the VTS to show that you can measure
your objectives and ensure that your lesson is aligned.
Include this tool with your project.
 Include an assessment narrative that describes how your
objectives, instructional strategy, choice of primary
sources, and student products align.
 Remember the assessment(s) should be clear and realistic
for learners.

~ students will identify changes in voting rights and opportunities

for different groups of people throughout history
~ students will define segregation and understand its impact on
society
~ students will analyze the contributions of famous equal rights
leaders

Indicators of success:
~ students actively participate in discussions about voting rights
and segregation
~ students accurately define segregation and provide examples
~ students effectively collaborate in groups to complete KWL
charts and present information about their assigned equal rights
leader
~ students demonstrate understanding of their assigned leaders
contributions and impact on equal rights

Assessment tool: KWL chart

~ criteria:
Background knowledge:
3 pts: Substantial knowledge demonstrated
2pts: some knowledge demonstrated
1 pt: limited knowledge demonstrated
Questions:
3pts: thoughtful and relevant questions
2pts: some relevant questions
1 pt: limited or unclear questions
learned information:
3pts: comprehensive and accurate information
2pts: mostly accurate information
1 pt: incomplete or inaccurate information
presentation skills:
3pts: clear, engaging, and organized presentation
2pts: mostly clear and organized presentation
1 pt: presentation lacks clarity or organization
~ the lesson objectives are aligned with instructional strategies and
student products. Through discussions on voting rights and
segregation, students gain insights into historical changes in
 societal challenges. Group research on famous equal rights leaders
facilitates collaborative learning. The KWL chart serves as both
formative and summative assessment, evaluating background
knowledge, questions, and learning outcomes. Presentations allow
students to showcase their understanding. The rubric provides clear
criteria for evaluation. Overall, the assessment methods effectively
measure student understanding of equal rights movements and
significant leaders.

Reflection After planning the lesson, reflect on your project:

a) Explain how your BBD plan is aligned throughout the
lesson.
b) What areas of your plan concern you? Describe your
concerns and how you might address them.
c) What interventions do you have in mind if students don’t
engage in inquiry with the primary sources?
d) In what ways will you accommodate students who are of
varied ability levels?
e) Reflect on what your CT had to say about your lesson
(successes, suggestions, next steps, etc.)

~ A: Throughout the lesson, the before, during, and after plan is

aligned to ensure a cohesive learning experience. Before reading,
students engage in a discussion about voting rights and are
prompted to think about changes over time. During reading, they
explore thee concept of segregation and its impact. After reading,
students work collaboratively in groups to research and present on
famous equal rights leaders. This progression ensures that students
build upon prior knowledge, engage actively with primary sources,
and demonstrate their understanding through group presentations.

~ B: one area of concern in this plan is ensuring active engagement

during group work and presentations period to address this, I might
implement strategies such as assigning specific roles within the
groups to ensure equitable participation or providing clear
expectations for the presentations to maintain student focus and
accountability.

~C: if students don't engage in inquiry with the primary sources,

interventions could include providing additional scaffolding or
guidance, such as modeling how to analyze primary sources or
facilitating small group discussions to prompt deeper exploration
of the materials. Offering choice in the selection of primary sources
could also increase student interest and engagement.

~D: To accommodate students of varied ability levels, I would

provide differentiated tasks and support. This might involve
offering additional resources or guidance for students who need
extra assistance, providing extension activities for advanced
learners, and fostering a collaborative learning environment where
students can support each other.
 ~E: My cooperating teacher expressed satisfaction with the lesson
structure and alignment with objectives. They suggested
incorporating more visual aids or multimedia elements to enhance
student engagement and understanding. Additionally, they
recommended providing more opportunities for student interaction
and discussion throughout the lesson. Moving forward, i plan to
integrate these suggestions by incorporating visuals and multimedia
resources and incorporating more opportunity for student dialogue.

Book Backdrop Resources

Cover Image Bibliographic
Information:
~ title: the qualities call
~ author: Deborah Diesen
~ publisher: beach lane
books
~ publication date:
February 4th of 2020
~ ISBN-10: 1534439583
~ ISBN-13: 978-
1534439581
Summary:
~ is the children's book
celebrating milestones in
the fight for quality in
American history.
Through poetic language
and vibrant illustrations,
it highlights key moments
like the abolition of
slavery and the civil
rights movement. The
book emphasizes the
importance of justice and
equality for all people
Book type:
~ children's picture book
on history
Setting and time
period:
~ the setting is not
specific to a particular
location but
encompasses various
places across the United
states where significant
events in the fight for
quality occurred
~ the time period spans
historical moments from
the abolition of slavery
to the civil rights
movement and beyond
Subjects:
~ history
~ social studies

Primary Source Thumbnail Caption LOC Digital ID

Publication Information
Book Notes
~ the article for Susan B Anthony is from Nat Geo kids ~ Susan B Anthony
~ is in the attached documents below was a leading figure in
https://kids.nationalgeographic.com/history/article/susan- the woman's suffrage
b-anthony movement in the
United states
~ https://www.loc.gov/resource/mss11049.mss11049-
007_00161_00181/?sp=3&r=0.312,0.136,0.372,0.31,0 ~ publication: National
~ image 3 of Susan B
Anthony papers:
speeches and writings,
1848 through 1895;
Undated 1859, make
the slaves case our
own
 Geographic kids

~ the website does not

contain specific book
notes related to Susan
B Anthony

~ the article for Martin Luther King junior is also from nat ~ caption: Martin ~ Martin Luther King,
kids Luther King junior Jr. National Historic
~ attached below delivering his I have a site, Georgia
https://kids.nationalgeographic.com/history/article/ dream speech during
martin-luther-king-jr the March on
Washington for jobs
https://www.loc.gov/item/2010586674/ and freedom on August
28th 1963

~ publication: National
Geographic kids

~ book notes: provides

a kid friendly
introduction to the life
and legacy of Martin
Luther King junior.
Includes information
about his role in the
civil rights movement
and his famous I have a
dream speech. Features
engaging visuals and
accessible language for
suitable young readers.
Offers insights into
kings impact on
American history and
his enduring influence
on the pursuit of
equality and justice

~ article for Rosa Parks is from Nat Geo kids ~ caption: Rosa Parks, ~ image 27 of Rosa
~ attached below pictured here in 1955, Parks papers: writings,
https://kids.nationalgeographic.com/history/article/rosa- became an iconic notes, and statements,
parks figure in the civil rights 1956 through 1998;
movement after drafts of early
https://www.loc.gov/resource/mss85943.001810/?sp=27 refusing to give up her writings; Accounts of
seat on a segregated her arrest and the
bus in Montgomery, subsequent boycott, as
Alabama well as general
reflections on race
~ publication relations in the south,
information: found on 1956 through circa
 National Geographic 1958, undated; Folder
kids website 2

~ book notes: this

article provides A
concise overview of
Rosa Parks full in the
civil rights movement,
particularly her act of
defiance in
Montgomery AL in
1955. It highlights her
significance as an icon
figure and her
contributions to the
fight against racial
segregation. This
article is written in a
manner of suitable for
children, making it
accessible resource for
learning about Rosa
Parks in the civil rights
era

~ article for Ida b wells is from Nat Geo kids ~ caption: Ida B wells, ~ Ida B. Wells-Barnett
~ attached below an African American
https://kids.nationalgeographic.com/history/article/ida-b- journalist, editor, and
wells civil rights activist,
fought against racial
https://www.loc.gov/item/2010643259/ injustice and lynching
in the United states
during the late 19th and
early 20th centuries

~ publication
information: it's from
the website National
Geographic kids

~ book notes: this

online article from
National Geographic
kids provides an
overview of Ida B
wells life and her
significant contribution
to the civil rights
movement. It
highlights her activism
against racial injustice
and lynching,
shredding light on her
impact as a journalist
and educator during the
late 19th and early 20th
centuries
STUDENT WORK :