Indiana Wesleyan University

Elementary Education Lesson Plan Template

Reading, Writing, and Oral Language
2007 ACEI Standards

Sit-In by Andrea Davis Pinkney, Illustrated by Brian Pinkney

Problem Confronted: Racism
Mollie Eichenberg

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will understand how to find the theme of a book and how to apply
the theme to their own lives.
B. Objective(s)—After listening to Sit-In, students will create a “recipe” to help them
apply and discuss the theme of the book.
C. 5.RL.2.2 Determine a theme of a story, play, or poem from details in the text, including
how characters respond to challenges or how the speaker in a poem reflects upon a
topic; summarize the text.

II. Materials
 The book Sit-In by Andrea Davis Pinkney, Illustrated by Brian Pinkney
 Paper for posters
 Markers, crayons, and pencils to decorate posters
 Sticky notes

III. Anticipatory Set (3 min)

• “I am going to read you some quotes. After each quote, I want you to put your thumb
up if you think the statement is a quote from Martin Luther King Jr. If you think the
quote is from someone else, put your thumb down.”
• We must meet the forces of hate with the power of love. – Dr. Martin Luther King Jr.
• Be loving enough to absorb evil and understanding enough to turn an enemy into a
friend. – Dr. Martin Luther King Jr.
• If someone puts their hands on you make sure they never put their hands on anybody
else again. – Malcolm X
• We must meet violence with nonviolence. – Dr. Martin Luther King Jr.
• Segregation is not humiliating but a benefit. – Woodrow Wilson
• I say segregation now, segregation tomorrow, segregation forever. – George Wallace
• Darkness cannot drive out darkness: only light can do that. Hate cannot drive out
hate: only love can do that. – Dr. Martin Luther King Jr.
IV. Purpose: “I am going to read you the book Sit-In by Andrea Davis Pinkney. I want
you to observe how the words of Martin Luther King Jr. contribute to the theme of the
book.”

PLAN FOR INSTRUCTION

Use major concepts, principles, theories, and research to construct learning opportunities that
support students’ development, acquisition of knowledge, and motivation.
(ACEI 1.0)

 Foundational Theory: Reader-response criticism is a school of literary theory that focuses

on the reader (or “audience”) and their experience of a literary work, in contrast to other
schools and theories that focus attention primarily on the author or the content and the
form of the work.

V. Adaptation to Diverse Students –

In the GRAND CONVERSATION, discuss discriminatory experiences the children
have had. The actions the children will take in the response time will give opportunity
for every level to engage at their appropriate developmental level.
Struggling learners will have the support of the read aloud and their small group peers
for collaboration.
(ACEI 3.2)
VI. Lesson Presentation (Input/Output)
 I will gather the students to the reading nook so each of them can see the illustrations.
 I will read aloud the story (10 min).
 I will model appropriate reading strategies and expression.
 I will use a different voice when I read the words of Dr. Martin Luther King Jr.

(ACEI 2.1)
 GRAND CONVERSATION: I will ask questions that allow the students to reflect on the
story (12 min).
o What did you think about the story?
o What did you find interesting in this story?
o Was there anything you did not like in the story?
o What was the problem in this story?
o How did the characters in the story make a difference?
o What do you think the theme was in this story?
o How do you know what the theme of this book is?

 “The theme of this story is the importance of making a difference in a respectful and
peaceful way. We can apply this theme to our lives by choosing to have courage and
stand up for what we believe in. The author of Sit-In chose to use recipes to explain
segregation and desegregation. Recipes help us to be successful. I want you to create a
recipe that helps others to understand the theme of standing up to make a difference in a
peaceful way. Choose an issue at Northview and create a poster that has steps that your
peers can follow to make a difference. Make sure your issue is something that you can
address, not something that a teacher needs to fix.”
o Students will work in their table groups to create their recipe posters (25 min).

(ACEI 3.3)
 VII. Check for understanding.
• I will use the questions from the grand conversation to assess what students know
about theme.

VIII. Review learning outcomes / Closure

• Collect the recipe posters from each table and hand them out so that every group
has a recipe from another group.
• “I want you to look at the poster that I gave you. Discuss in your groups if you
think the recipe on the poster will help you to apply the theme of Sit-In. When you
are done discussing, write on a sticky note the theme of the book in your own
words. Also, write how the recipe at your table will help you to apply the theme,
or why you think it does not help you to apply the theme. (5 min)”

PLAN FOR ASSESSMENT

Formative Assessment: Students will create a recipe that helps them to apply the theme of Sit-In.
Students will answer questions in the grand conversation. I will also walk around and ask
students questions to measure their understanding.
When assessing the recipes, I will look for the following:
 The poster addresses an issue at Northview
 The poster has four “steps” that address how to solve the problem
 The poster applies the theme of the book (all of the steps are peaceful and
respectful)

Summative Assessment: Students will read a book of their choice. They will write down the
theme of the book and provide at least three pieces of evidence that lead them to believe that is
the theme. They will also write one way that they can take action to apply the theme.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Could each student state the theme of this book?
8. Did each group of students create a recipe that will help them to apply the theme?
Revision Date: September 12, 2016