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1 LESSON 24 TEACHER S GUIDE The Montgomery Bus Boycott by Ellen B. Cutler Fountas-Pinnell Level T Narrative Nonfiction Selection Summary The Montgomery Bus Boycott began when Rosa Parks refused to give up her seat on a segregated bus. Others joined the effort to protest the segregation law, and the boycott lasted 381 days and resulted in an important victory for civil rights. Number of Words: 1,432 Characteristics of the Text Genre Narrative nonfi ction Text Structure Third-person narrative organized in eight short chapters Content The beginning of the Civil Rights movement Themes and Ideas Language and Literary Features Sentence Complexity Segregation in the Deep South during the 1950s Rosa Parks and the united African American community The convictions and courage of one person can lead to change. Strength in numbers and solidarity Women were instrumental to the success of the bus boycott. History comes alive through inspirational text A mixture of short and complex sentences Full range of punctuation; acronyms Vocabulary Terms from history or civics: Civil Rights, segregation, boycott, Supreme Court, U. S. Constitution Some fi gurative language: walk their way to equality Words Some challenging multisyllable words, such as distinguished, equality, signifi cance Illustrations Historic black-and-white photographs with captions for photographs Book and Print Features Thirteen pages of text with photographs on most pages Easy-to-read chapter headings, sidebars Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Copyright by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida Printed in the U.S.A If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. 6_310510_BL_LRTG_L24_mongomerybus.indd 1 11/5/09 2:30:33 PM

2 The Montgomery Bus Boycott by Ellen B. Cutler Build Background Help students use their knowledge about the Civil Rights Movement to visualize the events described in the text. Build interest by asking questions such as the following: What do you know about Rosa Parks? Do you know that she was part of a larger movement called the Montgomery Bus Boycott? Read the title and author and talk about the cover photograph. Note the eight chapter heads. Tell students that this book is narrative nonfiction so it presents facts and details about what actually happened. Introduce the Text Guide students through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions: Pages 2 3: Explain that the events in the text take place in Montgomery, Alabama in the 1950s. Suggested language: In the 1950s, people in America were segregated, or separated according to their race. African Americans had to attend different schools than whites, eat in different restaurants, use separate public bathrooms and drinking fountains, and sit in the back of buses. Have students fi nd the word prejudice in the fi rst paragraph on page 2. Ask: How is segregation a form of prejudice? Pages 4 5: Explain that Rosa Parks was arrested for not giving up her seat on the bus so that a white man would have more room. Direct students to the highlighted word on page 5. Tell students that Parks remained serene, or calm, after her arrest. Ask: How might it help to remain serene in a stressful situation? Page 6 7: Have students read the fi rst sentence about Jo Ann Robinson calling for a one-day boycott of Montgomery buses. Make sure they understand the word boycott. Ask: What do you think the problem of the book will be? Now turn back to the beginning of the book and read to fi nd out about what happened during the Montgomery Bus Boycott and how it was important. Target Vocabulary agitation a feeling of nervous excitement conceive to form or develop an idea controversy a public disagreement about an issue distinguished highly respected and recognized for achievements, p. 8 ecstasy extreme happiness inclined to have a preference for or tendency toward something prejudice a judgment or opinion formed unfairly, p. 2 regal characteristic of a king or queen, p. 11 serene calm and undisturbed, p. 5 significance meaning or importance, p Lesson 24: The Montgomery Bus Boycott 6_310510_BL_LRTG_L24_mongomerybus.indd 2 11/5/09 2:30:41 PM

3 Read Have students read silently while you listen to individual students read aloud. Support their understanding of the text as needed. Remind students to use the Question Strategy as they read. Tell them to ask questions about the selection before they start reading, as they read, and after they read. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the selection. Suggested language: Based on her description in the text, what qualities do you most admire in Rosa Parks? If you were able to interview her for your school newspaper, what might you ask her? Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Rosa Parks s actions and arrest spurred the Montgomery bus boycott. Throughout the boycott, people banded together to end discrimination. The Supreme Court ruled that bus segregation was against the U.S. Constitution. People can peacefully band together to fight injustices. A person s bravery can lead to changes in unjust laws Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Historical photographs from the 1950s offer additional insight into the text. Sidebars describe how Jo Ann Robinson and other women kept the boycott going. Choices for Further Support Fluency Invite students to participate in choral reading. Remind them to stress important words and quotes in the text and to pause briefl y after commas. Comprehension Based on your observations of the students reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas. Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that learning common suffi xes found in words and seeing how the word is used in the selection can help them discern the meaning of the new word. For example, the suffi x ly is added to words to tell how or how often something is done. The suffi x ful changes a noun into an adjective. Have students identify examples from the text of words with these suffi xes. 3 Lesson 24: The Montgomery Bus Boycott 6_310510_BL_LRTG_L24_mongomerybus.indd 3 11/5/09 2:30:50 PM

4 Writing about Reading Have students complete the questions on BLM Responding Have students complete the activities at the back of the book, using their Reader s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension Skill Author s Purpose Remind students that the author had a purpose in mind when she wrote this book. Tell students to use text details to figure out the author s reason for writing. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below. Think Aloud On pages 8 9, the author describes how Montgomery s citizens banded together to end segregation. On page 12, she includes a photograph depicting the Supreme Court ruling that banned segregation in public schools. These details support the author s purpose, which is to tell about an important event in the history of the United States. Practice the Skill Encourage students to share their examples of another book in which the Author s Purpose is to inform readers about an important event in U.S. history. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings. Assessment Prompts On page 6, why is the second paragraph important to the book? How is the text organized? What is the meaning of signifi cance on page 13? 4 Lesson 24: The Montgomery Bus Boycott 6_310510_BL_LRTG_L24_mongomerybus.indd 4 11/16/09 8:00:19 PM

5 English Language Development Reading Support Pair advanced and intermediate readers to read the selection softly, or have students listen to the audio or online recordings. Remind them that the bus boycott was the beginning of the Civil Rights Movement in the United States. Idioms This selection contains idioms that might be unfamiliar. Explain the meanings of the idiomatic expressions give up their seats (page 3), walk their way to equality (page 5), and the right person at the right time (page 8). Oral Language Development Check student comprehension, using a dialogue that best matches your students English proficiency. Speaker 1 is the teacher, Speaker 2 is the student. Beginning/Early Intermediate Intermediate Early Advanced/ Advanced Speaker 1: Where did African Americans have to sit on the bus? Speaker 2: in the back Speaker 1: Who refused to give up her bus seat on December 1, 1955? Speaker 2: Rosa Parks Speaker 1: What did ministers ask their church members to do? Speaker 2: join the bus boycott Speaker 1: How were white bus drivers rude to black passengers? Speaker 2: Sometimes they drove away after passengers paid their fare but before they got on the bus. Speaker 1: Why did the boycott upset Montgomery businesses? Speaker 2: They were losing money because black citizens weren t shopping in their stores. Speaker 1: What perils did bus boycotters face? Speaker 2: Some were fired from their jobs and couldn t find work, while others were arrested or had their houses set on fire by angry white citizens. Name Date Lesson 24 BLACKLINE MASTER 24.7 Read and answer the questions. Possible responses shown. The Montgomery Bus Boycott 1. Think within the text How did Rosa Parks contribute to the boycott? She refused to give up her seat on a bus. 2. Think within the text How did taxi drivers help during the boycott? Some of them lowered their fares. 3. Think beyond the text Boycotts are considered a nonviolent way to bring about change. Why do you think boycotts work? Boycotts can show how things can change without the support of a certain group of people. They can also gain enough attention to bring about change. 4. Think about the text The author says it took years after segregation was made illegal for people to get equal rights. Why did it take so long? Just because the laws changed does not mean that everyone s attitudes changed. Making Connections When people work together, they can often bring about change. Give an example of a change that people worked hard to make together. What did they try to change and how did they do it? Write your answer in your Reader s Notebook.. All rights reserved. 9, Unit 5: Taking Charge of Change 5 Lesson 24: The Montgomery Bus Boycott 6_310510_BL_LRTG_L24_mongomerybus.indd 5 1/7/10 9:18:09 PM

6 Name Date The Montgomery Bus Boycott Thinking Beyond the Text Think about the questions below. Then write your answer in one or two paragraphs. Remember that when you think beyond the text, you use your personal knowledge to reach new understandings. On page 8, the author asserts that Rosa Parks was the right person at the right time. Why is Parks an inspiration to people who seek freedom around the world? What qualities did Parks have that helped her advance the struggle for civil rights? 6 Lesson 24: The Montgomery Bus Boycott 6_310510_BL_LRTG_L24_mongomerybus.indd 6 7/24/09 11:50:20 AM

7 Name Date Lesson 24 BLACKLINE MASTER 24.7 Read and answer the questions. The Montgomery Bus Boycott 1. Think within the text How did Rosa Parks contribute to the boycott? 2. Think within the text How did taxi drivers help during the boycott? 3. Think beyond the text Boycotts are considered a nonviolent way to bring about change. Why do you think boycotts work? 4. Think about the text The author says it took years after segregation was made illegal for people to get equal rights. Why did it take so long? Making Connections When people work together, they can often bring about change. Give an example of a change that people worked hard to make together. What did they try to change and how did they do it? Write your answer in your Reader s Notebook. 7 Lesson 24: The Montgomery Bus Boycott 6_310510_BL_LRTG_L24_mongomerybus.indd 7 1/7/10 9:18:36 PM

8 Student Date The Montgomery Bus Boycott LEVEL T Lesson 24 BLACKLINE MASTER The Montgomery Bus Boycott Running Record Form page Selection Text Errors Self-Corrections 8 Rosa Parks decision not to give up her seat was one of the first important events of the Civil Rights movement. The Civil Rights movement was an effort to end segregation and gain equal rights for African Americans. From the point of view of Montgomery s black leaders, Rosa Parks was the right person at the right time. They needed the African American community to get angry enough to support a boycott. A bus boycott would show that the segregation laws were unfair. Parks was the perfect person. She was an educated person who always obeyed the laws. She was a distinguished member of the community. Comments: Accuracy Rate (# words read correctly/ ) % Total Self- Corrections Behavior Code Error Read word correctly cat 0 Repeated word, sentence, or phrase Omission cat 0 cat 1 Behavior Code Error Substitution cut cat 1 Self-corrects cut sc cat Insertion the ˆcat 1 Word told T 1 cat Lesson 24: The Montgomery Bus Boycott 6_310510_BL_LRTG_L24_mongomerybus.indd 8 1/9/10 10:39:48 PM