Sit-In

By: Andrea Davis Pinkney

By: Loni Keever


Author: Andrea Davis Pinkney


Illustrator: Brian Pinkney


Grade Level: 5th Grade


Andrea Davis Pinkney


Andrea Pinkney was born in 1963 in Washington, DC to parents whom were highly involved in the Civil Rights movement and is a graduate of Syracuse University with a degree in journalism. She was chosen to deliver the 2014 May Hill Arbuthnot Lecture at the University of Minnesota Libraries, Children's Literature Research Collections, Saturday, May 3, 2014 from 7:00 PM to 9:00 PM (CDT). She was cited in January 2013 for "significant contributions to literature for young people provided through a body of work that brings a deeper understanding of African American heritage". http://en.wikipedia.org/wiki/Andrea_Davis_Pinkney


Brian Pinkney


Brian Pinkney is a graduate of the University of Arts in Philadelphia Pennsylvania and holds a masters degree in illistration from the School of Visual Arts in New York City. Brian has won numerous awards including two Caldecott Honors, four Coretta Scott King Honors and a Coretta Scott King Award, and the Boston Globe/Horn Book Award. He has been exhibited at The art Institute of Chicago, Cedar Rapids Museum of art, The Cleveland Museum of Art The Detroit Institute of Art, The Cleveland Museum of art, The School of Visual arts, and The Society of Illustrators. http://www.brianpinkney.net/bio.html


Sit-In being read by the author: https://www.youtube.com/watch?v=kgIMTkmzBck


Civil rights (1955-1968) are basic rights that every citizen has under the laws of the government. In the United States the civil rights of each individual citizen are protected by the Constitution. Civil rights for every person means that regardless of gender, skin color, religion, nationality, age, disability, or religion, a person should not be discriminated against. Civil rights include the right to free speech, privacy, religion, assembly, a fair trial, and freedom of thought. http://www.ducksters.com/history/civil_rights/


Evaluation of the book: This book does a wonderful job including members of a minority group for a purpose other than filling a "quota" by telling the story of African American people and the struggles they have gone through to become equals. This book was written to honor and celebrate diversity of the American people by examining and telling the story of the Civil Rights movement. Lastly, this book includes characters with a cultural group or between two more cultural groups who interact substantively and authentically. This is done by telling the story of four African American friends who decided that they no longer wanted to be treated any differently than their Caucasian counterparts.




Vocabulary Words: Integration-the action or process of integrating.

Sit-In-a form of protest in which demonstrators occupy a place, refusing to leave until their demands are met.


I would like to teach the meaning of these words by using a word poster. I would have students get into groups of two or three and have them write the vocabulary word on their poster first, then they would create a sentence using each of the vocabulary words, and finally they would draw a picture to illustrate the word.


To start off the read aloud I will ask the students if they know what the Civil Rights movement was.

Ask "Do you know what the Civil Rights movement is?" I will choose a few of the students to answer.


Ask "What is the point of a Sit-In?"


Ask "What were David, Joseph, Franklin, and Ezell trying to accomplish with their Sit-In?"


Ask "What did the Sit-In accomplish?"


At the end of the book ask "How did this book make you feel?"


Reflection:

  • Why was this particular book selected? How did it “match” the funds of knowledge of this particular class/group of students? I chose this particular book because my classroom strictly consists of minority students and I felt this was a powerful book to read to them. I felt that the children in my class would have a better understanding than most about the topic of discrimination.

  • What were the strengths of the read aloud/the picture book/vocabulary teaching presentation? I felt as though my strengths for this particular lesson was in keeping the students captivated and engaged. They really seemed to like the book and repeatedly asked question over the book.

  • What would I need to do differently next time? I need to work on my classroom management more next time and not give them so many chances to interrupt me even if it's because they are so excited.

  • Respond to the following open-ended statement: Implementing multicultural children’s literature that is culturally and linguistically diverse relative to my elementary students has helped me…get a better understanding of different perspectives from those who differ from me by way of skin color. It really opened my eyes to see how children view the past and how they feel about who they are as individuals and as minorities.