WHY THE ARTS

• Integrating maps as visual texts allows students to access content in a multimodal way. Arts-based strategies deepen their analysis and connection to real-world applications. Localizing content through Baltimore maps creates personal relevance and builds emotional engagement, while also strengthening visual literacy and interpretation skills that are critical for the EOM writing task.

ASSESSMENT

• Formative: Monitor student engagement and contributions during Question and Response discussions. Use the completed traffic light organizers to assess understanding of expansion and its cultural impact.

• Suggested Summative: If used as an entry event or scaffold for the EOM task, compare student responses to EOM rubric components to measure growth in reasoning, evidence use, and cultural understanding.

LESSON CONNECTIONS

• 5th Grade, Module 1, Lesson 1

• Optional: Revisit or extend during Lessons 6, 9, or 15 when students explore perspectives, conflict, and cultural legacy.

CONNECTION TO MODULE GOALS/EOM TASK

• This routine prepares students to analyze how beliefs and values influence decisions and actions. By interpreting maps as texts, they practice identifying causes and effects of cultural shifts—skills that directly support the EOM writing task on cultural identity and conflict.

WIT & WISDOM INSTRUCTIONAL ROUTINES

• Question and Response strategy

• Gallery Walk peer review

TEACHER BACKGROUND

• Baltimore Banner free subscription with Enoch Pratt Library Card (lasts 30 days, can be renewed)

• Print worksheets prior to lesson start for each individual student

• Understand the historical context of westward expansion and its effect on indigenous and Black communities.

• Familiarize yourself with “The Black Butterfly“ concept. Baltimore Banner resource – available free with Enoch Pratt Library card.

• Prep Steps:

  • Print individual organizers
  • Upload digital map slides for student access
  • Create anchor charts for the Question and Response routine

STUDENT PREREQUISITES

• Basic map reading (legend, compass rose, scale, symbols)

• Understanding of values/beliefs and cultural identity (can be built in earlier lessons)

ACCESSIBILITY

• Provide printed, enlarged, or high-contrast versions of maps

• Anchor charts with color-coded sentence stems

• Offer audio/visual scaffolds or peer pairings for students with processing differences

Return to Topic

BRAIN TARGETED TEACHING IN THE CLASSROOM

The Emotional Climate:

• • Model appropriate peer feedback (e.g., “I noticed…” or “I wonder if…”).

  • Use sentence frames for glow/grow comments to promote constructive dialogue.

The Physical Space:

• • Arrange desks for smooth Gallery Walk movement.

  • Ensure maps are clearly visible on walls, or provide digital access for zoom-in functionality.

  • Pre-teach expected movement behaviors and discussion norms.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

KELSEY SELLMON – CONNECT WITH KELSEY!

Kelsey Sellmon is a dance educator and Morgan State University alum based in the DMV area. Currently, she teaches middle school dance at the Baltimore Leadership School for Young Women and coaches the after school dance team BLSYW Elite. Kelsey is very passionate about her work with the Children’s Defense Fund Freedom Schools. Serving and completing her tenure as an Ella Baker Trainer, she was able to teach young adults nationwide how to facilitate the Integrated Reading Curriculum, a curriculum that prevents summer learning loss through engaging literature and social justice. She has a strong passion for using dance to cultivate the minds of young artists, while helping them to find a way to make a difference in the world. Kelsey enjoys spending time with her husband, son Dominic, and daughter Eden. In her spare time, she enjoys taking dance classes and spending time with friends.

MCKENNA MEEHAN

WHY THE ARTS

• This routine uses visual portraits and photographs as texts, giving students a powerful way to explore leadership beyond written descriptions. Artistic choices—like color, pose, background, and attire—communicate values and beliefs that words alone might not. Integrating the arts helps students engage deeply, make personal connections, and think critically about representation and identity, all of which are foundational for the End of Module writing task.

ASSESSMENT

• Formative

  • Monitor student responses and partner discussions while completing Handout 17A.
  • Check for use of relevant vocabulary (values, beliefs, leadership, contrast, etc.).

• Summative

  • Use the Graffiti Wall response to assess students’ synthesis of the LAND question: “What can you learn about a leader’s values and beliefs from their portrait?”
  • Look for evidence of thoughtful comparison, clear interpretation of visual elements, and use of unit vocabulary in student reflections.

LESSON CONNECTIONS

• 5th Grade, Module 1, Lesson 17 – Ideal as a launchpad into the leadership discussion and deeper analysis of cultural representation and power.

CONNECTION TO MODULE GOALS/EOM TASK

• This activity builds student capacity to analyze cultural expression and identity—key skills for the EOM writing task. By comparing and contrasting how leaders are visually represented, students explore the values and beliefs at the heart of cultural conflict and identity, which are central to the unit’s essential questions.

WIT & WISDOM INSTRUCTIONAL ROUTINES

• Compare and Contrast / Graffiti Wall

MATERIALS

• Handout 17A

TEACHER BACKGROUND

• Research background on featured leaders, particularly Deb Haaland, to support rich discussion around leadership qualities and cultural identity. (New Yorker article)

• Ensure portraits selected reflect diversity in culture, gender, era, and medium (e.g., painting, photograph).

• Preparation Notes:

  • Locate and print portraits or load them into Google Classroom for access.
  • Print 3 additional Handout 17A from student workbooks.
  • Prepare anchor charts with key vocabulary: values, beliefs, leadership, contrast, portrait. (Suggested: Have images or icons to mirror word/definition)
  • Prepare sentence stems for Compare and Contrast (e.g., “Both portraits show…”, “Only one portrait includes…”, “This suggests the leader values…”).

STUDENT PREREQUISITES

• Understanding of portrait elements (pose, background, expression, symbols).

• Familiarity with Compare and Contrast structure.

• Introductory understanding of values and beliefs.

ACCESSIBILITY

• Provide sentence frames and anchor charts with visuals.

• Offer extended time or audio descriptions for students with processing or visual needs.

• Pre-teach or review key leadership terms for multilingual learners.

Return to Topic

BRAIN TARGETED TEACHING IN THE CLASSROOM

The Emotional Climate:

• • Establish expectations for respectful and thoughtful interpretation of portraits.

  • Encourage risk-taking by affirming all contributions as valid interpretations.

  • Model sentence frames for offering differing perspectives respectfully.

The Physical Space:

• • Prepare wall space or chart paper for the Graffiti Wall activity.

  • Arrange materials for movement and collaboration.

  • Ensure all portraits are printed in high resolution or displayed digitally for visibility.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

KELSEY SELLMON – CONNECT WITH KELSEY!

Kelsey Sellmon is a dance educator and Morgan State University alum based in the DMV area. Currently, she teaches middle school dance at the Baltimore Leadership School for Young Women and coaches the after school dance team BLSYW Elite. Kelsey is very passionate about her work with the Children’s Defense Fund Freedom Schools. Serving and completing her tenure as an Ella Baker Trainer, she was able to teach young adults nationwide how to facilitate the Integrated Reading Curriculum, a curriculum that prevents summer learning loss through engaging literature and social justice. She has a strong passion for using dance to cultivate the minds of young artists, while helping them to find a way to make a difference in the world. Kelsey enjoys spending time with her husband, son Dominic, and daughter Eden. In her spare time, she enjoys taking dance classes and spending time with friends.

MCKENNA MEEHAN

WHY THE ARTS

• By incorporating movement, drawing, music, personal connections, and the option for acting, students are engaging with their vocabulary through multiple art modalities. While the Frayer model is already supported by research, this routine takes it to a deeper level by bringing in the arts.

ASSESSMENT

• Have students write 1-3 sentences using words from the game.Exit ticket: What’s one word from today’s game that you now understand better? Why?

  • Utilize the rubric language regarding EOM conventions to check for understanding on student exit tickets: Shows strong command of grammar, mechanics, spelling, and usage; errors are few. (Student facing checklist in slides)

LESSON CONNECTIONS

• 5th Grade, Module 1 – to be used with lessons to reinforce vocabulary

CONNECTION TO MODULE GOALS/EOM TASK

• The vocabulary covered in this module supports students in analyzing Chief Joseph’s values and beliefs in his speech. It will be essential that students have a strong grasp of the vocabulary and have engaged with the words so that they can incorporate it into their end of module task.

MATERIALS

• Frayer Model

• Wit & Wisdom glossary

TEACHER BACKGROUND

• It is important for students to have access to the Wit & Wisdom glossary at the beginning of the module (print & make copies as needed).

STUDENT PREREQUISITES

• Review and practice classroom expectations around this routine – it’s important that students move around safely and to ensure a focus on the vocabulary engagement. Consider modeling with a small group of students first.

ACCESSIBILITY

• Incorporate oral rehearsal as needed, having students first share their ideas by talking with a neighbor.

• For the first couple of lessons explicitly incorporate the glossary and use it as a support when they are working (ideally as they go they don’t need to utilize this as much).

• Pair ELL or struggling readers with a buddy.

• Provide word banks or sentence stems for support.

• Challenge advanced learners to connect two vocabulary words in one sentence.

Return to Topic

BRAIN TARGETED TEACHING IN THE CLASSROOM

The Emotional Climate:

• • Take student suggestions for songs from the beginning of the module and create a playlist from their input

  • Opportunity for students to connect the word to their own lives

The Physical Space:

• • Teachers should utilize whichever writing surface will best suit their classroom’s needs

  • Ensure areas and walkways are free of tripping hazards

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

KELSEY SELLMON – CONNECT WITH KELSEY!

Kelsey Sellmon is a dance educator and Morgan State University alum based in the DMV area. Currently, she teaches middle school dance at the Baltimore Leadership School for Young Women and coaches the after school dance team BLSYW Elite. Kelsey is very passionate about her work with the Children’s Defense Fund Freedom Schools. Serving and completing her tenure as an Ella Baker Trainer, she was able to teach young adults nationwide how to facilitate the Integrated Reading Curriculum, a curriculum that prevents summer learning loss through engaging literature and social justice. She has a strong passion for using dance to cultivate the minds of young artists, while helping them to find a way to make a difference in the world. Kelsey enjoys spending time with her husband, son Dominic, and daughter Eden. In her spare time, she enjoys taking dance classes and spending time with friends.

MCKENNA MEEHAN

WHY THE ARTS

• Teaching this lesson through the arts allows students to deeply engage with text-based analysis by embodying their interpretations and opinions. Using movement and tableau to express ideas gives students a powerful, nonverbal way to explore character emotions, cultural beliefs, and conflicts—especially for those who may struggle to articulate their thoughts through writing alone. This approach transforms abstract thinking into visible, physical expression, helping students internalize and remember complex concepts more effectively.

ASSESSMENT

• Four Corners Exit Ticket

LESSON CONNECTIONS

• 5th Grade, Module 1

• Starting on Lesson 9 – continuing through the duration of the Module.

• See attached document with prompts: 4 Corners

CONNECTION TO MODULE GOALS/EOM TASK

• This routine enhances students ability to confidently locate text evidence from readings and present their findings backed with reason which is a requirement of them for their analysis of Chief Joseph’s Speech.

MATERIALS

• Student will need their copies of Thunder Rolling in the Mountains by Scott O’Dell

TEACHER BACKGROUND

• To Prep:

  • Four corners labeled with prompt options (e.g., Strongly Agree, Agree, Disagree, Strongly Disagree or different claims)
  • Copies/excerpts of the module’s core texts
  • Space for groups to create their tableaux
  • Optional: props or simple costume items for creativity

STUDENT PREREQUISITES

• Students will need their books, Thunder Rolling in the Mountains, for reference.

• It will be important to review expectations around movement and participation with students for this activity before starting.

ACCESSIBILITY

• Provide pre-highlighted excerpts for struggling readers.

• Use sentence frames for oral responses.

• Assign a group “scribe” and “spokesperson” for participation equity.

Return to Topic

BRAIN TARGETED TEACHING IN THE CLASSROOM

The Emotional Climate:

• • Movement and Choice: Students choose a stance—giving them voice and autonomy.

  • Group Collaboration: Builds community and shared responsibility.

  • Respectful Debate Norms: Encourages students to disagree respectfully, validating diverse thinking.

  • Low-Stakes Expression: Tableau offers a non-verbal performance option, reducing anxiety for shy or reluctant speakers.

  • Equity in Participation: Every student contributes by moving, speaking, or posing.

The Physical Space:

• • Labeled Corners: Each stance is clearly marked in the physical space for movement and structure.

  • Open Movement Zone: Students move safely between areas and pose in place.

  • Body as Thinking Tool: Physical tableau allow students to represent abstract ideas kinesthetically.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

KELSEY SELLMON – CONNECT WITH KELSEY!

Kelsey Sellmon is a dance educator and Morgan State University alum based in the DMV area. Currently, she teaches middle school dance at the Baltimore Leadership School for Young Women and coaches the after school dance team BLSYW Elite. Kelsey is very passionate about her work with the Children’s Defense Fund Freedom Schools. Serving and completing her tenure as an Ella Baker Trainer, she was able to teach young adults nationwide how to facilitate the Integrated Reading Curriculum, a curriculum that prevents summer learning loss through engaging literature and social justice. She has a strong passion for using dance to cultivate the minds of young artists, while helping them to find a way to make a difference in the world. Kelsey enjoys spending time with her husband, son Dominic, and daughter Eden. In her spare time, she enjoys taking dance classes and spending time with friends.

MCKENNA MEEHAN

WHY THE ARTS

• Teaching this unit through the arts gives students a powerful and engaging way to internalize, interpret, and express complex historical ideas and emotions. By combining movement with spoken word, students are not only analyzing Chief Joseph’s speech on a cognitive level but also embodying its meaning in a deeply personal way.

ASSESSMENT

• For their final assessment, students will perform an original spoken word piece enhanced by expressive movement through interpretive dance.

LESSON CONNECTIONS

• This activity aligns with the End of Module lessons and task

MATERIALS

• Rubric

• Peer Evaluation

• Student Checklist

Return to Topic

BRAIN TARGETED TEACHING IN THE CLASSROOM

The Emotional Climate:

• • Charades is a low-stakes game that allows students to try interpretive dance before they learn about it. This boosts overall classroom morale by setting the tone for an environment that’s both safe and positive. Set the tone for students to feel free being silly! If students are able to fully engage in the warm-up activity, they will be more likely to be open to different types of movement creation later in the lesson.

The Physical Space:

• • This activity works best in a space that can accommodate students working in small groups. There also should be an open space in the room that can be designated as the “stage” or performance space. Get creative! Teachers should feel free to move desks and chairs around in order to accommodate the activity. If available, it may be useful to relocate to a gym, auditorium, open space, or even outside!

Other Considerations:

• • This activity deepens students’ understanding of the text while incorporating creative writing and movement. This activity gives students the opportunity to develop and demonstrate creativity through both spoken word and movement. Students are pushed to take artistic risks while using their own personal experiences to guide their creations.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

KELSEY SELLMON – CONNECT WITH KELSEY!

Kelsey Sellmon is a dance educator and Morgan State University alum based in the DMV area. Currently, she teaches middle school dance at the Baltimore Leadership School for Young Women and coaches the after school dance team BLSYW Elite. Kelsey is very passionate about her work with the Children’s Defense Fund Freedom Schools. Serving and completing her tenure as an Ella Baker Trainer, she was able to teach young adults nationwide how to facilitate the Integrated Reading Curriculum, a curriculum that prevents summer learning loss through engaging literature and social justice. She has a strong passion for using dance to cultivate the minds of young artists, while helping them to find a way to make a difference in the world. Kelsey enjoys spending time with her husband, son Dominic, and daughter Eden. In her spare time, she enjoys taking dance classes and spending time with friends.

MCKENNA MEEHAN