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Plan 2: Gr. 10 Unit: The Journey for Social Justice

Essential Question:

What is the basis for the belief that justice will ultimately prevail in American society?

Lesson Calendar

DAY 11–15 - PLAN 2

DAY 16 - SEED 4

DAY 17–22 - SEED 5

DAY 23–25 - SEED 6

Download Seeds, Plans, and Resources (zip)

Unit Overview

Send Feedback to MSDE’s Reading Team

Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.

Lesson Plan 2 - Day 11–15

OVERVIEW OF LESSON

This lesson, which requires multiple class periods to complete, incorporates the close readings of "Niagara Movement Speech," by W.E.B. DuBois; "What Does American Democracy Mean to Me?" speech by Mary McLeod Bethune; "I Have a Dream" speech by Dr. Martin Luther King, Jr.; and President Obama's speech at the Martin Luther King Jr. Memorial.

In this lesson, students determine the central idea of a text, analyze its development and provide an objective summary of the overall meaning and purpose of the text. Students also demonstrate their ability to cite textual evidence to support an accurate analysis of what a text says explicitly and implicitly. Students consider a writer's perspective when determining his or her purpose in writing a text, the use of rhetoric to advance that purpose and how word choice affects meaning and tone. Lastly, students analyze how different texts address related themes and concepts and how writers draw connections between them.

Over the course of the lesson, students are assigned one of the above-noted texts to read and/or listen to closely. Students react independently to their assigned text and respond to the questions on the SOAPSTone organizer. Students with like texts will then be grouped together to compare the responses on their individual organizers; they will work collaboratively to consider the information on their organizers, as well as the guiding questions, in order to write an objective summary of their assigned text. The summaries will be shared with the other students in the class and all students will be assigned the tasks of determining which ideas are central to all of the texts and analyzing why particular American issues and themes continue to transcend time.

TEACHER PLANNING, PREPARATION, AND MATERIALS

Text Complexity

Preparation

Apply appropriate elements of UDL, e.g., use an audio version of the text, provide visual representations for any pre-assessment activities, and for the close reading of the text, provide checklists for multi-step tasks, group students deliberately to provide scaffolded responsibilities. (See http://www.cast.org/udl/ for more information on UDL.)
Consider the need for Accessible Instructional Materials (AIM) when selecting texts and/or novels (or excerpts) for this lesson.
There are audio versions of three of the above-mentioned speeches and teachers are strongly encouraged to expose students to the recordings of the speeches being delivered by the original orators. While listening closely to the speeches, students will evaluate the speaker's perspective, reasoning, and use of evidence and rhetoric.
Locate DuBois' "Niagara Movement Speech" at http://teachingamericanhistory.org/library/index.asp?document=496
Locate Mary McLeod Bethune's, "What Does American Democracy Mean to Me?" (written and audio text) at http://americanradioworks.publicradio.org/features/sayitplain/mmbethune.html
Locate the text of the "I Have a Dream" speech in an English anthology or at http://www.huffingtonpost.com/2012/01/16/i-have-a-dream-speech-text-martin-luther-king-jr_n_1207734.html and the video of Dr. King delivering his "I Have a Dream" speech at http://www.youtube.com/watch?v=B3P6N9g-dQg
Locate the text of President Obama's speech at the Martin Luther King Jr. Memorial ( written and audio text) at http://www.washingtonpost.com/lifestyle/style/full-text-president-obamas-speech-at-mlk-memorial/2011/10/16/gIQAkbl3oL_story.html
Consider the need for captioned/described video when selecting video or other media for this unit or lesson. See "Sources for Accessible Media" for suggestions.
Apply WIDA Performance Definitions and CAN DO Descriptors to differentiate the lesson for English Language Learners. (See http://wida.us/ for more information.)
Apply extension or enrichment strategies to differentiate the lesson for advanced/gifted and talented students, e.g., analyze the rhetorical elements in additional complex texts by Booker T. Washington, Frederick Douglass, W.E.B. DuBois, and Dr. Martin Luther King Jr., that explore the same concept.
Analyze the lesson for strategic placement of formative assessments. Anticipate modifications based on data from formative assessments.
Prepare all materials, including copies of all of the texts, worksheets and/or organizers.
If necessary, consider supplementing the lesson by providing information pertaining to or the actual texts of seminal U.S. Documents such as The Emancipation Proclamation and the Gettysburg Address, as well as visuals (pictures, concrete items) and background information on the practice of slavery in the United States and the civil rights movement/Jim Crow Laws, The March on Washington, etc.
Depending on student need and knowledge, consider supplementing the lesson by directing targeted instruction on main idea, theme, tone, figurative language, rhetorical devices and writing an objective summary.
In order to predict students' needs, practice close readings of the texts to identify key words, images, rhetorical features, and specific word choices that reveal the writer's purpose and overall meaning. Script close reading as needed.
Research the term and prepare a working definition of Social Justice
Compose text-dependent questions (see: http://ok.gov/sde/sites/ok.gov.sde/files/Guide-AnalyticReading.pdf)
If necessary, select a section of a text to use to model close reading. Script a "Think Aloud" as needed and practice the "Think Aloud" of the close reading of the text.
Differentiate the longer texts and possibly the related questions by scaffolding for less-able students.
Prepare responses to all of the text-dependent questions.
Complete organizers
Organize students appropriately for any small-group discussions and presentations.
Provide adapted materials to students in need of instructional modifications

LESSON MATERIALS

Texts:

"Niagara Movement Speech," by W.E.B. DuBois http://teachingamericanhistory.org/library/index.asp?document=496
"What Does American Democracy Mean to Me?" by Mary McLeod Bethune http://americanradioworks.publicradio.org/features/sayitplain/mmbethune.html
"I Have a Dream" by Dr. Martin Luther King Jr. http://www.huffingtonpost.com/2012/01/16/i-have-a-dream-speech-text-martin-luther-king-jr_n_1207734.html
President Barack Obama's speech at the Martin Luther King Jr. Memorial http://www.washingtonpost.com/lifestyle/style/full-text-president-obamas-speech-at-mlk-memorial/2011/10/16/gIQAkbl3oL_story.html

Suggested Texts for Extension Tasks:

"A Eulogy to Dr. Martin Luther King Jr.," by Robert F. Kennedy
"Abundant Hope" poem by Maya Angelou
President Barack Obama's Speech on Race
Alice Walker's Essay: "Choice: A Tribute to Dr. Martin Luther King Jr."
Winton Marsalis' presentation: "On Martin Luther King's Legacy" http://www.cbsnews.com/video/watch/?id=7395307n

Instructional Materials Included:
SOAPSTone analysis organizer
summary organizer

Instructional Resources:

LESSON PROCEDURE

Teacher should pre asses

students' background knowledge on the Civil Rights Movement
students' knowledge of tone, figurative language and rhetorical devices
students' ability to analyze complex texts

Lesson Plan Procedure

Where applicable, complete any pre-assessment procedures to build background knowledge on justice and equality in America, the civil rights movement, and specifically the efforts of Dr. Martin Luther King Jr.
Where applicable, complete any pre-assessment procedures to build background knowledge on analyzing figurative language, interpreting rhetorical devices, and writing an objective summary
Review the meaning of the concept of Social Justice with your small group; consider the ideas previously presented in "Letter from a Birmingham Jail"
Read your assigned text carefully, noting specific words, images, rhetorical devices, and structural features of the text that affect/reveal tone, meaning and purpose.
Respond to your assigned text by annotating and highlighting specific lines and passages as needed for understanding.
After closely reading your text, review the elements on the SOAPSTone organizer.
Re-read your text and complete the SOAPSTone organizer with information from your text
In small groups, as assigned by your teacher, compare the answers on your organizers.
Respond thoughtfully to your classmates' findings and perspectives.
Consider everyone's findings and the "guiding questions" and work collaboratively or independently, as assigned by your teacher, to write an objective summary of your text.
As directed by your teacher, examine your classmates' summaries to determine which ideas are central to all of the texts and analyze why particular themes and concepts are perpetually explored by American writers.
Participate in a whole class discussion on the findings to the above task

LESSON CLOSURE

Students will identify the portion of their passage that most strongly depicts the writer's view of a just society.

RESOURCE DOWNLOADS

Download The Niagara Movement and W.E.B. DuBois

Download Task 1 and Task 2

CCSS STANDARDS ALIGNMENT

Reading: Informational Text

RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

RI.9-10.10 By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.

Writing

W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.)

W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9-10.9a Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

Speaking & Listening

SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

SL.9-10.1b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Language

L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.9-10.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

L.9-10.5b Analyze nuances in the meaning of words with similar denotations.

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Last Updated 3/17/2020 11:56 AM