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Seed 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

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Unit Overview

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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 Seed 2 - Day 2–3

Seed: Close reading of a film

TEXT MODEL*

The Barber of Birmingham (film)

available online only until 09/09/12 at: http://www.pbs.org/pov/barber/full.php
after 09/09/12, find information at POV - Acclaimed Point-of-View Documentary Films PBS www.pbs.org/pov/

BRIEF DESCRIPTION OF THE SEED

STUDENT OUTCOMES

Students will:

view and analyze the film: The Barber of Birmingham
discuss the elements of social justice that were addressed in the film
write to explain what kind of society the Civil Rights Foot Soldiers were fighting for

*PLEASE NOTE: Consider the need for Accessible Instructional Materials (AIM) and/or captioned/described video when selecting texts, novels, videos and/or other media for this lesson. See "Sources for Accessible Media" for suggestions. See also Maryland Learning Links: http://marylandlearninglinks.org http://marylandlearninglinks.org.

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.9-10.3 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.

Writing

W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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Last Updated 3/17/2020 11:56 AM