What motivates individuals to make a difference?
DAY 1–3 - SEED 1
DAY 4–5 - PLAN 1
DAY 6–7 - SEED 2
DAY 8 - SEED 3
DAY 9–10 - PLAN 2
DAY 11 - SEED 4
DAY 12–13 - SEED 5
DAY 14–15 - SEED 6
DAY 16–17 - SEED 7
DAY 18–19 - SEED 8
DAY 20 - SEED 9
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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.
This is a two day lesson, designed to take approximately one hour each day.
Students will do a close analytic read of the lyrics of the protest song," India Tea", at the beginning of part 3 of the novel, Give Me Liberty. Students will record their paraphrasing of each section on the graphic organizer. Information will be used determine the main idea of the protest song. On the second day, students will participate in a jig saw activity and will re-read one of the 4 chapters in part 3 for the purpose of identifying sections of the text that represent the ideas in the song. Students will discuss quotes from the text with their teams. Students will analyze how the author's uses the lyrics of the song to develop the plot and tie the chapters together. Students will explain, in writing, how the author uses the protest song to structure the chapters. During the lesson closure students will participate in a four corners activity to think about the question; "Do protest songs make a difference in our world?" Students should be encouraged to review the lyrics of the other songs and ballads in the novel and see how the author crafted the story line around the songs' messages.
Day # 1: Opening: Students will develop a definition of "protest song" (song that expresses an opinion that usually objects to an idea or course of action) through discussion and by listening to an example of a protest song. The teacher will model how to paraphrase lyrics of a song and model how to determine main idea of the song.
Students will do a close analytic reading of the lyrics of "India Tea", found in the beginning of part 3 in the novel.
Formative Assessment: Students individually write the main idea of the song on the graphic organizer.
Day # 2: Use the data collected from the students' writing to determine if any re-teaching is needed.
Formative Assessment: The students will write a response to this prompts: Explain how the author used the protest song, "India Tea" to provide structure to the chapters' # 9- 12. Be sure to quotes from the text to support your ideas.
Four corners activity:
Quotes: Chapters 9