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Plan 4: Gr. 8 Unit: Does Speech Matter

Essential Question:

How can taking a stand help to develop a person's belief system?

Lesson Calendar

DAY 19–20 - PLAN 4

Download Seeds, Plans, and Resources (zip)

Unit Overview Unit

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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 Plan 4 - Day 19–20

OVERVIEW OF LESSON

This lesson should be taught over multiple days for the students. The lesson focuses on Chapter XIII: Two Thousand Miles For A Five-Minute Speech in Up From Slavery by Booker T. Washington. The students will do a close read of The Atlanta Exposition Address by Booker T. Washington. Through the two texts, students will read about the events that led Booker T. Washington to deliver a speech at the Atlanta Exposition. Two chapters have been assigned for this lesson but the teacher can have students read the rest of the autobiography.

TEACHER PLANNING, PREPARATION, AND MATERIALS

Text Model*

http://www2.hn.psu.edu/faculty/jmanis/btwash/up_from_slavery.pdf

The teacher should use a graphic organizer for students.
The teacher should have a thorough understanding of The Atlanta Exposition Address by Booker T. Washington.
The speech is very complex for students to read and multiple readings might be necessary.
Use visuals whenever possible for students.
Students can use a dictionary for further assistance.
Seat students in mixed-ability groups for cooperative activities.
The teacher can access the timeline below to assist students who need a visual representation of the book.

http://www.softschools.com/timelines/booker_t_washington_timeline/110/

Apply WIDA Performance Definitions and CAN DO Descriptors to differentiate lesson for English Language Learners.
1. Use of bilingual dictionary
2. Create a personalized dictionary with vocabulary from the texts used in the lesson; use pictures if possible.

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

*IMPORTANT NOTE: No text model or website referenced in this unit has undergone a review. Before using any of these materials, local school systems should conduct a formal approval review of these materials to determine their appropriateness. Teacher should always adhere to any Acceptable Use Policy enforced by their local school system.

STUDENT OUTCOMES

Students will read and discuss chapter XIII in Up From Slavery.
Students will discuss the events that led Booker T. Washington to deliver a speech in Atlanta.
Students will participate in a close reading of The Atlanta Exposition Address.
Students will develop a speech with a claim, text, and analysis.

PRE-ASSESSMENT

Through the previous lesson seeds and lesson plans, the teacher should be able to assess if students have an understanding of Booker T. Washington's life. If students do not have a clear understanding of the material that was read, the teacher can use the timeline for assistance. http://www.softschools.com/timelines/booker_t_washington_timeline/110/

LESSON PROCEDURE

Day 1

Students will read Chapter XIII: Two Thousand Miles For A Five-Minute Speech.
Students should focus on the events that led Booker T. Washington to deliver the speech at The Atlanta Exposition.
The teacher should review the meaning of point of view and viewpoint with the students.
The teacher should go over some examples before reading the text.
Students will look up unknown words while reading the text.
Students will annotate the text noting important words, phrases, and ideas that connect back to the overall point that Booker T. Washington is conveying in the text.
Students will analyze and discuss Booker T. Washington's attitudes and beliefs as they are expressed in the text.
Students will do a close read of The Atlanta Exposition Address.
The text is complex and the students will have to read it more than once to glean meaning.
Students will annotate the text noting important words, phrases, and ideas that connect back to the overall point that Booker T. Washington is conveying in the speech.
Ask students to read the text independently, they should be prepared to discuss the speech in groups.
Students will summarize the speech to make sure that everyone has a clear understanding.
After the first read, the students will be able to discuss what the speech says inferentially and explicitly.
Students should discuss what the speech means in groups.

Day 2

Students will reread the speech again to determine the author's point of view in the text and analyze how the author acknowledges and responds to conflicting viewpoints.
Students should respond to the following questions:
1. Where is Booker T. Washington delivering his speech?
2. Why was Booker T. Washington invited to speak at the Atlanta Exposition?
3. Who is Booker T. Washington addressing in his speech?
4. What does Booker T. Washington believe has to be accomplished for African Americans to progress?
5. How do his attitudes and beliefs shape the message(s) that he delivers in the speech?
6. What were Washington's views on improving education at Tuskegee Institute?
7. What message was Booker T. Washington try to convey in the paragraph that starts with, "In this address I said…?"
8. How does Booker T. Washington acknowledge and respond to conflicting viewpoints after he delivers the speech at The Atlanta Exposition? Students should produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Students should strengthen writing as needed by planning, revising, editing, and rewriting as needed. Evidence should be cited as needed from the autobiography

Day 3

The teacher should use the following questions for a Socratic Seminar and to support students understanding of the text
1. Does his speech appeal to emotion or logic?
2. How does his use of impactful language impact the message that he conveys in his speech?
3. Analyze the impact of repeated words and phrases in the text.
4. Define the meaning of aphorism.
5. Students will locate the aphorism in the text (It begins on page 135 with "Cast down your bucket…")
6. Why does Booker T. Washington use an aphorism to tell story? Aphorism - a short phrase that expresses a true or wise idea http://www.merriam-webster.com/dictionary/aphorism
7. Washington says "No race can prosper till it learns that there is as much dignity in tilling a field as in writing a poem." What is he alluding to in this sentence?
8. How does Booker T. Washington express his viewpoint on industrial education?
9. Which lines in the speech express Booker T. Washington's viewpoint on education? Analyze those lines to determine what they mean.
10. Students will analyze the speech to determine if it was effective.
11. How does the speech state Booker T. Washington's position?
12. How did Booker T. Washington begin his career in public speaking?
Students will read the rest of Chapter 9 and discuss the central ideas and summarize the chapter.

Day 4

Students should reread the speech to identify the claim, text, and analysis in the speech.
Students will analyze Booker T. Washington's speech to see if his message made a difference.
Students should review the components of a basic argument: a claim, evidence, and analysis
Students will choose an argument to write a speech.
Students should identify the audience for the speech.
Students will identify how they will support their claim: emotions, logic, facts, real world connections, impactful language, and sources.
Have students create the graphic organizer to assist with writing the speech.

Students can refer back to Lesson seed 1 for their brainstorm list with topic and ideas for writing a speech.

Claim A /statement.
Claim A /statement.	Text Evidence A quote or information from the text that you found to support or disprove the claim.	Analysis How does your text evidence support or disprove the claim?

Reader's Handbook page 263 gives examples of techniques to use when writing a speech.
Students will write an argument to support claims with clear reasons.
The speech should state what position the students is arguing for or against.
Students will present a clear viewpoint and supporting evidence for their claim.
Students will introduced the claim and acknowledge and distinguish the claim from alternate or opposing claims.
The claim should be supported with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic.
Words, phrases, and clauses should be used to create cohesion and clarify the relationship among claims, counterclaims, reasons, and evidence.
Students will provide a concluding statement that follows from and supports the argument presented.
http://teacher.scholastic.com/writewit/speech/writeit.htm Website to use for assistance with writing a speech.

Day 5

The teacher should assist the students or have students peer edit the speech to plan, revise, edit, rewrite, and publish.
Students will focus on the purpose and audience for the speech.
Students will use technology including the internet to produce and publish their speech.
Students should practice the speech and be prepared to deliver the speech in class

Day 6 & 7

Students will present their speech in front of the class.
The teacher will determine how many students will present their speeches over a two day period which allows each student to present their speech.
The teacher should use the rubric listed below or compose a student friendly rubric for students to use for scoring the speech.
http://www.lausd.k12.ca.us/District_8/options/cd/speech-rubric.pdf
The teacher should give students time to present their speech to the class.
The teacher can use the PARCC rubric to score the student speeches.
Students will refer back to the essential question: How can taking a stand help to develop a person's belief system?
Students will use the texts referenced throughout the unit to respond to the essential question.

CCSS STANDARDS ALIGNMENT

Reading: Informational Text

RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

Writing

W.8.1 Write arguments to support claims with clear reasons and relevant evidence

W.8.1a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

W.8.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

W.8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

W.8.1d Establish and maintain a formal style.

W.8.1e Provide a concluding statement or section that follows from and supports the argument presented.

W.8.4 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.)

Speaking & Listening

SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Language

L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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Last Updated 3/17/2020 1:12 PM