Learning Objectives Lesson Sequence

Transcription

MIAMI-DADE COUNTY PUBLIC SCHOOLS
Office of Academics and Transformation
Department of Language Arts/Reading
English Language Arts (ELA) Exemplar Lesson
GRADE 10 ELA EXEMPLAR LESSON – Teacher Copy
Learning Objectives
Quarter 3, Week 28: 03/11/13 – 03/15/13
The goal of this exemplar lesson is to give secondary students an opportunity to explore targeted passages of complex text. Students will, through
close examination of primary source documents and the use of text-dependent questions, recognize complex perspectives on the civil rights
movement. Vocabulary is learned from context and writing fosters a deeper understanding of varying viewpoints. The lesson, rich in historical
content, culminates in an evidentiary writing activity. Teachers may need to further scaffold the activities to address individual students’ needs
depending on the intent of the lesson and specific learners’ needs.
Rationale: This lesson explores the intricate relationship between a writer’s perspective and literary form. Through close readings of two historical
events of the civil rights era—the 1955 Montgomery Boycott and the assassination of Dr. Martin Luther King, Jr.—the student will examine and
interpret both the personal perspective of historical content and the similar themes in these literary works.
Text Title(s): “Montgomery Boycott (Coretta Scott King), p. 882 and “A Eulogy for Dr. Martin Luther King Jr.” (Robert F. Kennedy), p. 893
McDougal Littell Literature, pp. 880 - 895
Genre/Text Structure: Literary Nonfiction (Memoir) - (Speech)
Targeted Text Selections – ““Montgomery Boycott (Coretta Scott King), p. 882
882, lines 1- 12, p. 886 lines 93-107, and p. 887 lines 128 – 144
“A Eulogy for Dr. Martin Luther King Jr.” (Robert F. Kennedy), p. 893
Common Core State Standards (CCSS)
[RL.9–10; RI.9-10; W.9-10; SL.9-10]
http://www.corestandards.org
Lesson Sequence
PERFORMANCE TASK /CULMINATING INDEPENDENT WRITING ASSESSMENT:
Write a well-supported two-page literary analysis of the purpose and the point of view in Coretta Scott King’s memoir, “Montgomery
Boycott.” Cite textual evidence of the author’s portrayal of her husband.
Activity 1:
GUIDING QUESTION(S):
What is Coretta Scott King’s primary purpose in writing this memoir?
What does the author’s writing reveal about her values, feelings, beliefs, and experiences in 1955 Alabama?
How does King balance the use fact or opinion in her portrayal of her husband?
1.
2.
Use Communication, Information and Media connections at www.classzone.com, www.discoveryeducation.com, or other online resources
to explore images capturing the cultural and historical events of the first large scale protest for African Americans.
The Montgomery Bus Boycott [02:42] at http://player.discoveryeducation.com/index.cfm?guidAssetId=F1541348-6EB9-4397-879D5ABF9E9E72CE&blnFromSearch=1&productcode=US
The Montgomery Bus Boycott [01:53] at http://www.pbs.org/wgbh/amex/eyesontheprize/resources/vid/02_video_bus_qry.html
Each student will read Coretta Scott King’s memoir, first independently, then through closer analytical reading. It is essential that students
grapple with challenging text on their own as frequently and independently as possible.
Activity 2:
1. Returning to the essay, the teacher will lead students through a set of text-dependent questions from
the targeted essay to compel closer rereading and analysis. The targeted text should be in front of the
students as they engage in their discussions.
2. Use the Five Perspective Lenses graphic to look closely at Mrs. King’s point of view. Examine her
intentions and the points she is striving to make. Consider what King is conveying through her choice of
anecdotes and descriptions.
3. Model the technique for students by thinking aloud and explaining your thought process for several
examples.
4. Students collaboratively (one-on-one, in groups, and teacher-led) to discuss and write initial impressions and interpretations of the memoir
through the five lenses.
Activities 3 and 4:
How are the beliefs, values and feelings expressed in Coretta Scott King’s memoir depicted through Jacob Lawrence’s art?
What is revealed in Jacob Lawrence’s paintings? What stories are created in the images?
How did the artist use symbols to convey important ideas about the 1950s and 1960s?
2012-2013
1
GRADE 10 ELA EXEMPLAR LESSON
1.
2.
3.
4.
Quarter 3, Week 28: 03/11/13 – 03/15/13
Display or provide copies of Jacob Lawrence’s paintings, Confrontation at the Bridge, The Ordeal of Alice, or Ironers.
Students collaboratively (one-on-one, in groups, and teacher-led) identify and analyze the symbols used in Jacob Lawrence’s paintings.
Explain how the symbols, colors, and visual images represent an idea or express a theme found in Coretta Scott King’s memoir,
“Montgomery Boycott.”
Write a summation of the visual clues the artist uses to suggest state of mind and convey the theme.
Activity 5:
Martin Luther King Jr. is often viewed as a larger-than-life icon of the civil rights struggle. How does the author’s portrayal of her husband
make him seem more “human”?
1. Conduct a final discussion of text-dependent questions and allow time for students to complete notes on both the objective and subjective
views of Mrs. King.
2. Students prepare to write a documented response to explain the purpose and the point of view in Coretta Scott King’s memoir, “Montgomery
Boycott.” Use the graphic organizers, summation statements, and personal response notes to write a well-supported response.
3. Allow an extended amount of time for students to write a 2-page documented response. Use the 30-point mode-specific rubric to score the
summative assessment.
Targeted Text Selection - “Montgomery Boycott”
p. 882, lines 1- 12
1 Of all the facets of segregation in Montgomery, the
most degrading were the
rules of the Montgomery City Bus Lines. This
northern-owned corporation
outdid the South itself. Although seventy percent of
its passengers were black,
it treated them like cattle—worse than that, for
nobody insults a cow. The
5 first seat on all buses were reserved for whites.
Even if they were unoccupied
and the rear seats crowded, blacks would have to
stand at the back in case
some whites might get aboard; and if the front seats
happened to be occupied
and more white people boarded the bus, black
people seated in the rear were
forced to get up and give them their seats.
Furthermore—and I don’t think
10 northerners ever realized this—blacks had to pay
their fares at the front of
the bus, get off, and walk to the rear door to board
again. Sometimes the
bus would drive off without them after they had
paid their fare. This would
happen to elderly people or pregnant women, in
bad weather or good, and was
considered a joke by the drivers. Frequently the
white bus drivers abused their passengers,
15 calling them …, black cows, or black apes. Imagine
what it was
like, for example, for a black man to get on a bus
with his son and be subjected
to such treatment.
p. 886 lines 93-107
93 Martin came home late Sunday night and began to
read the morning paper.
The long articles about the proposed boycott
accused the NAACP of planning
95 Mrs. Parks on the bus—she had been a volunteer
secretary for the Montgomery
2012-2013
Vocabulary
underlined words:
insufficient contextual
clues
BOLD words: Tier Two
words
Teacher Activities and Techniques
Text-Dependent Questions
What is Mrs. King’s primary purpose in writing this
memoir?
What does Mrs. King’s writing reveal about her
values, feelings, beliefs, and experiences in 1955
Alabama?
How does Mrs. King portray her husband?
Return to the text, and ask students a small set of guiding
questions about the targeted section.
(Q1) What does Coretta Scott King reveal about her values and
experiences in this excerpt?
Possible answer. Mrs. King reveals her Christian ideals in
contrast to the evil system in place in Montgomery. She clearly
shows her revulsion and disgust at the experiences of the bus
riders.
(Q2) What tone is revealed through the word choice in this
excerpt?
Possible answer. Mrs. King is outraged at the treatment of
good citizens in Montgomery; (line 1- degrading, line 4..treated them like cattle…, line 14..considered a joke…, line 15
– black cows, or black apes).
line 92-NAACP:
National
Association for the
Advancement of
Colored People, a
prominent civil
(Q3) What does Mrs. King reveal about her feelings in this
excerpt?
Possible answer. CSK reveals both the troubling historical
events occurring and also her profound uncertainty about the
outcome. She provides both verifiable historical facts and also
her personal opinions and observations. Historical facts (lines
2
Quarter 3, Week 28: 03/11/13 – 03/15/13
chapter—and likened the boycott to the tactics of
the White Citizens Councils.
This upset Martin. That awesome conscience of his
began to gnaw at him, and
he wondered if he was doing the right thing. Alone
in his study, he struggled
with the question of whether the boycott method
was basically unchristian.
100 Certainly it could be used for unethical ends. But, as
he said, “We were using
it to give birth to freedom…and to urge men to
comply with the law of
the land. Our concern was not to put the bus
company out of business, but
to put justice in business.” He recalled Thoreau’s
words, “We can no longer
lend our cooperation to an evil system,” and he
thought, “He who accepts
105 evil without protesting against it is really
cooperating with it.” Later Martin
wrote, “From this moment on I conceived of our
movement as an act of massive
noncooperation. From then on I rarely used the
word ‘boycott.’”
rights organization
p. 887 lines 128 – 144
128 He picked up Ralph Abernathy and they cruised
together around the city.
Martin told me about it when he got home.
Everywhere it was the same—a few
130 white people and maybe one or two blacks in
otherwise empty buses. Martin and
Ralph saw extraordinary sights—the sidewalks
crowded with men and women
trudging to work; the students of Alabama State
college walking or thumbing
rides; taxicabs with people clustered in them. Some
of our people rode mules;
others went in horse-drawn buggies. But most of
them were walking, some
135 making a round-trip of as much as twelve miles.
Martin later wrote, “As I watched
them I knew that there is nothing more majestic
than the determined courage of
individuals willing to suffer and sacrifice for their
freedom and dignity.”
Martin rushed off again at nine o’clock that morning
to attend the trial of
Mrs. Parks. She was convicted of disobeying the
city’s segregation ordinance
140 and fined ten dollars and costs. Her young
attorney, Fred D. Gray, filed
an appeal. It was one of the first clear-cut cases of
an African American
being convicted of disobeying the segregation
laws—usually the charge was
disorderly conduct or some such thing.
line 139-ordiance:
a regulation, a law,
a rule
2012-2013
line 96 tactics: a
planned action or
maneuver to reach
a certain goal
line 96-White
Citizens Councils:
groups formed to
resist the 1954
Supreme Court
decision to
desegregate the
school
94-96)—the paper’s report of the boycott, boycotts had failed
in other cities, the buses were empty. Personal opinion (lines
97-99)—Martin’s state of mind, inner struggle, and their
doubts about the possibility of success. It is evident in this
excerpt that CSK had ultimate confidence in her husband.
(Q4) What does Mrs. King’s description of Sunday evening
with her husband reveal about her perspective?
Possible answer. Mrs. King values the opinion of her husband
and has profound confidence that he will act with insight. She
believes that the African-American ministers have wisdom,
experience, and knowledge of how to proceed with the Rosa
Park’s incident. Based on her statements, you can infer that,
like her husband, she places high value on becoming informed.
She is spiritually prayful about issues and thoughtfully ponders
them, rather than oversimplifying matters or taking things for
granted without really understanding the full impact.
(Q5) Reread lines 97- 105. What do you learn about Martin
Luther King’s traits in this passage? What impression does CSK
portray?
Possible answer. Dr. King is a contemplative, quiet, calm man
who deeply considers the implications of his actions. He draws
on the sage advice of Thoreau.
(Q6) What can you infer about Mrs. King from the incident
described in lines 128-144??
Possible answer.
Mrs. King reveals her tremendous pride in the religious leaders
of Montgomery. According to Mrs. King, the religious leaders
played a powerful and key role, in the Montgomery boycott,
through both its ability to organize and inspire the boycotters
and through Martin Luther King’s strong religious faith and the
values of nonviolence and brotherhood that he conveyed to his
community.
(Q7) How does the historical context of the memoir help you
understand the author’s feelings?
Possible answer.
African Americans realized their power to affect their society.
They realized that they were able to change things through
nonviolent action. The bus boycott of 1955 was extremely
controversial, and feelings ran high. African-Americans facing
the unjust ridership laws found themselves with a difficult,
emotionally charged dilemma: peacefully resist and risk being
injured for the cause or continue to give in to the unjust
treatment. African-Americans who participated in the bus
boycott sacrificed time, convenience, and comfort by walking to
work and school instead of taking the bus. The boycotters were
“willing to suffer and sacrifice” (line 137) to fight racist policies
in their society—the city of Montgomery—that were
undermining their “freedom and dignity” (line 137). The
pressure on African-Americans was enormous, which helps
readers understand why the author’s reporting is proud, but
emotionally charged.
3
Targeted Text Selection
p. 887-888 lines 148 - 162
148 Fear was an invisible presence at the meeting, along
with courage and hope.
Proposals were voiced to make the organization,
which the leaders decided to
150 call the Montgomery Improvement Association,
or MIA, a sort of secret society,
because if no names were mentioned it would be
safer for the leaders. E.D.
Nixon opposed that idea. “We’re acting like little
boys,” he said. “Somebody’s
name will be known, and if we’re afraid, we might
just as well fold up right now.
The white folks are eventually going to find out
anyway. We’d better decide now
155 if we are going to be fearless men or scared little
boys.”
That settled the question. It was also decided that
the protest would
continue until certain demands were met. Ralph
Abernathy was made
chairman of the committee to draw up the
demands.
Martin came home at six o’clock. He said later that
he was nervous about
160 telling me he had accepted the presidency of the
protest movement, but he
need not have worried, because I sincerely meant
what I said when I told him
that night: “You know that whatever you do, you
have my backing.”
Quarter 3, Week 28: 03/11/13 – 03/15/13
Vocabulary
How does the author’s portrayal of her husband
What are the likely consequences if her husband
decides to oppose the bus law? If the laws are
followed?
(Q8) Analyze Mrs. King’s feelings about the cooperation
among members of the African-American community.
Possible answer.
Mrs. King recognized the nature of a boycott, in which a group
stops doing something in order to protest, made teamwork
necessary for the Montgomery boycott to be a success. Some
examples of this teamwork include:
Someone needed to organize what was to happen, so
E. D. Nixon, known in civil rights circles, agreed to
organize the boycott (lines 40–42).
The organizers needed meeting places, so Martin
Luther King Jr. and another minister offered their
churches (lines 48–49).
African-American ministers agreed to tell people at
church on Sunday about the boycott that was
planned for the following day (lines 67–71).
Other means of transportation had to be arranged
for people; Martin Luther King Jr. and others
persuaded taxi companies and people with cars to
help during the boycott (lines 76–78).
Coretta Scott King stayed home and answered the
phone, taking and relaying messages and making
arrangements (lines 80–82).
People worked on a committee to write up demands
(lines 156–158).
So many people attended the meeting at Holt Street
Baptist Church that Martin Luther King Jr. and Ralph
Abernathy could not get to the church when they
arrived. The crowd worked together to pass the two
men overhead (lines 174–178).
(Q9) What historical perspective is provided in the memoir?
Is the author’s depiction of her husband and his role in the
Montgomery boycott objective or not objective? Support your
answer with details from the memoir.
Possible answer.
Mrs. King is both objective and subjective in the memoir.
Evidence that the memoir is not fully objective include: The
author is a proponent of NAACP and civil rights because there is
no equity in the treatment of citizens. The author believes in
group cooperation and solidarity, a willingness to make
personal sacrifices and a belief in a cause; the following details
provide textual evidence: (lines 24-26, line 162, lines 181-182,
and line 217).
Mrs. King maintains an objective tone in sections of the
passage. The author does not start the memoir by praising her
husband but rather by framing the event with a description of
how African Americans were treated on the buses in
Montgomery (lines 1–17). Other examples can be found in
lines 20-22, in direct quotes from her husband for
interpretation by the reader.
2012-2013
4
Intertextual Connections:
Confrontation at the Bridge
Quarter 3, Week 28: 03/11/13 – 03/15/13
How are the beliefs, values and feelings expressed in
Coretta Scott King’s memoir depicted through Jacob
Lawrence’s art?
What is revealed in Jacob Lawrence’s paintings?
What stories are created in the images?
How did the artist use symbols to convey important
ideas about the 1950s and 1960s?
(Q10) The students will choose a picture by Lawrence and
write at least a three paragraph summation of the visual clues
the artist uses to suggest state of mind and convey the theme.
Possible answer.
Jacob Lawrence’s art reflects the suffering and violence of the
Civil Rights Movement. Lawrence tells modern stories with
these pictures and uses symbols as well as figures.
The Ordeal of Alice
Ironers
More Cross-Genre Connections
Confrontation at the Bridge (1975) shows a moment
during a Civil Rights march lead by Martin Luther
King. Where is the figure located? How does the
figure relate to the space around it? Lawrence used
the composition symbolically to express the idea of
discrimination.
The Ordeal of Alice (1963) shows an African-American
school girl surrounded by grotesque figures of hate.
Obviously, she is one of the first to integrate a public
school. Lawrence frequently conveyed meaning
through his placement and poses of figures.
Jacob Lawrence was a master at using poses and
gestures to convey mood. Are the figures in Ironers
happy and joyful? What visual clues does the artist
give to suggest state of mind? Look at the shape of
their shoulders, the position of their heads, and the
lines of their arms.
Explore primary sources documents about “Rules for Riding
Desegregated Buses” if appropriate for your classroom.
http://www.pbs.org/wgbh/amex/eyesontheprize/sources/ps_
bus.html
Formative Assessment/Rubrics, if applicable
2012-2013
Class discussion(s) on text-dependent comprehension questions, writing responses
(Five Perspective Lenses graphic, reader response journals, summations, or prewriting
activities) serve as formative assessments.
5
Summative Assessment/ Culminating Independent
Writing Task
Quarter 3, Week 28: 03/11/13 – 03/15/13
Martin Luther King Jr. is often viewed as a larger-than-life icon of the civil rights
struggle. How does the author’s portrayal of her husband make him seem more
“human”? Support your answer with examples from the memoir.
Possible answer.
A 30-point mode-specific rubric defines the writing expectations for the summative
assessment.
The author portrays Martin Luther King Jr. as more human by including details about
his private actions and feelings. Evidentiary details include:
He felt nervous before a meeting (lines 51–52).
He was concerned about people’s real lives in addition to being concerned about
their spiritual lives (lines 57–62).
He had a sense of humor; he laughed about the white press’s accidentally
publicizing the boycott (lines 89–90).
He was deeply concerned about what he was doing and whether it was the right
thing to do. He worried about whether the boycott conflicted with his religious
values (lines 97–99).
He was realistic when he doubted whether the boycott would work (lines 111–
115).
In addition to being an activist, he was a husband; he worried that his wife would
be upset with him for taking on great responsibility in the Movement (lines 159–
160).
Technology:
www.discoveryeducation.com – (see links embedded in pacing guide)
www.classzone.com
Extension Activities/Further Resources
Graphic Organizers at www.classzone.com
English Language Learner (ELL) Resources and Strategies
Key Academic Vocabulary
Use McDougal Littell Easy Planner under Best Practices Toolkit, Word Squares page
E10 with Transparency E33
Work with the following vocabulary:
Page 882, lines 1-12
Segregation, degrading, outdid, unoccupied, rear, furthermore, fares
Proposed, boycott, planting, likened, awesome, wondered, struggled, unchristian,
unethical, urge, comply, evil, conceived, rarely. (Through this reading there are several
words with prefix “un” , discuss the meaning of this prefix)
Page 887, lines 128-143
Otherwise, sights, trudging, clustered, majestic, courage, freedom, dignity, trial,
convicted, ordinance, attorney, appeal, disorderly.
Pages 887-888, lines 148-162
Fear, hope, proposal, voiced, eventually, fearless, certain, demands, chairman,
whatever
Note: Have students work in groups, assign the words depending on the section
you’re working with to make the activity shorter and much more engaging.
Vocabulary Idioms/Phrases/Ideas/Figurative
Language/Sayings
Note: Assign the expressions to different groups of
students and ask them to paraphrase them. The
2012-2013
Explain these phrases, expressions to students and then help students paraphrase
them.
“…northern-owned corporation”
“…treated them like cattle”
“…accused the NAACP of planting Mrs. Parks on the bus.”
“…began to gnaw at him.”
6
product of this activity should be shared and discussed
in the class.
Background Content
Quarter 3, Week 28: 03/11/13 – 03/15/13
“…give birth to freedom”
“…comply with the law of the land”
“…put the bus company out of business, but to put justice in business”
“…He who accepts evil without protesting against it is really cooperating with it”
“..an act of massive noncooperation”
Page 887, lines 128-143
“…cruised together around the city”
“…thumbing rides”
“…horse drawn buggies”
“…making a round-trip”
“…clear cut case”
Pages 887-888, lines148-162
“…acting like little boys.”
“…might as well fold up right now.”
“…until certain demands were met.”
“…draw up the demands”
“…you have my backing”
To learn about the author, direct students to the Literature Center at
www.classzone.com , there is important information about Coretta Scott King, author
of this memoir.
Writing Task
Writing activity - Have the students answer the following question:
The author refers to King’s fabulous ability to speak to the people. What does the
author mean by this? Reflect on the picture on page 889 of your Literature Book.
Use the template found in www.classzone.com entitled “Response to literature” to
guide the students’ writing.
2012-2013
7
Quarter 3, Week 28: 03/11/13 – 03/15/13
Student Copy
Targeted Text Selection - “Montgomery Boycott”
p. 882, lines 1- 12
1 Of all the facets of segregation in Montgomery, the
most degrading were the
rules of the Montgomery City Bus Lines. This
northern-owned corporation
outdid the South itself. Although seventy percent of
its passengers were black,
it treated them like cattle—worse than that, for
nobody insults a cow. The
6 first seat on all buses were reserved for whites.
Even if they were unoccupied
and the rear seats crowded, blacks would have to
stand at the back in case
some whites might get aboard; and if the front seats
happened to be occupied
and more white people boarded the bus, black
people seated in the rear were
forced to get up and give them their seats.
Furthermore—and I don’t think
10 northerners ever realized this—blacks had to pay
their fares at the front of
the bus, get off, and walk to the rear door to board
again. Sometimes the
bus would drive off without them after they had
paid their fare. This would
happen to elderly people or pregnant women, in
bad weather or good, and was
considered a joke by the drivers. Frequently the
white bus drivers abused their passengers,
16 calling them …, black cows, or black apes. Imagine
what it was
like, for example, for a black man to get on a bus
with his son and be subjected
to such treatment.
p. 886 lines 93-107
93 Martin came home late Sunday night and began to
read the morning paper.
The long articles about the proposed boycott
accused the NAACP of planning
95 Mrs. Parks on the bus—she had been a volunteer
secretary for the Montgomery
chapter—and likened the boycott to the tactics of
the White Citizens Councils.
This upset Martin. That awesome conscience of his
began to gnaw at him, and
he wondered if he was doing the right thing. Alone
in his study, he struggled
with the question of whether the boycott method
was basically unchristian.
100 Certainly it could be used for unethical ends. But, as
he said, “We were using
it to give birth to freedom…and to urge men to
comply with the law of
2012-2013
Vocabulary
underlined words:
insufficient contextual
clues
BOLD words: Tier Two
words
Student Activities and
What is Mrs. King’s primary purpose in writing this
memoir?
What does Mrs. King’s writing reveal about her
values, feelings, beliefs, and experiences in 1955
Alabama?
How does Mrs. King portray her husband?
Return to the text, and ask students a small set of guiding
questions about the targeted section.
(Q1) What does Coretta Scott King reveal about her values and
experiences in this excerpt?
Possible answer.
(Q2) What tone is revealed through the word choice in this
excerpt?
Possible answer.
line 92-NAACP:
National
Association for the
Advancement of
Colored People, a
prominent civil
rights organization
line 96 tactics:
(Q3) What does Mrs. King reveal about her feelings in this
excerpt?
Possible answer.
(Q4) What does Mrs. King’s description of Sunday evening
with her husband reveal about her perspective?
Possible answer.
line 96-White
Citizens Councils:
groups formed to
resist the 1954
8
Quarter 3, Week 28: 03/11/13 – 03/15/13
the land. Our concern was not to put the bus
company out of business, but
to put justice in business.” He recalled Thoreau’s
words, “We can no longer
lend our cooperation to an evil system,” and he
thought, “He who accepts
105 evil without protesting against it is really
cooperating with it.” Later Martin
wrote, “From this moment on I conceived of our
movement as an act of massive
noncooperation. From then on I rarely used the
word ‘boycott.’”
Supreme Court
decision to
desegregate the
school
p. 887 lines 128 – 144
128 He picked up Ralph Abernathy and they cruised
together around the city.
Martin told me about it when he got home.
Everywhere it was the same—a few
130 white people and maybe one or two blacks in
otherwise empty buses. Martin and
Ralph saw extraordinary sights—the sidewalks
crowded with men and women
trudging to work; the students of Alabama State
college walking or thumbing
rides; taxicabs with people clustered in them. Some
of our people rode mules;
others went in horse-drawn buggies. But most of
them were walking, some
135 making a round-trip of as much as twelve miles.
Martin later wrote, “As I watched
them I knew that there is nothing more majestic
than the determined courage of
individuals willing to suffer and sacrifice for their
freedom and dignity.”
Martin rushed off again at nine o’clock that morning
to attend the trial of
Mrs. Parks. She was convicted of disobeying the
city’s segregation ordinance
140 and fined ten dollars and costs. Her young
attorney, Fred D. Gray, filed
an appeal. It was one of the first clear-cut cases of
an African American
being convicted of disobeying the segregation
laws—usually the charge was
disorderly conduct or some such thing.
Targeted Text Selection
p. 887-888 lines 148 - 162
148 Fear was an invisible presence at the meeting, along
with courage and hope.
Proposals were voiced to make the organization,
which the leaders decided to
150 call the Montgomery Improvement Association,
or MIA, a sort of secret society,
because if no names were mentioned it would be
safer for the leaders. E.D.
Nixon opposed that idea. “We’re acting like little
boys,” he said. “Somebody’s
name will be known, and if we’re afraid, we might
just as well fold up right now.
The white folks are eventually going to find out
line 139-ordiance:
2012-2013
(Q5) Reread lines 97- 105. What do you learn about MLK’s
traits in this passage? What impression does CSK portray?
Possible answer.
(Q6) What can you infer about Mrs. King from the incident
described in lines 128-144??
Possible answer.
(Q7) How does the historical context of the memoir help you
understand the author’s feelings?
Possible answer.
Vocabulary
How does the author’s portrayal of her husband
What are the likely consequences if her husband
decides to oppose the bus law? If the laws are
followed?
(Q8) Analyze Mrs. King’s feelings about the cooperation
among members of the African-American community.
Possible answer.
9
Quarter 3, Week 28: 03/11/13 – 03/15/13
anyway. We’d better decide now
155 if we are going to be fearless men or scared little
boys.”
That settled the question. It was also decided that
the protest would
continue until certain demands were met. Ralph
Abernathy was made
chairman of the committee to draw up the
demands.
Martin came home at six o’clock. He said later that
he was nervous about
160 telling me he had accepted the presidency of the
protest movement, but he
need not have worried, because I sincerely meant
what I said when I told him
that night: “You know that whatever you do, you
have my backing.”
(Q9) What historical perspective is provided in the memoir?
Is the author’s depiction of her husband and his role in the
Montgomery boycott objective or not objective? Support your
answer with details from the memoir.
Possible answer.
Cross Genre Connections OR Across Text or NonText Sources:
Confrontation at the Bridge
How are the beliefs, values and feelings expressed in
Coretta Scott King’s memoir depicted through Jacob
Lawrence’s art?
What is revealed in Jacob Lawrence’s paintings?
What stories are created in the images?
How did the artist use symbols to convey important
ideas about the 1950s and 1960s?
(Q10) Choose a picture by Lawrence and write at least a three
paragraph summation of the visual clues the artist uses to
suggest state of mind and convey the theme.
Possible answer.
The Ordeal of Alice
2012-2013
10
Quarter 3, Week 28: 03/11/13 – 03/15/13
Ironers
Summative Assessment/ Culminating Independent
Writing Task
Martin Luther King Jr. is often viewed as a larger-than-life icon of the civil rights
struggle. How does the author’s portrayal of her husband make him seem more
“human”? Support your answer with examples from the memoir.
English Language Learner (ELL) Resources and Strategies
Key Academic Vocabulary
Use McDougal Littell Easy Planner under Best Practices Toolkit, Word Squares page
E10 with Transparency E33
Work with the following vocabulary:
Segregation, degrading, outdid, unoccupied, rear, furthermore, fares
Proposed, boycott, planting, likened, awesome, wondered, struggled, unchristian,
unethical, urge, comply, evil, conceived, rarely. (Through this reading there are several
words with prefix “un” , discuss the meaning of this prefix)
Page 887, lines 128-143
Otherwise, sights, trudging, clustered, majestic, courage, freedom, dignity, trial,
convicted, ordinance, attorney, appeal, disorderly.
Pages 887-888, lines 148-162
Fear, hope, proposal, voiced, eventually, fearless, certain, demands, chairman,
whatever
Note: Have students work in groups, assign the words depending on the section
you’re working with to make the activity shorter and much more engaging.
Vocabulary Idioms/Phrases/Ideas/Figurative
Language/Sayings
Note: Assign the expressions to different groups of
students and ask them to paraphrase them. The
product of this activity should be shared and discussed
in the class.
Background Content
2012-2013
Explain these phrases, expressions to students and then help students paraphrase
them.
“…northern-owned corporation”
“…treated them like cattle”
“…accused the NAACP of planting Mrs. Parks on the bus.”
“…began to gnaw at him.”
“…give birth to freedom”
“…comply with the law of the land”
“…put the bus company out of business, but to put justice in business”
“…He who accepts evil without protesting against it is really cooperating with it”
“..an act of massive noncooperation”
Page 887, lines 128-143
“…cruised together around the city”
“…thumbing rides”
“…horse drawn buggies”
“…making a round-trip”
“…clear cut case”
Pages 887-888, lines148-162
“…acting like little boys.”
“…might as well fold up right now.”
“…until certain demands were met.”
“…draw up the demands”
“…you have my backing”
11
Writing Task
Quarter 3, Week 28: 03/11/13 – 03/15/13
To learn about the author, direct students to the Literature Center at
www.classzone.com , there is important information about Coretta Scott King, author
of this memoir.
Writing activity - Have the students answer the following question:
The author refers to King’s fabulous ability to speak to the people. What does the
author mean by this? Reflect on the picture on page 889 of your Literature Book.
Use the template found in www.classzone.com entitled “Response to literature” to
guide the students’ writing.
For further information regarding this document contact the Department of Language Arts/Reading, Secondary District Instructional Supervisors,
Dr. Erin Cuartas, Ms. Laurie Kaplan or Dr. Sharon Scruggs-Williams, 305-995-3122; for ELL questions, contact the Division of Bilingual Education and World
Languages District Supervisor, Ms. Caridad Perez, 305-995-1962.
2012-2013
12
FIVE PERSPECTIVE LENSES
Directions: Memoirs often contain information about historical events in which the writer was involved. Coretta Scott King’s memoir, “Montgomery Boycott,” is based on her memories of the
events that sparked the 1955 bus boycott in Montgomery, Alabama. Read through the “lenses” of Coretta Scott King to find textual evidence that conveys information for each category listed.
Include quotes that express the point of view of the author.
(negative)
negative connotation
(positive)
positive connotation
(emotional)
word choice/tone
Adapted from De Bono, E. (1999). Six thinking hats. New York: Back Bay Books
(factual)
direct statements
(new approaches)
emphasize
FIVE PERSPECTIVE LENSES – KEY (Answers may vary)
Directions: Memoirs often contain information about historical events in which the writer was involved. Coretta Scott King’s memoir, “Montgomery Boycott,” is based on her memories of the
events that sparked the 1955 bus boycott in Montgomery, Alabama. Read through the “lenses” of Coretta Scott King to find textual evidence that conveys information for each category listed.
Include quotes that express the point of view of the author.
(negative)
negative connotation
The author says that her
husband had a ―stormy session‖
at a meeting (line 65). We do
not get to know what really
happened, and she could be
glossing over her husband‘s
anger at an inefficient meeting
Personal opinion (lines 9799)—Martin‘s state of mind,
inner struggle, and their doubts
about the possibility of success.
E. D. Nixon opposed the idea of
a ―secret society‖ because he
wanted the organization
to be courageous and thought
that keeping it secret showed
fear (lines 148–155).
(positive)
positive connotation
(emotional)
word choice/tone
(factual)
direct statements
(new approaches)
emphasize
The author brings a personal
perspective to the material,
especially because Martin
Luther King Jr. was her
husband. One of her first
mentions of her husband in the
memoir is his opinion of Rosa
Parks; the reference is positive,
putting King himself in a
positive light. (lines 24–26)
King described Parks as ―a
charming person with a radiant
personality.‖
The author lets her husband
speak for himself by quoting
him (lines 25–26, 100–103,
106–107, 135–137, and 186–
188).
(line 148) ―Fear was an invisible
presence at the meeting, along
with courage and hope.‖
The author‘s first mention of her
husband is his role in a committee
that protested the treatment of
African Americans on city buses.
She gives no opinion of him, just
facts (lines 20–22).
(line 38-40) Suddenly he [E.D.
Nixon] also had had enough;
suddenly, it seemed, almost
every African American in
Montgomery had had enough.
It was spontaneous
combustion.
(lines 45-47) ―We have taken
this type of thing too long. I feel
the time has come…‖
(lines 27-35) Rosa Parks was
convicted of disobeying the city‘s
segregation ordinance and fined
ten dollars and costs.
(lines 57-58) …accept
Martin‘s view that ―religion
deals with both heaven and
earth…‖
Much of the author‘s
information is secondhand. She
only heard about much of the
events leading up to the boycott
from her husband because her
doctor had ordered her not to
leave the house (lines 78–80).
Mrs. King pretends to ―get
inside of his head‖ at the end of
the memoir. She says that the
crowd sang ―in a tremendous
wave of five thousand voices‖
(lines 181–182). Then she
uses his speech and describes the
Historical facts (lines 94-96)—the
paper‘s report of the boycott,
boycotts had failed in other cities,
the buses were empty
(line 197) ―‗But in our
protest there will be no crossburnings . . . ‘‖
crowd as going wild and
―cheering in exaltation‖ (line
217).
(lines 93- 107) It is evident in
this excerpt that CSK had
ultimate confidence in her
husband
(lines 116-122) The Kings were
pleased by the fact that there
were no people on the bus.
Their opinion was that a
successful boycott would draw
the city‘s attention, change
segregation laws, and empower
the African American
community
(line 131-132) ―Martin and
Ralph saw extraordinary
sights—the sidewalks crowded
with men and women trudging
to work...‖
The author obviously believed
fully in the cause her husband
championed. For example, she
tells him that she will back him
in whatever he does (line 162).
Adapted from De Bono, E. (1999). Six thinking hats. New York: Back Bay Books
(line 144 ) ―The leaders of the
Movement called a meeting for
three o‘clock in the afternoon.‖
At the end of the memoir, the
author uses the bulk of her
husband‘s speech in the
church to show how he got the
crowd behind him in the fight
against segregation (lines 190–
192, 195–199, 202–211, and
213–216).
Informational/Explanatory Writing – Independent Writing Assignment
Coretta Scott King Memoir and Robert Kennedy Speech
Grading Criteria - Student SELF-ASSESSMENT TOOL 9 - 10 ELA
Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase
readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension
of a concept. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and
historical reports, summaries, and précis writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports,
applications, and resumes. (Appendix A, 23 http://www.corestandards.org/assets/Appendix_A.pdf)
Student Name: ____________________________________________ Period: ___________________ Final Score: ____________/30
Criterion
With practice, students become better able to
develop a controlling idea and a coherent focus on a
topic and more skilled at selecting and incorporating
relevant examples, facts, and details into their
writing.
Use a variety of techniques to convey information,
such as naming, defining, describing, or
differentiating different types or parts; comparing or
contrasting ideas or concepts; and citing an anecdote
or a scenario to illustrate a point.
Response to Prompt/Thesis
W.9-10.2a
Level 5
Level 4
Level 3
Level 2
Level 1
Superior
Solid
Partial
Limited
Very
Limited
Exceeds
expectations
Above
expectations
Meets
expectations
Approaching
expectations
Does not
meet
expectations
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
Did you introduce the topic?
Did you organize complex ideas, concepts, and
information to make important connections and
distinctions?
W.9-10.2e
Did you establish and maintain a formal style and
objective tone?
W.9-10.4
Did you produce clear and coherent writing?
Are the development, organization, and style
appropriate to the task, purpose, and audience?
Organization
W.9-10.2a
Did you introduce a topic and organize complex ideas,
concepts, and information to make important
connections and distinctions?
W.9-10.2c
Did you use appropriate and varied transitions to link the
major sections of the text?
Did you clarify the relationships among complex ideas
and concepts?
Evidence/Support
W.9-10.2b
Did you develop the topic with well-chosen, relevant,
and sufficient facts?
Analysis
W.9-10.2b
Did you use extended definitions, concrete details,
quotations, or other information and examples?
Did you consider the audience’s knowledge of the topic?
Structure
W.9-10.2f
5
4
3
2
1
5
4
3
2
1
Did you provide a concluding statement or section?
Does your conclusion follows from and support the
information or explanation your presented?
Command of Language
W.9-10.2d
Did you use precise language and domain-specific
vocabulary?
W.9-10.5
Did you plan, revise, edit, and rewrite?
Did you try a new approach, focusing on addressing what
is most significant for a specific purpose and audience?
L.9-10.1
Did you observe the conventions of standard English
grammar and usage when writing?
L.9-10.2
Did you observe the conventions of standard English
capitalization, punctuation, and spelling when writing?
L.9-10.3
Did you apply your knowledge of language, make
effective choices for meaning or style, and to vary syntax
for effect?
NOTE: The following writing standards are not specifically addressed in this lesson.
W.9-10.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
W.9-10.3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
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.9-10.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve
a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of
the subject under investigation.
W.9-10.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess
the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation.
Informational/Explanatory Writing – Independent Writing Assignment – Memoir and Speech
Grading Criteria – TEACHER SCORING RUBRIC - 9 - 10 ELA
Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers
better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing includes a wide array of genres, including
academic genres such as literary analyses, scientific and historical reports, summaries, and précis writing as well as forms of workplace and functional writing such as instructions, manuals,
memos, reports, applications, and resumes. (Appendix A, 23 http://www.corestandards.org/assets/Appendix_A.pdf)
Student Name: _________________________________________________________________________ Period: ___________________ Final Score: ____________/30
Criterion
With practice, students become better able to develop a controlling idea and a
coherent focus on a topic and more skilled at selecting and incorporating relevant
examples, facts, and details into their writing.
Use a variety of techniques to convey information, such as naming, defining,
describing, or differentiating different types or parts; comparing or contrasting
ideas or concepts; and citing an anecdote or a scenario to illustrate a point.
Response to Prompt/Thesis
W.9-10.2a - Introduce a topic; organize complex ideas, concepts, and information
to make important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
W.9-10.2e - Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are writing.
W.9-10.4 - Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
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.
Organization
Level 5
Level 4
Level 3
Level 2
Level 1
Superior
Solid
Partial
Limited
Very Limited
Exceeds
expectations
Above
expectations
Meets
expectations
Approaching
expectations
Does not
meet
expectations
5
4
3
2
1
skillful
purposeful style
competent
appropriate style
adequate
sufficient style
limited
inconsistent style
inadequate
attempts, but
fails at style
5
4
3
2
1
to make important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
W.9-10.2c- Use appropriate and varied transitions to link the major sections of the
text, create cohesion, and clarify the relationships among complex ideas and
concepts.
logical order
skillful use of
transitions/syntax
masterful parallel
construction
appropriate order
proficient use of
transitions/ syntax
obvious parallel
construction
some order
some use of
transitions/syntax
some elements of
parallelism
limited order
inappropriate use
of transitions/
syntax
little parallel
construction
lacks order
inadequate use
of transitions/
syntax
no evidence of
parallel
construction
Evidence/Support
5
4
3
2
1
insightful
cohesive
skillful control with
evidence, citations
and/or quotes
thorough
cohesive
strong control with
evidence, citations
and/or quotes
sufficient
some cohesion
control with some
evidence, citations
and/or quotes
inappropriate
superficial
lacks cohesion
little specific
information with
few citations
and/or quotes
insufficient
irrelevant
no evidence of
specific
information,
citations and/or
quotes
W.9-10.2a - Introduce a topic; organize complex ideas, concepts, and information
W.9-10.2b - Develop the topic with well-chosen, relevant, and sufficient facts,
extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience’s knowledge of the topic.
Analysis
W.9-10.2b - Develop the topic with well-chosen, relevant, and sufficient facts,
extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience’s knowledge of the topic.
Structure
W.9-10.2f- Provide a concluding statement or section that follows from and
supports the information or explanation presented (e.g., articulating implications or
the significance of the topic).
Command of Language
W.9-10.2d - Use precise language and domain-specific vocabulary to manage the
complexity of the topic.
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.
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.
5
complex thinking
thorough
seamless
5
effective conclusion
5
mature language
skillful use of domain
specific terms
exemplary command
of conventions
4
some complex
thinking
relevant
4
conclusion
4
appropriate
language
domain specific
terms
command of
conventions
3
2
simplistic thinking
appropriate
flawed thinking
minimal
3
2
sense of closure
3
inconsistent
language
some domain
specific terms
inconsistent
command of
conventions
weak closure
2
limited language
few domain
specific terms
limited command
of conventions
1
inaccurate
thinking
irrelevant
illogical
1
no evident
closure
1
inappropriate
language
insufficient use of
domain specific
terms
weak command
of conventions
NOTE: The following writing standards are not specifically addressed in this lesson.
W.9-10.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
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.9-10.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Learning Objectives Lesson Sequence

Transcription

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