8th Grade 3rd Nine Weeks Unit

Theme: Struggle for Justice

READY Theme: The Civil Rights

Movement

8 Weeks

Timeframe

Marking Period #3

READY Lesson 12:

Analyzing Structure of

paragraphs

Essential Questions: • What is the relationship between freedom and education?

• Has the promise of Brown vs. Board been realized?

• What factors influence people to make a choice to fight against oppression even in the face of danger?

• How does mob mentality affect people’s sense of right and wrong?

• What are the essential liberties?

CCSS:

RL.8.1 RI.8.1 W.8.1 SL.8.1 L.8.1

RL.8.2 RI.8.2 W.8.2 SL.8.2 L.8.2

RL.8.3 RI.8.3 W.8.3 SL.8.3 L.8.3

RL.8.4 RI.8.4 W.8.4 SL.8.4 L.8.4

RL.8.5 RI.8.5 W.8.5 L.8.5

RL.8.6 RI.8.6 L.8.6

RL.8.9 RI.8.8

RL.8.10

Content-Specific (Tier III) Terms: Text structure, compare, contrast, style, figurative language, verbal irony, puns, connotation, denotation

Literary (Tier II) Vocabulary:

confrontations, executive order, inherently, integration, Little Rock Nine, NAACP, provocation, segregation, “separate but equal”, taunting unanimously,

adhere, antagonistic, avid, compulsory, deprived, detrimental, doctrine, expenditures, inferiority,

inherently, plaintiff, propounded, pursuant, rudimentary, sanction, subordinated, tangible

acclaim, amicable, compulsion, conferred, controversy, disseminate, jeopardize, inaugurate, infantry,

infinite, integration, intervene, nullifying, oft, opposition, preventative, prominent, rescinded, shirk

agitators, anarchy, cease, compelled, compliance, convey, deliberate, demagogue, deplore, disperse,

extremists, gloat, gradual, inadequate, indivisible, obstruction, preserve, prestige, portray, refrain

aspirations, diligence, disadvantaged, integrated, isolation, occupational, provisions rigorous

adept, advocacy, counterparts, demographic, influx, proficient, stagnate, substantial, unequivocal

Texts and Respective Tasks

Fire From the Rock by Sharon Draper

Brown vs. Board of

Education

(video)

(court case)

Background about the Little Rock Nine (Photo gallery) (Video) (Governor Faubus)

Eisenhower’s Address on the Little Rock Nine and Editorial by Karr Shannon (Primary Documents)

“Caged Bird” by Maya Angelou.

Informational—Historical

Ready Lesson #18 Informational- Court Case

Ready Lesson #19 Informational- biography

Ready Lesson #20 Informational- Speech Literature- Poem

Ready Lesson #16

Ready Lesson #17

8 Weeks 1 Week 1 Week 1 Week 1 Week

READING TASKS:

Over the course of the term, students will be assigned specific chapters in which they will demonstrate comprehension by answering questions that will require in- depth analyses, critical thinking, and/or synthesizing the text. RL.8.1-5, 9-10

READING TASKS:

1st Read – Close read text for comprehension. 2nd Read – Analyze text to understand which factor influenced the judges’ decision. 3rd Read – Classify the arguments in the Brown v. Board of Education court case. Consider the arguments in the essay “Where are We Now?” Compare the vision of the Supreme Court justices to the reality of today.

READING TASKS:

1st Read – Close read the excerpt in short paragraphs for comprehension. 2nd Read – Utilize the close reading strategy to understand tone, mood, and point of view. 3rd Read – Compare the excerpt’s point of view with the story and other documents from this time. Cite textual evidence from close reading of both pieces to support your findings. RL.8.1-3, 5-6

READING TASKS:

1st Read – Close read the speech for comprehension. 2nd Read – Analyze the author’s purpose, tone, conflict, and meaning of text. Make inferences, predict outcomes, and draw conclusions based on the text. 3rd Read – Compare the

views of federal support

in the speech and editorial citing text evidence. RI.8.1-4, 6

READING TASKS:

1st Read – Read the short text in its entirety for comprehension; highlight figurative language and symbols throughout text. 2nd Read – Evaluate how the author uses imagery to comment on societal issues. 3rd Read – Closely reread each stanza and connect the theme of the poem to the book with supported evidence from the text. RI.1, 3, 6, 8

WRITING TASKS: Which elements of the story are purely fictional? Which elements are basically historical? How does this method of telling the story affect the reader's response? Support your answer with details from the text. W.8.1 L.8.1a-d, 2a, c

WRITING TASKS: Write a letter to Secretary of Education Arne Duncan about the state of education in the south. Appropriate text structure while using evidence from the texts for support. Employ grammar, mechanics, varied sentence structure, and vocabulary to create cohesion in writing. W.8.1b-c L.8.1a-d, 2a, c Condense your thoughts about the state of education into a tweet @arneduncan (143 characters including spaces) W.8.3b-d L.8.1a-d, 2a, c

WRITING TASKS: Write a comparative analysis of Governor Faubus’ depiction of the events surrounding the Little Rock Nine and that of Draper in Fire From the Rock. Utilize transitional words, phrases, and clauses while drawing on similarities and differences. Include appropriate grammar, mechanics, sentence structure, and supported evidence from both texts W.8.3a-d, 4-5 L.8.1a-d, 2a, c

WRITING TASKS: Write about how different groups in the United States reacted differently to the Brown decision. How did African Americans react? Were all African Americans in favor of the decision? How did white Americans react? Where in the United States was the strongest reaction felt against Brown? Write a letter to one of the Little Rock Nine thanking them for enduring such hardship so that you have a choice of schools to attend. W.8.1c, 2a-d L.8.1a-d, 2a, c, 3, 6

WRITING TASKS: Use what you have learned from reading Fire from the Rock by Sharon Draper and the poem to write an essay that provides an analysis of how different artists discuss civil rights and issues of intolerance. What is emphasized in each text? What is unique about each text? Provide evidence to support your argument from both texts. Use transitions, grammar, punctuation, and sentence structure where appropriate in writing. L.8.1a-d, 2a, c W.8.4

LANGUAGE

INSTRUCTION:

Language instruction will

occur in 15-20 minute mini

lessons twice a week, with

consistent reinforcement

through analysis of the text

during reading.

Grammar instruction will

include the function of

verbs—active and passive

voice. L.8.1

Mechanics instruction will

include end punctuation

and spelling. L.8.2

Syntax instruction will

include an analysis of the

differences between the

language Douglass

employs and the language

today—centered around

use of active/passive voice

and the subjunctive mood.

L.8.3

LANGUAGE

INSTRUCTION:

Language instruction will

occur in 15-20 minute mini

lessons twice a week, with

consistent reinforcement

through analysis of the text

during reading.

Grammar instruction will

include the function of

verbs—active and passive

voice. L.8.1

Mechanics instruction will

include end punctuation

and spelling. L.8.2

Syntax instruction will

include an analysis of the

poetic language to create

voice. L.8.3

LANGUAGE

INSTRUCTION:

Language instruction will

occur in 15-20 minute mini

lessons twice a week, with

consistent reinforcement

through analysis of the text

during reading.

Grammar instruction will

include the function of

verbs—active and passive

voice. L.8.1

Mechanics instruction will

include end punctuation

and spelling. L.8.2

Syntax instruction will

include an analysis of the

use of active/passive voice

and the subjunctive mood.

L.8.3

LANGUAGE

INSTRUCTION:

Language instruction will

occur in 15-20 minute mini

lessons twice a week, with

consistent reinforcement

through analysis of the text

during reading.

Grammar instruction will

include the function of

verbs—active and passive

voice. L.8.1

Mechanics instruction will

include end punctuation

and spelling. L.8.2

Syntax instruction will

include an analysis of the

use of active/passive voice

and the subjunctive mood.

L.8.3

LANGUAGE

INSTRUCTION:

Language instruction will

occur in 15-20 minute mini

lessons twice a week, with

consistent reinforcement

through analysis of the text

during reading.

Grammar instruction will

include the function of

verbs—active and passive

voice. L.8.1

Mechanics instruction will

include end punctuation

and spelling. L.8.2

Syntax instruction will

include an analysis of the

use of active/passive voice

and the subjunctive mood.

L.8.3

SPEAKING AND

LISTENING TASKS:

The teacher will provide opportunities for students to develop extensive rich discussion of text through a variety of strategies. Guiding Questions (1)As you first meet Sylvia, even though she lives in 1957, how is she like many fifteen-year-old girls today? How is she different? (2)Describe the relationship between Sylvia and her family; give specific examples from the book to show the conflicts as well as the closeness. (3)Explain the title of the novel. Why does the title have more than one possible interpretation? Find several examples of reference to "fire" and "rock" SL.8.1a-d, 2

SPEAKING AND

LISTENING TASKS:

(1)Do you agree with the Supreme Court’s position that separating children based on their color can create a feeling of “inferiority...that may affect their hearts and minds?” How might this feeling of inferiority affect these children in later life, when they become adults? Respond with supported evidence. (2)Do you believe in what Brown v. Board stands for? How close to — or far from — fully embracing the Brown decision are we, as a society? What else needs to happen for us to move closer to the ideals of Brown? Use context clues, inference skills, and cited textual evidence.

SPEAKING AND

LISTENING TASKS:

Identify and discuss the many struggles the nine faced in their pursuit of justice. Would you have allowed your child to integrate? Why or why not? What are the lessons about responding to violence? Infer the reaction and feelings of some white citizens of Arkansas using evidence from the pictures to support discussion. Examine and discuss how Faubus saw the role himself and the protesters using text supported evidence. SL.8.1a-d

SPEAKING AND

LISTENING TASKS:

The Brown decision called for school desegregation to happen with "all deliberate speed." How quickly — and fully — do you think schools de-segregated? In groups, discuss how the enforcement of Brown v. Board has changed segregation in education. Have schools truly desegregated? Are they separate but equal? SL.8.1a-d, 2 Critically think and discuss how the power of presidential office should be used to affect social change (i.e. the current discussion about police shootings of black suspects). Cite examples from the text and other sources. SL.8.1a-d, 2-4

SPEAKING AND

LISTENING TASKS:

Engage in small group collaborative discussion. Discuss the meaning of the poem. Who is the free bird? The caged bird? SL.8.1-2 Write concise interpretations of what: “…he names the sky his own” means? Whom do these three words address? What feeling is expressed by the words? What image does “stands on a grave of dreams” paint? How does this characterize the people represented by the caged bird? Discuss the song sung by the caged bird. What does this suggest about how people deal with problems? SL.8.2-4

RESEARCH PROJECTS

Research Project • Research the history of school segregation and integration in the United States. Look up the complete story of how

Central High School was integrated. Investigate what happened the rest of the 1957-1958 school year, as well as the 1958-1959 school year in Little Rock. Find out also all you can about Central High School today. Compare this information to the history of integration at your school.

• In groups of 4-5 students, you will create and share a radio broadcast depicting the events of the Little Rock Nine. One

student will act as the radio commentator who is interviewing at least three to four different personalities who were involved in this event. One person must portray one of the Little Rock Nine; one person must portray a bystander, and one person must portray someone from the armed services. Of course, one student can portray different characters to help make your broadcast more comprehensive. Your broadcast should include questions that reveal answers to who is involved, what is happening, why it is happening, how it is happening and where it is happening. Your broadcast can be on-the-spot reporting or you can be interviewing people at the radio station. Remember to be authentic to the time period.

• The novel discusses several important social developments of the time. Investigate any of the following: The

establishment of the country of Ghana, The Bus Boycott in Montgomery, Alabama. The early years of Martin Luther King, Jr. The lynching of Emmett Till, and the role of Thurgood Marshall in the U.S. Supreme Court.

• Explain the definition, significance and importance of the following terms in relation to the text: boycott, discrimination,

segregation, integration, intolerance, tolerance, prejudice, persecution, bigotry, resistance, courage, non violence, anti Semitism, swastika.

• Investigate any of the following real people who are mentioned in the novel. Find out what they were doing in 1957, and

if still alive, what they are doing now: Ralph Bunche, Jackie Robinson, Fats Domino, Chuck Berry, Little Richard, Pat Boone, Elvis Presley, Harry Belafonte, Daisy Bates, Rosa Parks, Marian Anderson, Orval Faubus, Dwight Eisenhower, Miss America of 1957, Ernest Green, Elizabeth Eckford, Jeffferson Thomas, Calottta Walls, Minnijean Brown, Gloria Ray, Thelma Mothershed, Melba Patillo. Write an epitaph for the selected each selected person.

NARRATIVE WRITING PROJECT (1)

A Dangerous Game

• There are many dangerous situations over the course of this novel. Using Draper’s writing as a guide, write a descriptive paper that uses sensory imagery from the point of view of someone whose friend or family member is in a dangerous situation. Tell the story as the person tries to grasp the enormity and horror of what is happening.. Use vivid verbs and powerful adjectives and adverbs as you write. Use as many of the senses as you can--sight, sound, smell, touch, taste--as well as deep, rich colors. W.8.3a-d, 4-6, 7-9 L.8.1-3

NARRATIVE WRITING PROJECT (2) Slam Poetry

• Write a collection of poems or short stories of varied styles (free verse, limerick, haiku, rhyme, sonnet, ballad) using

stylistic devices (rhythm, rhyme, onomatopoeia, imagery, personification) about the social ills of discrimination in the 21st Century as they impact families, races, cultures, genders, social groups, etc. Use prior knowledge and/or evidence-based research to support findings. Employ grammar, punctuation, sentence structure, words, and phrasing in writing. Share a piece of your original work with the class. W.8.3a-d, 4-6, 7-9 L.8.1-3

READY Supplements for Reading Mississippi College and Career Readiness Standards (MCCRS)

READY Student Lessons Additional Coverage in Teacher Resources Book Lesson Pages

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. RL. 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 next.

3 Citing Evidence to Make Inferences

6 Citing Evidence to Support Inferences

1, 2, 4, 5, 10-13, 19, 20

7- 9, 15-18, 21

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. RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

1 Analyzing the Development of a Central Idea, 2 Summarizing Informational Texts

8 Determining Theme, 9 Summarizing Literary Texts

3-5, 10, 12-14, 19, 20

6, 7, 15-18, 21

RI.8.3 Analyze how text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories. RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

4 Analyzing Comparisons, 5 Analyzing Categories

7 Analyzing Dialogue and Incidents in Stories and Drama

1-3,10-12,14,19

6, 8, 9, 16, 18,2 1

RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

10 Analyzing Word Meanings, 11 Analyzing Word Meanings

15 Determining Word Meaning , 16 Analyzing Analogies and Allusions

1-5, 12-14, 19, 20

6-9, 17, 18, 21

RI.8.5 Analyze in detail the structure of a specific paragraph in a text including the role of particular sentences in developing and refining a key concept. RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

12 Analyzing the Structure of Paragraphs

17 Comparing and Contrasting Structure

3, 10, 31, 14, 19

9, 21

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. RL. 8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

13 Determining Point of View, 14 Analyzing How Authors Respond

18 Analyzing Point of View

10,11,19, 20

9

RI. 8.7 Evaluate the advantages and Media Feature 1 1-5, 10-14, 19, 20

disadvantages of using different mediums (e.g. print or digital text, video, multimedia) to present a particular topic or idea RL. 8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

Media Feature 2

6-8, 18, 21

RI. 8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. RL. 8.8 (Not applicable to literature)

19

N/A

10

N/A

RI. 8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. RL. 8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

20 Analyzing Conflicting Information

21 Analyzing Elements of Modern Fiction

3

-----

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. RL.8.10 By the end of the year, read and

All Lessons

All Lessons

All Lessons

All Lessons

comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity.

READY Supplements for Language Mississippi College and Career Readiness Standards (MCCRS)

READY Student Lessons Additional Coverage in Teacher Resources Book Lesson Pages

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

----- 2-4, 6, 8, 9, 15, 21

L.8.1a Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

L1-L6 1, 2, 7

L.8.1b Form and use verbs in the active and passive voice.

L7 11

L.8.1.c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

L8 4, 20

L.8.1.d Recognize and correct inappropriate shifts in verb voice and mood.

L9 14

L.8.2.a Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

L10 15, 16, 18, 21

L.8.2.b Use an ellipsis to indicate an omission. L11 3, 12, 20

L.8.3 Use knowledge of language and its conventions when writing.

----- 6

L.8.3.a Use verbs in the active and passive voice and in t eh conditional and subjunctive mood to achieve particular effects (e.g. emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact.)

L12 ----

L.8.4 Determine or classify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing

----- 14, 16, 17

flexible from a range of strategies.

L.8.4.a Use context (e.g. the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

L13 1-3, 4-16, 18-21

L.8.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g. precede, recede secede).

L14 1, 2, 5-7, 11-14, 16, 19, 20

L.8.4.c Consult general and specific reference materials (e.g. dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

L15, L16 5, 7, 9, 13, 17, 20

L.8.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g. by checking the inferred meaning in context or in a dictionary).

----- 4, 6, 8-11, 14, 16, 18, 19

L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meaning.

----- 2

L.8.5.a Interpret figures of speech (e.g. verbal irony, puns) in context.

L17 8-10, 17, 18, 20

L.8.5.b Use the relationship between particular words to better understand each of the words.

L18 8,21

L.8.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g. bullheaded, willful, firm, persistent, resolute)

L19 15,18,21

Resources

LESSONS

http://constitutioncenter.org/media/files/Eckford+Formatted+Curriculum.pdf

http://www.nps.gov/chsc/forteachers/upload/The%20Little%20Rock%20Nine%20lesson%20plan.pdf

WEB SITES

Book and Author

• Sharon Draper

http://sharondraper.com/

This is the author's official site.

• Fire from the Rock

http://sharondraper.com/bookdetail.asp?id=23

This section of Draper's site features information about the book, including a summary, reviews, an excerpt, and an interview with

Draper about the book.

• Study Guide

http://sharondraper.com/lessonsdetail.asp?lesson=16

This is a study guide for the book on Draper's site. It features discussion questions, research suggestions, and writing activities.

Related Topics

Little Rock Nine

• Little Rock Central High School

http://www.nps.gov/chsc/planyourvisit/upload/Site%20Bulletin%20Little%20Rock%20Nine.pdf

This brochure by the National Park Service provides information on Little Rock Central High School as a National Historic Site and

biographies of each member of the Little Rock Nine.

• Little Rock Central: 50 Years Later

http://www.hbo.com/docs/programs/littlerockcentral/

This site about the 50th anniversary of the Little Rock Nine provides extensive information on the desegregation of Little Rock Central

High School, including links for related resources, the transcript of an interview with one of the Little Rock Nine, and other information.

The documentary featured here may be available through local libraries and video stores and is available from Netflix.

• Southern School Desegregation

http://www.pbs.org/wgbh/amex/eyesontheprize/story/03_schools.html

This site features a 3.5-minute video narrated by two of the Little Rock Nine about their integration of Little Rock Central High School.

(Teachers may want to load the video in advance since it takes time to download.) It features historical footage of the crowd protesting

their arrival.

• African American Odyssey: The Civil Rights Era

http://memory.loc.gov/ammem/aaohtml/exhibit/aopart9.html#0918

This Library of Congress American Memory site includes a photographic portrait of the members of the Little Rock Nine and a copy of

a letter about their treatment.

• We Shall Overcome: Historic Places of the Civil Rights Movement

http://www.nps.gov/history/nr/travel/civilrights/

This National Park Service site provides information on historic places of the Civil Rights Movement, including Little Rock Central

High School.

• History of Little Rock Public Schools Desegregation

http://www.centralhigh57.org/1957-58.htm

This is a timeline of school desegregation in Little Rock and includes information about the Little Rock Nine.

Additional Resources

http:www.commoncoresheets.com

http:www.teachersnotebook.com

http:betterlesson.com/common_core

http:www.readworks.org

https://www.teacherspayteachers.com

http:www.readwritethink.org

http://www.hpc.rcs.k12.tn.us/teachers/killenm/Unseen's%20Task%20Cards2_072611.pdf (Task Cards)

http://images.pcmac.org/Uploads/HamblenCounty/HamblenCounty/Divisions/DocumentsCategories/Documents/Task%20Cards%20List%20Updat

ed.pdf (Task Cards)

https://www.engageny.org