Unit 2 Struggle for Freedom 8 Weeks Marking Period #2

Unit 2 – Struggle for Freedom

READY Theme: The Civil Rights

Movement

8 Weeks

Timeframe

Marking Period #2

READY Lesson 12:

Analyzing Structure of

Paragraphs Essential Questions:

Is freedom a right or a privilege?

How is education related to human freedom?

What is the relationship between freedom and responsibility?

What is freedom?

Is freedom ever free?

What does it mean to be “free”?

What sacrifices should people make to be free?

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

RL.8.6

RL.8.7

RL.8.8

RL.8.9

RL.8.10

RI.8.5

RI.8.6

RI.8.7

RI.8.8

RI.8.9

RI.8.10

W.8.5

W.8.6

W.8.7

W.8.8

W.8.9

L.8.5

L.8.6

RL.8.6 RI.8.6

Content-Specific (Tier III) Terms:

Narrative, acquaint, ascertain, brethren, emancipated, endure, eloquent, oppress, manifest, fugitive,

consequence, prejudice, sanguine, advocate, sustain, inevitable, accord, fetter, abhor, augment,

incredulous, sufficient, dispose, candid, deemed, compel, diligent, inquire, impudent

Literary (Tier II) Vocabulary: Text structure, compare, contrast, style, figurative language, verbal irony, puns, connotation, denotation

Texts and Respective Tasks

Narrative of the Life of Frederick Douglass an American Slave by Frederick Douglass

“Paul Revere’s Ride” by Henry Wadsworth Longfellow

Harriet Tubman: Conductor of the Underground Railroad by Ann Petry

“Freedom Walkers: The Story of the Montgomery Bus Boycott” by Russell Freedman

“Words We Live By: Your Annotated Guide to the Constitution” By Linda R. Monk

Informational—

Autobiography

Ready Lesson #12

Poem

Ready Lesson #14

Ready Lesson #15

Literature

Ready Lesson #9

Ready Lesson #11

Informational

Ready Lesson #13

Informational

Ready Lesson #10

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. 1st Read-Closely read 8.RL.1-5, 9-10

READING TASKS:

1st Read-Close read text for comprehension. 2nd Read-Analyze text to understand setting, characters, theme, figurative language, stylistic devices used in the poem. 3rd Read-Connect the poem’s theme to the plot of the narrative using

READING TASKS:

1st Read-Close read the excerpt in short paragraphs for comprehension. 2nd Read-Utilize the close reading strategy to understand symbolism, setting, characters, theme, use of suspenseful language, and meaning of text.

READING TASKS:

1st Read-Close read the excerpt for comprehension. 2nd Read-Analyze the author’s purpose, tone, conflict, and meaning of text. Make inferences, predict outcomes, and draw conclusions and symbolism from text. 3rd Read-Connect the theme of the narrative to

READING TASKS:

1st Read-Read the short text in its entirety for comprehension; highlight topic sentence and main points throughout text. 2nd Read- Evaluate how the argument reveals the author’s point of view and makes distinctions between specific individuals in the text.

specific details and cited textual evidence. RL8.1, 3

3rd Read-Connect the excerpt/story’s plot to the theme of the narrative. Cite textual evidence from close reading of both pieces to support your findings. RL.8.1-3, 5-6

the excerpt with cited textual evidence. RI.8.1-4, 6

3rd Read-Closely reread each paragraph and use text- dependent questions to guide the understanding of the text. Connect the theme of the narrative to the argument with supported evidence from the text. RI.1, 3, 6, 8

WRITING TASKS:

Summarize how the struggle Frederick Douglass endured as an American slave symbolizes an inner determination for freedom for all races, cultures, groups, and classes of people. Cite textual evidence to support these claims. W.8.1 L.8.1a-d, 2a, c Draw from the text how different objects (i.e. bread, information from the Caucasian children, etc.) symbolized

WRITING TASKS:

Analyze how Paul Revere felt, what he was thinking, and the underlying fear that lay ahead. Utilize the before, during, and after class response chart and use sticky notes to ‘post’ challenges Paul Revere may have faced before, during, and after his mission. Write these challenges using appropriate text structure while making inferences from the text for support. Employ grammar, mechanics, varied sentence

WRITING TASKS:

Write a comparative analysis of Paul Revere’s mission to that of Harriet Tubman. 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 the power of Rosa Parks’ decision ‘domino- effected’ every black person, and some whites, to make a decision as well. Cite consequences for these decisions with supported factual evidence from the text. Use appropriate transitions, precise language, and domain-specific vocabulary. W.8.1c, 2a-d L.8.1a-d, 2a, c, 3, 6

WRITING TASKS:

With a partner, introduce a claim that “We the people” addresses a specific ethnic or special group of people. Write an argument supporting that claim. Use organized reasons, evidence, words, and phrases to support claim(s) and/or counterclaim with supported evidence. W.8.1a-e L.8.1a-d, 2a, c Write a letter to a local congressman, senator,

freedom in the text. Cite evidence to support writing. Utilize Standard English grammar, mechanics, sentence structure, and a graphic organizer in the construction of ideas. W.8.2a-b L.8.1a-d, 2a, c Construct a critical analysis of how Douglass’ views changed about the American way of life for the slave. W.8.4 L.8.1a-d, 2a, c

structure, and vocabulary to create cohesion in writing. W.8.1b-c L.8.1a-d, 2a, c

Before

During After

Write an interpretive analysis of what the author meant when he used personification in, “The fate of a nation was riding that night…” with cited evidence from the text. W.8.3b-d L.8.1a-d, 2a, c

or governor presenting a claim supporting or refuting the Preamble to the United States Constitution as a true document to all American people. Include an introduction, body, and conclusion to the letter with cited evidence from the text with supporting details. Use transitions, grammar, punctuation, and sentence structure where appropriate in writing. W.8.1a-e L.8.1a-d, 2a, c

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.

LANGUAGE

INSTRUCTION:



mini lessons twice a week,

with consistent



reading.

LANGUAGE

INSTRUCTION:







reading.

LANGUAGE

INSTRUCTION:







reading.

LANGUAGE

INSTRUCTION:







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. L8.3




voice. L.8.1

Mechanics instruction will

include end punctuation

and spelling. L8.2



poetic language to create

voice. L.8.3




voice. L.8.1


will include end


L.8.2





mood. L.8.3




voice. L.8.1


will include end


L.8.2





mood. L.8.3




voice. L.8.1


will include end


L.8.2





mood. L.8.3

SPEAKING AND

LISTENING TASKS:

The teacher will provide opportunities for students to develop extensive rich discussion of text through cited textual evidence, text-dependent questions, context clues, task markers, sticky notes,

SPEAKING AND

LISTENING TASKS:

In small groups, assign roles as 1st speaker, 2nd listener, and so on. Each will choose a question to discuss/respond with supported evidence. -What were three possible challenges/obstacles Paul Revere faced while riding through the town

SPEAKING AND

LISTENING TASKS:

Discuss Harriet Tubman’s feelings when she hears the sounds of the horsemen riding through the slave quarters and what these things mean to her. Infer ways that Harriet demonstrated a child who was ahead of her

SPEAKING AND

LISTENING TASKS:

In groups, discuss how Rosa Parks’ decision sparked the bus boycott in Montgomery, Alabama and throughout the South with cited evidence from the text. SL.8.1a-d, 2 Critically think and discuss how the power

SPEAKING AND

LISTENING TASKS:

Engage in small group collaborative discussion. Discuss the main points from the Constitution to further understand textual meaning and author’s purpose. SL.8.1-2 Write concise interpretations of what

and other discussion strategies. Guiding Questions -How does Frederick Douglass’s skilled use of language paint a true picture of slavery? -Does Frederick Douglass successfully reveal the evils of slavery? -How does he use the Caucasian boys to improve his education? -In what ways does Douglass demonstrate persistence in his perseverance to freedom? SL.8.1a-d, 2

of Charleston on April 18, 1775? Use context clues, inference skills, and cited textual evidence. -What events in history occurred during Revere’s time? -Why was his mission so important? -Predict the danger he may have encountered? -How did Paul Revere’s mission impact/change history? SL.8.1a-d

time in mind, body, and actions using cited evidence from the text to support discussion. Examine and discuss how Harriet’s determination, will, and perseverance impacted the lives of others using text supported evidence. Identify and discuss the many struggles Harriet faced when she told a group of slaves, “We got to go free or die.” Investigate how few groups of people were instrumental in supporting Harriet throughout the Underground Railroad experience with cited textual evidence. SL.8.1a, d In pairs, critically think about the struggles Harriet may have faced

of a decision can impact from a smaller to larger scope of individuals, families, communities, organizations, countries, and the future of the world. Cite examples from the text and other sources. SL.8.1a-d, 2-4

“We the people” mean? To whom do these three words address? And/or who was the intended audience at the time they were written? SL.8.2-4

RESEARCH PROJECT (1)

Novel-With a partner, conduct an in-depth research of the life of Frederick Douglass. Construct a colorful timeline that draws

upon the major events and contributions he made to the cause of freedom throughout his life and highlight these events (poster-size). Construct a written draft and typed (12-font ds) documentary that follows these events while including additional supported information based on research. Create a colorful picture or collected picture collage of Douglass. W.8.1-2, 7-9 L.8.1a-d, 2a, c, 3, 6


Voices of Our Past: An Exclusive Interview Novel/Poem/Excerpt 1/Excerpt 2/Excerpt 3-Choose five people to research, speak, and role play or character

shadow/voice shadow one of each of the following characters: Frederick Douglass, Paul Revere, Harriet Tubman, Rosa Parks, and Thomas Jefferson. Use multi-media resources (Internet, microphones, electronic device, iPad, etc.) to interview and record each of these characters. Pose the following questions per character during each interview:

throughout her travels to freedom. Pose questions to other student pairs and exchange responses explaining what she and others faced along the journey. Support claims with cited evidence from the text. SL.8.1a-d

Frederick Douglass/Harriet Tubman -As a child, how did it feel to be a slave? As a teen? As an adult? And what were the differences? -Of the masters you’ve had, which master was the most instrumental to your freedom? -What has been the most significant contribution you’ve made to the cause of freedom? -What helped you persevere through your struggle to freedom? Paul Revere -Though you were not a slave, how has slavery impacted you? -How was your role important during the British invasion while quoting those famous four words “The British are coming!” in 1775?. -Did you feel that the new America nation rested on your shoulders? -What helped you persevere through your struggle to freedom? Rosa Parks -The day you stepped on that bus in Montgomery from a long, hard day of work, did you ever think you would be the catalyst for starting a Movement? A household name? A name in history? -How did you feel when you were arrested, and what were your thoughts while in jail? About your husband, Raymond? -Did you feel you were making a ‘difference’ for other blacks? Or do you feel you were their ‘voices’? If so, in what way(s)? -What inner struggle did you encounter? External struggle? -What helped you persevere through your struggle to freedom?

Thomas Jefferson -What were your thoughts and those of the other forefathers at the time you wrote this Constitutional document? -In the Preamble, you wrote “We the people…”; who was the intended audience? -Because slavery was alive and well during this period in history, what justification could you make with these same three words, “We the people…? -And let me ask another question. Do you own slaves, Mr. Jefferson? (lonnng pause) Then are all men created equal as you wrote, Mr. Jefferson? Thank you for your time, Mr. Jefferson. (Mr. Jefferson nods quickly and moves on from the interview.) W.8.1-2, 7-9 L.8.1a-d, 2a, c, 3, 6


Investigate the evils of slavery during the 1700s, the 1800s, and during the 21st Century (today). Write a documentary that evidences how the form of slavery has changed educationally, economically, socially, and spiritually in the last 300 years as it has impacted the negro, colored, black, and African-American. Utilize research documents, letters, artifacts, and any additional resources as supported evidence. Examine the conditions of Black Society today and determine whether this race has made, if any, progress. W.8.1-2, 7-9 L.8.1a-d, 2a, c, 3, 6


The Great Debate! Conduct an in-depth research on the Civil War. Present claims: underlying causes of the Civil War, mistreatment/non-

mistreatment of freed slave service in battle, and whether the North or South was better prepared for battle. Evaluate claims presented on either side and debate/argue these claims with sufficient and effectively relevant information while dismissing irrelevant information. Present strong evidence to support argument/claim. Integrate multimedia and resources in a variety of contexts. SL.8.1-6.


Use research to compare and contrast the Montgomery city bus system policies of 1955 and its impact on the treatment of blacks to the local town/city bus system of today. Construct a life-sized chart to present findings. Use the internet, magazines, old newspapers, pictures, or any multi-media resources to create a collage of pictures that symbolizes the busing system over a span of nearly six decades (59 years). W.8.1 L.8.1a-d, 2a, c

NARRATIVE WRITING PROJECT (1)

A Slave Shoe named Walker

Excerpt-Write a narrative about a runaway slave of the 1800s who loses one of his shoes. Create a main character for the shoe and name this shoe ‘Walker.’ Create a 10-Point Plan of Freedom for Walker. Like Harriet, Walker’s travels will span various states before reaching Canada. Construct a footprint timeline that follows his travels and document a concisely written description of the people he encounters along his journey. Utilize Standard English grammar, punctuation, mechanics, and sentence structure. W.8.3a-d, 4-6, 7-9

L.8.1-3

NARRATIVE WRITING PROJECT (2) Open Mic

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 slavery 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 at the microphone. W.8.3a-d, 4-6, 7-9 L.8.1-3

EADY 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

13 Determining Point of View, 14 Analyzing How Authors Respond

18 Analyzing Point of View

10,11,19, 20

9

use of dramatic irony) create such effects as suspense or humor.

RI. 8.7 Evaluate the advantages and 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 1

Media Feature 2

1-5, 10-14, 19, 20

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

All Lessons

All Lessons

All Lessons

All Lessons

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

----- 14, 16, 17

phrases based on grade 8 reading and content, choosing 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

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%20Up

dated.pdf (Task Cards)

https://www.engageny.org

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

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

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

https://www.engageny.org/