Ms. McFadden (8th LA)

Name: Sarah McFadden
Phone: 720-424-0665 EXT *40665

About Me
I grew up in Sterling IL and attended the University of Illinois. There, I received a bachelor's degree in English with a minor in Secondary Education. Post graduation, I moved to Davis, California where I worked in a group home facility for teenage boys. After a year, my husband and I decided to move to Denver. We fell in love with the city and community immediately. Last year, we were blessed with a daughter who turned one in September. Since moving to Denver, I have taught 7th and 8th grade Literacy at Henry World School. I am excited to join the team here at Merrill and I know we will have a wonderful year pushing ourselves to become critical readers and inspiring writers!

Current Unit

In this unit, students will continue to develop their ability to closely read text while studying how bias affects the media. Students will study the U.S. civil rights movement, focusing particularly on The Little Rock Nine. They will consider the question “How can stories be powerful?” as they learn about segregation, the civil rights movement, The Little Rock Nine, and the role of the various mediums in shaping perceptions of events. As students read A Mighty Long Way by Carlotta Walls LaNier and a photo essay titled Little Rock Girl 1957 by Shelley Tougas, they will consider the different ways in which the story of The Little Rock Nine has been told. Students will build background knowledge as they study the history of segregation and Jim Crow laws in the United States. They will begin by reading primary sources, such as the Plessy v. Ferguson Supreme Court decision and the dissenting opinion by Justice Harlan. Students will also analyze the role of various mediums (photographs, speeches, television reports, newspaper articles, etc.) in depicting The Little Rock Nine and will write an informational essay in which they analyze how various mediums may illuminate a story or provide an inaccurate or incomplete picture of a story. Finally, in Unit 3, students will finish A Mighty Long Way.  (Note: Students will encounter the racially charged language of the Jim Crow South and the civil rights era)∗

*EL Curriculum
Quizzes and Tests
On February 14th, Students will complete an in class essay analyzing how the 14th Amendment is used in the court case "Plessy vs. Ferguson".
Vocabulary Quizzes will take place EVERY Friday.
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Homework will be assigned periodically throughout the year. However, every night students are expected to read their AR book for 30 minutes. Additionally, any work not finished in class will be assigned for homework.
This Week in Vocabulary....

injunction, impartial, amend, consent, dissent

Week (2/06-2/10)
February 6th - Compare and contrast "A Change is Gonna Come" with pg. 58-62 of the memoir
February 7th  - Close read the 14th Amendment
February 8th - Read "Plessy vs. Ferguson for gist
February 9th  - Compare an informational text with contemporary music
February 10th -  Reread "Plessy vs. Ferguson" and analyze their argument

 Week (2/13-2/17)
February 13th - Read "The Dissenting Opinion" and analyze how Harlan uses the 14th Amendment
February 14th- In class essay addressing how the 14th Amendment was used in the Plessy vs. Ferguson case.
February 15th - Quickwrite: Is Carlotta Walls a warrior? (mini-lesson on connotation vs. denotation)
February 16th - Analyzing the effects of the Jim Crow laws
February 17th - Comparing Carlotta's journey to contemporary music of the 1950s 
  Week (2/20-2/24)
February 20th- No School
February 21st - Socratic seminar: Songs and Carlotta
February 22nd - In class essay comparing Carlotta's journey with "The Titans"
February 23rd - Read "Brown vs. The Board of Education" for the central idea
February 24th - Analyze the argument in "Brown vs. The Board of Education"