Embedded Files
The Civil Rights Movement and the Little Rock Nine
End-of-Year Lessons
End-of-Year Lessons
Thursday, 5/30: The Ernest Green Story (Text-to-Film Comparison)
Work Time
1. Take out The Ernest Green Story questions handout
2. View the film together as a class, pausing frequently to discuss key moments as they relate to Carlotta Walls LaNier's A Mighty Long Way
3. Handout will be complete in class by Monday, 6/3.
Homework: None
Wednesday, 5/29: The Ernest Green Story (Text-to-Film Comparison)
Work Time
1. Take out The Ernest Green Story questions handout
2. View the film together as a class, pausing frequently to discuss key moments as they relate to Carlotta Walls LaNier's A Mighty Long Way
3. Handout will be complete in class by Monday, 6/3.
Homework: None
Tuesday, 5/28: The Ernest Green Story (Text-to-Film Comparison)
Work Time
1. Pass out The Ernest Green Story questions handout
2. View the film together as a class, pausing frequently to discuss key moments as they relate to Carlotta Walls LaNier's A Mighty Long Way
3. Handout will be complete in class by Monday, 6/3.
Homework: None
Friday, 5/24: EOG Practice (Day 5)
Work Time
1. Pass out EOG Review Stations packet
2. Complete station #6 together as a class, then complete stations 1, 3 and 5.
Homework: None
Thursday, 5/23: EOG Practice (Day 4)
Work Time
1. Turn in EOG booklet test corrections
2. Review EOG released test data (from Google Form submission)
3. Work through the five stations set up in the collaborative space
- Each station focuses on a specific skill/strategy that we are emphasizing due to the results from the EOG released test data
Homework: Independent Reading Project questions due tomorrow at beginning of class
Wednesday, 5/22: EOG Practice (Day 3)
Work Time
1. Pass out "Reading EOG" booklets
2. Open the Google Form on Classroom
- If you have not submitted your answers online, do so now
- If you have already submitted your answers, complete the "Item Analysis" sheet (from turn-in table)
3. Once you have finished your Item Analysis sheet, Mr. Evans will call you over to have a brief data talk with you about your reading growth from the beginning of the school year
4. Once you have finished everything, please take your photo and caption and paste it on the pieces of poster paper provided
Homework: Finish Test Corrections
Tuesday, 5/21: EOG Practice (Day 2)
Work Time
1. Turn in your 4x6 or larger printed copy of your Performance Task Photo
2. Pass back "Grade 8 Released Reading EOG" test booklet (began yesterday)
3. Using one test-taking strategy of your choice, work to complete the test booklet
- When you complete the test, submit your answers on the Google Form posted in Google Classroom
4. At the end of class, turn the booklet in to Mr. Evans. You will not take the booklet home today.
Homework: Bring your 4x6 or larger printed copy of your Performance Task Photo to class if you have not already
Monday, 5/20: EOG Practice (Day 1)
Work Time
1. Turn in your 4x6 or larger printed copy of your Performance Task Photo
2. Pass out "Grade 8 Released Reading EOG" test booklet
3. Using one test-taking strategy of your choice, work to complete the test booklet
- You have today's class period and tomorrow's class period to complete the test and submit your answers on the Google Form posted in Google Classroom.
4. At the end of class, turn the booklet in to Mr. Evans. You will not take the booklet home today.
Homework: Bring your 4x6 or larger printed copy of your Performance Task Photo to class tomorrow (must be printed on photo paper-- I recommend Walgreen's for printing)
Module 3, Unit 3
Module 3, Unit 3
Friday, 5/17: Performance Task Written Component
Work Time
1. Take out two things:
- Performance Task Written Component
- Independent Reading Week 3 Assignment
2. Log-in to Google Classroom on a laptop
3. Open the "Performance Task Photo Title and Caption" assignment and type your written component #2 into the slide
- As you work, Mr. Evans will collect your Independent Reading Week 3 Assignment
4. Once you are finished, open the "Song Analysis (Literary Devices Review)" assignment on Google Classroom and follow the directions posted there
Homework: Bring printed photo (4x6 or larger) to class on Monday, 5/20
Thursday, 5/16: Performance Task Photos (Day 3)
Work Time
1. Sit with your assigned table groups
2. Take out two things:
- "Performance Task Rubric and Written Components" packet
- Independent Reading Week 3 assignment
3. You have this period to complete both of the above assignments
4. As you work, I will call on people who have yet to take their photo to do so
Homework: Performance Task Written Component AND Independent Reading Week 3 assignment due tomorrow, 5/17
Wednesday, 5/15: Performance Task Photos (Day 2)
Work Time
1. Take all Bus Loop, Courtyard and Carpool photos
Homework: Complete plans for your photo/bring any props or clothing you'll need to take your photo tomorrow
Tuesday, 5/14: Performance Task Photos (Day 1)
Work Time
1. Take out "Performance Task Rubric and Written Components" packet
2. Spend 15 minutes working on your written components as classmates who are taking their photos day prepare for their photo
3. Walk around campus together taking photos of students whose last names begin with A-J
Homework: Complete plans for your photo/bring any props or clothing you'll need to take your photo tomorrow
Monday, 5/13: Performance Task Photo Planning
Work Time
1. Pass out "Performance Task Rubric and Written Components" packet
2. Explain rubric
3. Begin working on Written Component 1 and 2 as Mr. Evans calls students back to discuss their plans for their photos
Homework: Complete plans for your photo/bring any props or clothing you'll need to take your photo tomorrow
M3 Performance Task Rubric -'19Module 3: Performance Task Written ComponentModule 3, Unit 2
Module 3, Unit 2
Friday, 5/10: End-of-Unit 2 Assessment-- "I Have a Dream" speech
Work Time
1. Take out "I Have a Dream Speech" text (from yesterday)
2. Pass out End-of-Unit 2 Assessment
3. Complete the test on paper
4. Submit your answers digitally on the Google Form posted in Google Classroom
Homework: None
Thursday, 5/9: Annotating Dr. MLK, Jr.'s "I Have a Dream" speech
Work Time
1. Take out "Letter from Birmingham Jail" text and notes (from yesterday)
2. Discuss yesterday's notes
3. Pass out "I Have a Dream" text
4. Annotate the speech for the various features stated in the slideshow (attached here)
Homework: Annotate entire text of "I Have a Dream;" Independent Reading Assignment Week 2 is due at beginning of class tomorrow
"I Have a Dream" Speech for M2:U2 End of Unit Assessment
Pre-reading the "I Have a Dream" speechWednesday, 5/8: Analyzing language in Dr. MLK, Jr.'s "Letter from the Birmingham Jail"
Work Time
1. Turn in your "3:2:6 Packet" (complete in class yesterday or for homework last night)
2. Pass out the "Letter from Birmingham Jail" text and notes
3. Introduce and contextualize the speech
4. Read opening three paragraphs of the "Letter from Birmingham Jail" together as a class and begin notes together
5. Read remainder of text and complete the notes handout
Homework: Complete "Letter from Birmingham Jail" text and notes
3:2:7 Letter from Birmingham Jail3:2:7 Worksheet: Speech Techniques Literary DevicesTuesday, 5/7: Analyzing Rhetoric in Dr. MLK Jr.'s "Montgomery Bus Boycott Speech" (Pt. 2)
Work Time
1. Take out "3:2:6 Packet" and copies of the Montgomery Bus Boycott speech (from yesterday)
2. Complete "Ethos, Pathos, Logos" chart together as a class
- Compare MLK's religious rhetoric to that of other African American leaders
3. Complete the remaining questions in the packet within your groups
Homework: Independent Reading Week 2 assignment due Friday, 5/10
Montgomery Bus Boycott Speech.pdf3:2:6 Worksheet: Speechmaking Techniques -'19Monday, 5/6: Analyzing Rhetoric in Dr. MLK Jr.'s "Montgomery Bus Boycott Speech" (Pt. 1)
Work Time
1. Pass out "3:2:6 Packet" and copies of the Montgomery Bus Boycott speech
2. Introduce types of rhetoric and the context for the Bus Boycott speech
3. Listen to the speech and read along
- As you read, take notes of MLK's uses of ethos, pathos and logos.
4. Discuss as a class (we will complete the packet in class tomorrow)
Homework: Independent Reading Week 2 assignment due Friday, 5/10
Montgomery Bus Boycott Speech.pdf3:2:6 Worksheet: Speechmaking Techniques -'19Friday, 5/3: Evaluating Various Forms of Media (Assessment)
Work Time
1. As students arrive, they will sit in their assigned seating groups.
- Take attendance using the class rosters included in this binder.
- Students should take out:
- Pencil
- A Mighty Long Way (memoir)
- Little Rock Girl: 1957 (photo book)
- Notes/workbook
2. Pass out the Mid-Unit Test to students, which is titled “Module 3: Unit 2: Lesson 5”
3. Students have all class period to complete the test
4. When they are finished, students should place the test in the turn-in basket for their class
5. Students must also turn in their Independent Reading Week 1 assignment in the basket
Homework: Read Chapter 9 in A Mighty Long Way; complete page 35 in workbook
Thursday, 5/2: Evaluating Various Forms of Media (Preparation for Tomorrow's Test)
Work Time
1. Take out "Module 3: Unit 2: Lesson 4" worksheet (from Monday)
- This is the worksheet about Rosa Parks
2. Discuss worksheet
3. Pass out "Evaluating Various Mediums" notes sheet
4. Complete together as a class
Homework: Review "Evaluating Various Mediums" notes sheet to prepare for tomorrow's test; Turn in Independent Reading Week 1 projects tomorrow
Evaluating Media Prep Sheet
Tuesday, 4/30: Independent Reading Workday
Work Time
1. Take out your independent reading book, your student workbook, your copy of Little Rock Girl: 1957
2. Your two assignment options for today:
- Work on your independent reading assignment (due May 3)
- Work on homework (see below)
Homework: Read Chapter 3 of Little Rock Girl: 1957; complete page 27 of student workbook
Monday, 4/29: Montgomery Bus Boycotts Pt. 1
Work Time
1. Pass out M3:U2:L4 worksheet -- "Rosa Parks and the Montgomery Bus Boycotts"
2. View the PBS video (in slideshow) and answer questions 1-4
3. Re-read pages 41-43 of A Mighty Long Way and answer questions 5-9
4. Discuss answers to questions 5-9
Homework: Complete M3:U2:L4 worksheet -- "Rosa Parks and the Montgomery Bus Boycotts"
3:2:43:2:4 WorksheetFriday, 4/26: Brown v. Board of Education Pt. 3
Work Time
1. Take out a pencil, your memoir, workbook and Little Rock Girl: 1957
2. Turn to page 7 in your workbook
3. Assign each person one excerpt to read and find connections to Carlotta's journey
4. As you work, Mr. Evans will check pages 4-6 of homework
5. Share out your connections with the assigned excerpt in the workbook
6. Turn to workbook page 10
7. Take 5 minutes to answer individually, then share with the class and add to your own answer
8. Use Little Rock Girl: 1957 to complete workbook page 11
Homework: Complete workbook pages 7-11
Thursday, 4/25: Brown v. Board of Education Pt. 2
Work Time
1. Discuss/recap Chapter 7 of A Mighty Long Way
2. Spend 30 minutes reading Chapter 8 of A Mighty Long Way
3. Complete questions on workbook page 5 together as a class
Homework: Finish Chapter 8 in memoir; pages 5-6 in workbook
Wednesday, 4/24: Brown v. Board of Education Pt. 1
Work Time
1. Students are to read the selected excerpts from Brown v. Board of Education on pages 2-3 of the workbook
2. As students read, they must write a 1 or 2 sentence gist statement summarizing the main idea of each paragraph. They may write these statements in the margins of the pages.
3. Once finished with pages 2-3, students should read Chapter 7 (pages 124-140) in A Mighty Long Way
- Students should read silently, unless you would like to read aloud with them. Be aware that their is offensive, racially-charged language in the book, which we simply skip over and refrain from saying when reading together as a class.
4. Once students have read the chapter, they are to complete page 4 in the workbook.
Homework: Finish Chapter 7 in memoir; page 4 in workbook
Tuesday, 4/23: Introducing Independent Reading Books
Work Time
1. Meet in Media Center
2. Introduce the purpose and expectations of Independent Reading
3. Choose independent reading books
4. Begin reading your chosen book
Homework: None
Module 3 Independent Reading Friday, 4/12: Choosing a Performance Task Option
Work Time
1. Take out "Performance Task Options" sheet from yesterday
2. Assign an option to each student based on students' desired project option
3. Complete "Performance Task Planning" sheet
4. Turn in "Performance Task Planning" sheet (even if not yet finished)
Homework: Finish reading Chapter 6 of A Mighty Long Way
Untitled documentThursday, 4/11: Introducing Performance Task Options
Work Time
1. Take out your copy of Little Rock Girl: 1957 (pitcure book you recieved yesterday)
2. Pass out "Performance Task Options"
3. View all photo options together as a class
4. Complete the "Performance Task Signup" Google Form on Classroom
Homework: Complete the "Performance Task Signup" Google Form on Classroom
Wednesday, 4/10: Seminar Reflection; Chapter 6 of A Mighty Long Way
Work Time
1. Complete "Socratic Seminar Reflection"
2. Read chapter 6 of A Mighty Long Way
Homework: Ensure that all handouts are completed. Review handouts to ensure you are prepared for tomorrow's Socratic Seminar (Major Grade)
Module 3, Unit 1
Module 3, Unit 1
Tuesday, 4/9: Socratic Seminar
Work Time
1. Socratic Seminar (End-of-Unit 1 Assessment)
Homework: None
Monday, 4/8: Music and A Mighty Long Way (Part III); Socratic Seminar Preparation
Work Time
1. Take out your "Socratic Seminar" packet
2. Pass out grading rubric for Socratic Seminar
3. Discuss grading rubric as a class
4. Pass out "Music and the Memoir: Part 3" worksheet
5. Organize everything you will need to turn in at the conclusion of tomorrow's seminar:
- "Socratic Seminar" questions packet
- "Music and the Memoir" handouts (1-3)
- Grading Rubric
6. For final 15 minutes of class, meet with tomorrow's seminar groups to practice tomorrow's discussion.
Homework: Ensure that all handouts are completed. Review handouts to ensure you are prepared for tomorrow's Socratic Seminar (Major Grade
3:1:20 Socratic Seminar Questions3:1:19Friday, 4/5: Music and A Mighty Long Way (Part II)
Work Time
1. Take out your "Music and the Memoir" handouts from Wednesday and Thursday (Parts 1 and 2)
2. If you still need to complete Part 2, you will have time today
3. Introduce "End-of-Unit 1 Assessment" notes packet
- You will use the notes you write in this packet during your "End-of-Unit 1 Assessment (Socratic Seminar)" on Tuesday, 4/9
4. Work on the packet individually today. Use the memoir and the song lyrics to find evidence for your answers.
If you have any questions, feel free to ask Mr. Evans.
Homework: Complete "End-of-Unit 1 Assessment" notes packet
3:1:20 Socratic Seminar QuestionsThursday, 4/4: Music and A Mighty Long Way (Part II)
Work Time
1. Complete "Music and the Memoir Part 1" questions handout (from yesterday)
2. Pass out ""Music and the Memoir Part 2" questions handout
3. Listen to "Ain't Gonna Let Nobody Turn Me Around"
4. Discuss questions on "Music and the Memoir Part 2" as a class
5. Listen to "Lift Every Voice and Sing"
6. Complete "Music and the Memoir Part 2"
Homework: Complete "Music and the Memoir Part 2"
3:1:18 Lyrics3:1:183:1:183:1:18 Lyrics 2.pdfWednesday, 4/3: Music and A Mighty Long Way
Work Time
1. Group Facilitators will lead group discussion and sharing of answers from workbook pages 43-46
2. Review answers as a class
3. Discuss Quickwrites from yesterday as a class
4. Turn in Quickwrites
5. Pass out "Music and the Memoir Part 1" questions handout
6. Listen to "A Change Is Gonna Come" by Sam Cooke and begin answering questions on handout
Homework: None
3:1:173:1:17 Music & the Memoir3:1:17 Lyrics.pdfTuesday, 4/2: Jim Crow Laws-- Who Is "Jim Crow"?
Work Time
1. Review definition of Jim Crow Laws
2. View clips of 20th century minstrel performances
3. Discuss the connection between racist performances and racist laws
4. Complete Quickwrites handout
5. Walkthrough Book Fair in Media Center
Homework: Complete both Quickwrites on handout
3:1:16 3:1:16 Quickwrite HandoutTuesday, 3/26: Chapter 5 of A Mighty Long Way (D-Day)
Work Time
1. Introduce Performance Task for Module 3
2. Read first half Chapter 5 together as a class
3. Discuss highlights of first half of Chapter 5
Homework: Finish reading Chapter 5 of the memoir
Monday, 3/25: Unit 1 Mid-Unit Assessment (Analyzing Plessy v. Ferguson)
Work Time
1. Take out your workbooks and a pencil
2. Pass out Unit 1 Mid-Unit Test
3. Read the test instructions carefully
4. Complete the test
5. Turn in your test to the blue basket
Homework: None
Friday, 3/22: Analyzing the Dissenting Opinion in Plessy v. Ferguson (1896)
Work Time
1. Log-in to a laptop with a partner at your group
2. Access the "Plessy v. Ferguson Analysis" Padlet link on Google Classroom
3. Answer the three questions with your partner
4. Discuss answers to each question as a class
5. Revise your answers as needed based on class discussion
Homework: Make sure you are comfortable with your answers (text evidence and explanations) on the ""Plessy v. Ferguson Analysis" Padlet
Thursday, 3/21: Analyzing the Dissenting Opinion in Plessy v. Ferguson (1896)
Work Time
1. Students should turn to page 35 in their workbooks
2. Remind students that pages 35-38 are excerpts from the dissenting opinion from Chief Justice Harlan in the Plessy v. Ferguson case of 1896 (students have already spent two days reading the court’s majority decision on the case)
3. Give students 15 minutes to read the excerpts on pages 35-38 and write a “Gist Statement” for each excerpt
4. At the end of the 15 minutes, ask students to move around the room, find one partner not from their assigned groups, and share/compare their “Gist Statements” with one another for 5 minutes
5. When the 5 minutes is up, please ask students to return to their seats
6. Students should spend the remainder of the class period completing pages 39-42 in their workbooks
Homework: Complete pages 39-42 if note completed in class
Wednesday, 3/20: Analyzing the Majority Opinion in Plessy v. Ferguson (1896)
Work Time
1. Take out workbook/ homework check
2. Complete pages 31-34 within groups
3. Share out/ discuss as a class
Homework: Complete page 34 if not completed in class
3:1:13Tuesday, 3/19: Analyzing the Majority Opinion in Plessy v. Ferguson (1896)
Work Time
1. Open workbooks to page 25
2. Write the gist of each excerpt from Plessy v. Ferguson in the appropriate boxes in your workbook
3. Read chapter 4 of A Mighty Long Way
Homework: Read Chapter 4 of A Mighty Long Way and complete workbook page 23
3:1:12Monday, 3/18: "Equal Protection Under the Law" -- The 14th Amendment
Work Time
1. Pass out "Equal Protection Under the Law" questions handout
2. Introduce the focus of today's lesson (Understanding the 14th Amendment, Its Purpose, and the Mission of the NAACP and Daisy Bates)
3. Complete questions within your group
4. Read pages 55-57 aloud as a class and complete final questions on handout
Homework: Read Chapter 3 of A Mighty Long Way and complete "Equal Protection Under the Law" questions handout
3:1:113:1:11- 14th AmendmentFriday, 3/15: Analyzing "A Wreath for Emmett Till"
Work Time
1. Sign out a laptop
2. Sit with your project group
3. Complete "A Wreath for Emmett Till" questions
Questions must be submitted by the end of class!
Homework: Submit "A Wreath for Emmett Till" in Google Classroom if not already submitted
3:1:9.5Thursday, 3/14: Analyzing "A Wreath for Emmett Till"
Work Time
1. Sign out a laptop and log-in to Google Classroom
2. Open the top assignment on Classroom and access "3.1.9.5" Google Doc (questions for "A Wreath for Emmett Till")
3. Introduce questions/procedure for today's class
4. View groups for today and tomorrow-- "A Wreath for Emmett Till" Groups Google Doc posted in Classroom
5. You may move to any area of the Media Center to work with your group members
Homework: "A Wreath for Emmett Till" questions due by end of class tomorrow
3:1:9.5Wednesday, 3/13: "What Is Justice?"
Work Time
1. Take out your memoir, pencil and workbook
2. Discuss homework questions on pages 9-10 in workbook
3. Read "A Wreath for Emmett Till" (picture e-book) and discuss symbolism in the poetry and images
(This will setup tomorrow and Friday's classes in which students will be analyzing the book themselves)
Homework: None
3:1:9.5Tuesday, 3/12: "What Is Justice?"
Work Time
1. Take out your memoir, pencil and workbook
2. Define and provide examples of justice (page 11 in workbook)
3. Discuss examples of justice as shown in the video (on slideshow)
4. Read and discuss pages 38-40 of memoir (Emmett Till's impact on Carlotta)
Homework: Read Chapter 2 of memoir; complete pages 9-11 in workbook
3:1:9Monday, 3/11: Chapter 1 and Carlotta's Familial Influences
Work Time
1. Homework check and share homework responses within groups
2. "Chalkboard Splash" protocol-- citing textual evidence to answer major questions from Chapter 1 of the memoir
3. Watch "Redeemers" video and complete page 7 in workbook
Homework: Complete page 7 in workbook
3:1:8Thursday, 3/7: Bridging the memoir and local history
Work Time
1. Recap yesterday's "WCPSS History" handout (discuss final question on handout)
2. Distribute copies of A Mighty Long Way and Unit 1 student workbooks
3. Pass out "Module 3: Unit 1: Lesson 7" worksheet
4.. Read Prologue and discuss
5. Read Chapter 1 silently
Homework: None
3:1:73:1:7 WorksheetWednesday, 3/6: Bridging the Little Rock Nine and Local History
Work Time
1. Turn in "Racial Autobiography"
2. Watch video, go through slideshow and complete the "WCPSS History" handout
Homework: None (4th Core-- complete the "WCPSS History" handout questions
3:1:6M1:U1:L6 WorksheetTuesday, 3/5: "Take a Seat and Make a Friend"
Work Time
Participate in "Take a Seat and Make a Friend" with Ms. Rosales' class in the collaborative space
Homework: Complete "Racial Autobiography" sheet
3:1:53:1:4 WorksheetMonday, 3/4: Cultural Identities
Work Time
1. Complete "Conversations About Race/Racism" handout (on back side of Friday's "The Single Story" worksheet)
2. Complete "Identity Bubble Map" (talk through each item together as a class)
Homework: Complete "Identity Bubble Map" (ask family members to complete maps on back side of paper)
3:1:4Cultural Identity.pdfFriday, 3/1: "The Single Story"
1. Work Time
1. Watch TED Talk by Chimamanda Ngozi Adichie, "The Single Story"
2. Answer discussion questions and discuss within groups, then as a class
Homework: None
3:1:2Thursday, 2/28: Gallery Walk to Begin Module 3
1. Work Time
1. Introduce Gallery Walk protocol
2. View images/texts in Gallrey Walk and record thoughts, questions and feelings on your "Gallery Walk Notes" handout
3. Debrief together in groups and as a class
Homework: None
The PDF documents below contain a copy of your entire student workbook for Module 3.
Unit 1
Units 2-3
Module 3 Workbook- Unit 1Module 3 Workbook- Units 2-3Report abuse