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Burning Bridges: What History Has Taught Us About Civil Rights by Carolyn Maull McKinstry The coming of age story of a Birmingham bombing survivor during.

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Presentation on theme: "Burning Bridges: What History Has Taught Us About Civil Rights by Carolyn Maull McKinstry The coming of age story of a Birmingham bombing survivor during."— Presentation transcript:

1 Burning Bridges: What History Has Taught Us About Civil Rights by Carolyn Maull McKinstry The coming of age story of a Birmingham bombing survivor during the Civil Rights Movement While the World Watched

2 Essential Question What are the elements of effective annotation of a text? Task: Group and independent reading and note taking Standards: ELACC7RL1, ELACC7RL3, ELACC7RL6, ELACC7W9, ELACC7SL6, ELACC7L4

3 Annotation Definition: An annotation is a brief description or summary of a work such as an article, chapter of a book, website, or movie. An annotation attempts to give enough information to make a decision as to whether or not to read the complete work. Annotations may be descriptive or critical. Close Reading and Annotation: Keeping Middle School Students Focusing on the TextClose Reading and Annotation: Keeping Middle School Students Focusing on the Text pg (21-24)

4 Essential Question: How do author’s use factual evidence to persuade readers? Task: Pre-reading and Prediction Standards: ELACC7RI3, ELACC7RI5, ELA7CC7SL1, ELACC7SL2,

5 Building Background Knowledge Directions: Divide students into partners. Teacher provides research on topics on the next slide. Students work together to make an anchor chart on topic to present for background knowledge.

6 Building Background Knowledge Freedom Riders Bloody Sunday Martin Luther King Jr. Rosa Parks Brown vs Board of Education George Wallace Bull Connor KKK Emancipation Proclamation Lincoln’s Role in Emancipation Proclamation 3 Amendments The Little Rock Nine Jim Crow Laws Malcolm X

7 What is a Memoir? What’s the difference between an autobiography and a memoir? A memoir is a type of writing that focuses on a short period in the writer’s life or a specific aspect of that life An autobiography focuses on the chronology of the writer’s entire life while a memoir covers one specific aspect of the writer’s life.

8 Background Information The Civil Rights Movement Inspirational 64 Background Information Civil Rights Movement

9 Text Preview Text Preview: While the World Watched Describe and discuss the cover art and what it reveals about the story. Describe any graphic features presented in the text. How is the text organized? Describe any persuasive elements noted in the preview.

10 What is Civil Rights? Prediction using a Circle Map or other graphic organizer. What do you know about civil rights? Frame of Reference: How does Civil Rights affect every day life? Who is affected?

11 Civil Rights Class Discussion Civil Rights definition: the personal rights of the individual citizen, in most countries upheld by law, as in the US, established by the 13th and 14th Amendments to the U.S. constitution and certain Congressional acts, especially as applied to an individual or a minority group.

12 Civil Rights Timeline Students begin a journal based on chapter by chapter reading to record events, predictions, and personal reflections. Students will produce a timeline for a 60% grade at the end of the unit. (Poster or Power point)

13 While the World Watched/ Freedom Riders

14 Essential Question: What techniques can I use to comprehend what I read? Task: Reading the text group reading and note taking Standards: ELACC7RI1, ELACC7RI5, ELACC7RI7, ELACC7SL1, ELACC7SL2, ELACC7W9

15 Inference/Theme Inference Students take notes on Inferencing using Cornell Notes The Learning Toolbox - Cornell Notes The Learning Toolbox - Cornell Notes Alternate Text to use for Inference/Reading Comprehension Jackie Robinson text

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17 Possible Vocabulary for Chapter 1-2 Chapter 1: confrontation (3), segregation (3), menial (5), prestigious (5), earmarked (5), Klan (6), disciplinarian (6), regimented (6), unwieldy (6), nonnegotiable (7), sulked (7), mischievous (9), integrity (9), aggravation (10), unassuming (11), flustered (16), enviable (17), doted (17), gravitate (18), prim (19), reconvened (20) Chapter 2: tranquil (23), perplexing (23), atrocities (24), naivete (24), hostile (24), inferior (25), Jim Crow Laws (25), status quo (25), accustomed (27), impenetrable (28), demeanor (29), detrimental (31), denoting (31), proponents (32), devoured (33), malapropisms (35), mezzanine (36)

18 Guided Reading of Chapter 1-2 Consider the author’s title choice for Chapter 2, “Halfway in and Halfway out.” What evidence does the author use as clues? How is this considered an example of inference?

19 Essential Question: What techniques can I use to comprehend what I read? Task: Reading the text group reading and note taking Standards: ELACC7RI1, ELACC7RI7, ELACC7SL1, ELACC7SL1, ELACC7SL2, ELACC7W9

20 Symbolism Symbolism Definition: The practice of representing things by means of symbols or of attributing symbolic meanings or significance to objects, events, or relationships. Cornell Notes can be used to take notes

21 Possible Vocabulary for Chapters 3-4 Chapter 3: instilled (42), bowels (44), precocious (46), somber (49), dietitian (52) Chapter 4: advocate (55), unfathomable (57), commotion (57)

22 Guided Reading Chapter 3 Chapter 3: Students should specify author’s central/main ideas and how the individual sections of the chapter contribute to the whole (Sequencing graphic organizer or Flow Map)

23 Homework Read Chapter 4. Take notes on symbolism found in this chapter. What symbols do you find and what do they represent?

24 Essential Question: What techniques can I use to comprehend what I read? Task: Reading the text group reading and note taking Standards: ELACC7RI1, ELACC7RI7, ELACC7SL1, ELACC7SL1, ELACC7SL2, ELACC7W9

25 Logical Appeal vs. Emotional Appeal We all need a little support now and then and so does a point of view. As a critical reader, you should always look at how well a writer supports his/her point of view in a persuasive piece of writing. Logical Appeal: using reasons, statistics, facts, evidence to support their ideas. Emotional Appeal: capture the reader’s heart with an emotion

26 Compare/Contrast Text to a Video Reread MLK’s “I have a dream speech” in Chapter 1 and the conclusion in Chapter 3. I Have A Dream Speech text Play video of the actual speech I Have a Dream video Pay close attention to the expressionism in his voice in speed, volume, and diction in the video. Compare and Contrast the speech to the video representation (Venn Diagram or Double Bubble Map)

27 Compare/Contrast Text to Text Read John F. Kennedy’s speech John F. Kennedy's Speech Compare and Contrast the, “I Have a Dream speech,” to JFK’s Speech using Venn Diagram or Double Bubble Map.

28 Reflection (40% Grade) First paragraph: Introduction Introduce what your reflection is about Last sentence of Intro : Thesis Statement Body Paragraph: Similarities between “I Have a Dream” and “Civil Rights Address.” Body Paragraph: Differences between “I Have a Dream” and “Civil Rights Address.” Last Paragraph: Conclusion: Ist sentence: Restate your thesis, then Summary of all of your main ideas Last sentence: Why is JFK’s speech not as memorable as the speech made by MLK?

29 There are many similarities and differences between John F. Kennedy’s,“Civil Right’s Address,” and Martin Luther King Jr.’s, “I Have a Dream Speech.” These speeches were given during the civil rights movement. They were meant to give equality to all men. Also, Dr. King’s speech was more memorable then President Kennedy’s.______________Thesis______________________________________ ___________________Topic Sentence_______________________________ Both Dr. King and President Kennedy used repetition to get their point across. They both wanted freedom for “Negroes.” Both of them mentioned that “100 years after slavery has ended Negroes are still not free.” These similarities affect how the speeches came across. _________________Topic Sentence_______________________________ Kennedy’s was monotone, low, and didn’t grab the reader as well as Dr. King’s intense, determined, and stern tone. Dr. King’s speech had an emotional appeal, it pulled your emotions, while John F. Kennedy was logical appeal and stated facts. Martin Luther King Jr. repeated phrases that mattered like “let freedom ring” and Kennedy repeated not as important phrases like “it ought to be possible.” _________________Restate your thesis___________________________ They both had many similarities, for instance, they both used repeated phrases for emphasis. They also had some difference like Dr. King used emotional appeal and the president had a logical appeal. What made Dr. King’s speech more memorable was that he had an emotional appeal and it was faster, loud, and determined. B. Still and H. Cobb

30 Essential Question: How does my choice of words impact my writing and my readers? Task: The importance of word choice Standards: ELACC7RI5, ELACC7L5, ELACC7L6

31 Think, Pair, Share In pairs, share your homework from Chapter 4, what did your partner find for symbolism in the chapter?

32 Lift Every Voice and Sing (Youtube) Using “Lift Every Voice and Sing,” by James Weldon Johnson, review figurative language in a text. Text: (preview before use with students) How is figurative language used in a nonfiction text and how it compares to that found in literary text such as poetry. In Chapter 5, “Life Is but a Vapor,” as an example and have students determine what the author means by using this metaphor.

33 Possible Vocabulary for Chapters 5,6,7 Chapter 5: entombed (65), dismembered (66), embedded (66), woe (67), reverence (68), volatility (68), fathom (68), holocaust (69), engulfed (72), incomprehensible (72), hover (72), indignation (73), depravity (73), pivotal (73), pervasive (74), condemned (74) Chapter 6: undemocratic (75), hypocrisy (75), unrelentingly (75), eulogy (76), mourners (76), clergy (76), unoffending (77), perpetrated (77), humanity (77), martyred (77), crusade (77), dignity (77), irrevocably (77), seclusion (78), redemptive (78), aristocracy (78), Chapter 7: impetus (81), epitomized (81), retaliate (81), brood (83), permeated (83), yearned (83), adamant (86), memorandum (88), stifle (88), injustice (89), unconscionable (91), supremacy (91), wanton (91), carbine (91), democracy (92), solace (92)

34 Allusion An allusion is a literary device that stimulates ideas, associations, and extra information in the reader’s mind with only a word or two. Allusion means “reference” The difficulty with allusion is being familiar with all of the hidden meaning hidden behind the words Allusions are commonly made by the Bible, nursery rhymes, myths, famous fictional, or historical characters.

35 Examples of Allusion Allusions in writing help the reader to visualize what's happening by evoking a mental picture. But the reader must be aware of the allusion and must be familiar with what it alludes to. Allusions are commonly made to the Bible, nursery rhymes, myths, famous fictional or historical characters or events, and Shakespeare. "As the cave's roof collapsed, he was swallowed up in the dust like Jonah, and only his frantic scrabbling behind a wall of rock indicated that there was anyone still alive". The allusion in the sentence above is to Jonah. The reader is expected to recognize the reference to Jonah and the whale, which should evoke an image of being 'swallowed alive'... in this case, behind a wall of dust and rock.

36 Examples of Allusion "Christy didn't like to spend money. She was no Scrooge, but she seldom purchased anything except the bare necessities". Did you spot the allusion to Scrooge? That name should bring to mind an image of someone who 'pinches pennies' and hoards money with a passion. But the allusion only works if the reader is familiar with Charles Dickens' story 'A Christmas Carol'. In general, the use of allusions by an author shows an expectation that the reader is familiar with the references made, otherwise the effect is lost. A piece of writing with many allusions (some of which may be very obscure) will be very rich with evoked images, but will do nothing for a reader who is not well-read.

37 Examples of Allusion See if you can spot the allusions in this paragraph: "Marty's presence at the dance was definitely a 'Catch 22' situation; if he talked to Cindy she'd be mad at him, but if he ignored her there'd be hell to pay. His anger bubbled to the surface. He realized that by coming to the dance he had brought his problems with him like a Trojan Horse, and he could only hope he would be able to keep them bottled up".

38 Answer The first allusion is to the novel 'Catch 22' by Joseph Heller; this should suggest a situation where there is a problem with no right answer... whatever you do will be wrong. If you have read Heller's novel, you know exactly how Marty is feeling! The second reference is to the Trojan Horse from Virgil's Aeneid, which chronicles the Greeks conquering Troy by giving a gift of a horse to their enemies and filling the belly of the horse with warriors. A vivid image... if you recognize it. There is also a reference to 'hell', which evokes images from the Bible of something definitely unpleasant. Finally, there is a very subtle reference to 'bottling up' problems, which might suggest an image of tightly containing something, although there is no direct connection to anything.

39 Life is but a Vapor What type of figurative language is the title of Chapter 5? What page is the biblical allusion in Chapter 5? What other similes and metaphors besides the title are found in Chapter 5? Why did this event cause Carolyn to start to worry about dying because of her skin color? What did Carolyn’s inner voice tell her? How does her inner voice change? (Preview Questions, then Read Chapter 5)

40 Homework Read Chapters 6 and 7 and pick out 10 unknown words

41 Essential Question: How do I make the reasoning in my arguments sound and relevant? Task: Tracing and evaluating arguments Standards: ELACC7RI8, ELACC7W1, ELACC7W9

42 Possible Vocabulary Chapters 8, 9, 10 Chapter 8: lynch (93), whim (93), ominous (93), inferiority (93), distort (93), degenerating (93), misshapen (94), inflicted (95), grotesque (95), carcass (95), plight (96), exhumed (98), circumvent (100), opposition (100), intensified (101), smoldering (101), contradiction (104), libel (104), savages (104), rabble-rousing (105), epitome (106) Chapter 9: abyss (109), tyranny (110), gauntlet (110), disembark (114), reprimand (114), oratory (119), pulpit (120), humility (120), resonated (121), imprisonment (124), infiltrators (125), consensus (127), diligently (128) Chapter 10: inevitably (129), negotiation (129), disperse (130), escalated (131), paddy wagons (132), taut (133), pummeling (133), composure (135), wrath (135), trivial (135), forbade (136 )

43 Guided Reading Chapter 8 Read Chapter 8 Video about Emmitt Till (4.00) Life and Death of Emmitt Till

44 Guided Reading using Dr. King’s “Letter to Birmingham” pg & In "Letter from Birmingham Jail," Martin Luther King, Jr., uses multiple strategies to convince his reader of his points about segregation. 1. Find two places in the "Letter" that seem persuasive to you. Copy the sentences/passages. 2. Explain how King's writing works to persuade, in your 2 examples? Is it Emotional Appeal, Repetition of words for emphasis, Facts to support opinion, word choice, expressionism etc? 3. What is the stated problem in the “Letter” ? 4. What is the opponent’s (White) position? What is MLK’s position?

45 Response Letter 40% Write a response to Dr. King’s Letter. Base your letter on your knowledge of the issues that Dr. King has stated. What will you encourage him to do? Would you stay the course and continue to fight or leave Birmingham as soon as he is released from jail? What evidence from the text will you use to support your reasoning? Class Discussion: Class discussion of the justice system and desegregation

46 Homework: Read Chapter 9-10 Read Chapter 9 and 10, as done with Chapter 1, take notes regarding the central/main ideas of this chapter. Document their development with specific statements by the author. Preview “Bull Connor” before reading Chapter 10 Segregation at All Costs: Bull Connor and the Civil Rights Movement - YouTubeSegregation at All Costs: Bull Connor and the Civil Rights Movement - YouTube On page 126 in Chapter 9, there is reference to the music being played in the church, “the freedom songs were playing a vital role in our struggle.” It’s not in the plans, but playing a clip of music would be a great opening for a lesson. Songs Of The Civil Rights Movement : NPR

47 Essential Question How does the author’s choice of words impact my understanding? Task: The importance of word choice Standards: ELACC7RI5, ELACC7L5, ELACC7L6

48 Guided Reading Chapter Cornell Notes on Chapter 11-12

49 Chapter 12 George Wallace

50 Timeline of George Wallace’s Life Alabama Department of Archives and History: Alabama Governors--George C. Wallace Alabama Department of Archives and History: Alabama Governors--George C. Wallace Chapter 12 Speech of JFK: United Streaming President Kennedy Civil Rights Address June 15, 1963 President Kennedy Civil Rights Address June 15, 1963

51 Homework Chapter 13/14 Read Chapter 13. List the main concepts of the excerpts of the “Where Do We Go From Here?” speech by MLK. Give textual evidence of your choices. Medger Evers Biography Read Chapter 14 and be prepared to discuss the pictures found there.

52 Essential Question: How do analogies and word choice help the reader better understand what the author is trying to say? Task: Analogy and Word Choice Standards: ELACC7SL4, ELACC7L5, ELACC7L6, ELACC7L3

53 Think, Pair, Share Students present findings from Chapter 13 homework concerning the “Where Do We Go from Here?” speech Class discussion of pictures presented in Chapter 14. Why did the author choose those pictures as part of the book?

54 Civil Rights Movement in the South Use pictures from Chapter 14 of While the World Watched Freedom Riders Pictures Political Cartoon: 3 Slain Civil Rights Workers from Mississippi by Clifford Baldowski Cartoon Class Discussion: How do the pictures of actual events stimulate the reader? How do you feel if you were one of the student’s in this pictures? What lessons can be learned by looking at pictures of such a turbulent time in our nation’s history?

55 Direct Instruction: Denotation and Connotation Shades of Meaning

56 Direct Instruction: Analogy Analogies Building Vocabulary Using Analogies Analogies Lesson Set up computer stations for analogy practice (if available) using the following links. Analogies

57 Homework Using any chapter in While the World Watched, find an example of an analogy Carolyn McKinstry has used. Explain the analogy and why you would consider this to be an appropriate analogy for that situation or chapter.

58 Essential Question How can I become a vital participant in a group discussion? Task: Being an integral part of a group discussion Standards: ELACC7SL1

59 Carolyn McKinstry Discussion of events of September 15 Video Clip Choose Chapter 10 Video Clip

60 Guided Reading of Chapter 15 Discuss Chapter 15 events and how they relate to Carolyn’s recitation of the 23 Psalm

61 Homework Chapter Read Chapters Write a brief essay discussion the relativity of what President Kennedy in Chapter 16, page 191, regarding the future of African American children in 1963 and the passing of the Civil Rights Act of Also, answer the question posed by Carolyn Maull McKinstry on page 205 in Chapter 17. “We can, by law, change the outside, I thought. But we can’t so easily change people’s hearts. How do we change the inside?”

62 Essential Question: How do I cite sources when writing? Task: Citing Sources Standards: ELACC7W4, ELACC7W5, ELACC7W6, ELACC7W8, ELACC7SL5

63 Direct Instruction: Citing Sources How to Cite a Site Other Lessons Research Building Blocks: “Cite Those Sources!” - ReadWriteThink Research Building Blocks: “Cite Those Sources!” - ReadWriteThink

64 Essential Question: How do I develop a strong opposing claim that is both relative and logical? Task: Understanding and developing arguments and relevant counter arguments Standards: ELACC7W1, ELACC7W9, ELACC7SL1

65 The Argument Clinic performed by Monty Python The Argument Clinic Class Discussion: How far does the argument progress? Why do you think the argument seems to stall?

66 Direct Instruction: Argument Starting Point: Finding Common Ground: Using Logical, Audience-Specific Arguments - ReadWriteThinkFinding Common Ground: Using Logical, Audience-Specific Arguments - ReadWriteThink Instruction: Build a Better ArgumentBuild a Better Argument

67 Group Work Divide class into groups Put several argument topics in a bag and have each group select one from the bag. Using the skills learned, have students prepare a group argument either for or against their random argument

68 Horseshoe Game Select an argument from -http://www.tweentribune.com/ - Create a poll based one of the topics in the Opinion section. Allow students to choose sides by giving them 3 choices: yes, no, or maybe. Students write their response down on a piece of paper, but do not discuss it with anyone. Form a horseshoe with the yes side and no side facing each other and the maybes at the top of the horseshoe. The teacher stands in the middle. The teacher randomly throws a small object such as a tennis ball to students which become a signal for the student who catches it to talk. The receiving student expresses his or her vote and gives a 2 sentence reason why they feel that way Once everyone has voiced their opinion, ask if anyone has changed sides If they have, they move and then say why.

69 Homework Read Chapter and find examples of counterarguments and explain how they are relevant and logically used in this text Write a journal entry as to what you think should be done now that the most three most influential people in the fight for civil rights are killed. How will the fight continue without its leaders?

70 Assessment #1: Argumentative (60%) (or) Prompt (Rough Draft, Final Draft) Author Carolyn Maull McKinstry noted in her book, While the World Watched, that attending college was a non-negotiable in her life. She encouraged readers to study hard and attend college as part of their life’s work. However, many young people would argue that college is not a top priority considering the cost of attending and the amount of money one could make without a college education. Consider your own personal feelings toward higher education. Write an essay expressing your opinion on whether or not a college education is necessary. Cite evidence from the text that will either defend or rebuke your claims regarding the importance of a college education.

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72 Essential Question: How do events or ideas influence the lives of individuals? Task: Compare and Contrast the lives of two similar people dealing with the same situations Standards: ELACC7RI3, ELACCRI5

73 Paired Reading Conduct Paired Reading of the biographies of Martin Luther King Jr. and Malcolm X Martin Luther King Jr. Biography - Facts, Birthday, Life Story - Biography.com Martin Luther King Jr. Biography - Facts, Birthday, Life Story - Biography.com Malcolm X Biography - Facts, Birthday, Life Story - Biography.com Malcolm X Biography - Facts, Birthday, Life Story - Biography.com Students pair up to compare and contrast the lives of Martin Luther King, Jr. and Malcolm X by creating corresponding timelines. Present the timelines to the class

74 Small/Whole Group Activity Create a Venn diagram or Double Bubble Map in small groups of how the two men are similar and different in what they believed and how they lived. Conduct whole group discussion: How do you think the lives of Dr. King and Malcolm X influenced young people like Carolyn Maull? They were grown men, yet their work greatly influenced America’s African- American youth

75 Essential Question How does the author’s point of view distinguish his or her position from that of others? Task: Comparing an Contrasting two points of view on the same topic Standards: ELACC7RI6, ELACC7RI8, ELACC7R19, ELACCW1

76 King vs Malcolm X Pair students to read background material from Malcolm X and Martin Luther King, Jr. regarding their views on solving the issue of Civil Rights. Conduct whole class discussion of how these are examples of formal style. What is the difference between formal style and informal style? Give students sticky notes and have them answer the question, “In what type of writing is formal and what type is informal?” Draw a T chart on the board with Formal and Informal as headings. Students will put their answers under the correct heading.

77 Writing Concluding Statements Resource: ProQuest K-12 - Module 3: How to Write a Conclusion Students partner up to examine the material. Determine what technique the writers have used. Compare answers with the rest of the class. They should pull evidence to support their findings from the text.

78 Homework Read the online biographies of Nelson Mandela/and Mahatma Gandhi. Compare and contrast these two civil rights leaders to Martin Luther King Jr. and Malcolm X. Nelson Mandela – Biography Gandhi

79 Essential Question How does an author’s choice of words and phrases impact the meaning of the text? Task: Word Choice: Power Verbs Standards: ELACC7RI4, ELACC7W1, ELACC7W4,

80 Guided Reading of Chapter Pay particular attention to the flashback as told by Carolyn during the trial of Bobby Frank Cherry in Chapter 23. How might that flashback been beneficial to Carolyn’s testimony for Mr. Cherry? What, if anything, did this important turning point do for Carolyn?

81 Essential Question How does an author’s choice of words and phrases impact the meaning of the text? Task: Word Choice: Power Verbs Standards: ELACC7RI4, ELACC7W1, ELACC7W4,

82 Word Choice in Writing Resource: Writing: Specific Word Choice -- Six Traits Assessment Vocabulary Language Strong Verbs Writing: Specific Word Choice -- Six Traits Assessment Vocabulary Language Strong Verbs

83 Pair Read “I, Too, Sing America” and “I Dream a World” by Langston Hughes Students study word choice using these poems. How powerful are these word choices? Be specific with your answers.

84 Essential Question How does an author’s choice of words and phrases impact the meaning of the text? Task: Word Choice: Power Verbs Standards: ELACC7RI4, ELACC7W1, ELACC7W4,

85 Langston Hughes Biography Students read the biography of Langston Hughes Langston Hughes- Poets.org - Poetry, Poems, Bios & More Langston Hughes- Poets.org - Poetry, Poems, Bios & More Which civil rights leader would Langston Hughes be most likely to follow, Martin Luther King, Jr. or Malcolm X? Why? What evidence from the text can you find to support your claim?

86 Optional: Power Verbs Students use the text of Chapter 17 to demonstrate the power of powerful verbs. Working with a partner, find 20 verbs that can be made into power verbs. Write choices on sticky notes and justify why you have chosen these particular power verbs. Create a chart with the sticky note choices to share with the class.

87 Homework Read the Epilogue on page 278 of While the World Watched. Write a book review. State whether you liked the book and why or why not. Cite text passages or other evidence from the book that support you views.

88 Essential Question How can the tone and word choices of a text impact the reader? Task: Tone and Word Choice Standards: ELACC7RI1, ELACC7R13, ELACC7RI7, ELACC7SL1, ELACC7SL2, ELACC7SL3, ELACC7SL4, ELACC7SL5, ELACC7L5, ELACC7W1, ELACC7L3

89 The Civil Rights Act of 1964 The Civil Rights Act of 1964 and the Equal Employment Opportunity Commission The Civil Rights Act of 1964 and the Equal Employment Opportunity Commission Has this act been the answer that the Civil Right Movement demanded? Why or why not? What does this document do for you? Write a journal entry responding to this question.

90 Where is the Love? By: Black Eyed Peas Print out the lyrics and then show the music video “Where is the Love?” by the Black eyed Peas Ask students what has this video to do with the Civil Rights movement.

91 What’s Going on? By Marvin Gaye Print out the lyrics/video to “What’s Going On” by Marvin Gaye (music/lyrics) After showing the video ask students to analyze the words. What does the author mean? Who is he talking about? Many people believe that the song is about the Vietnam War, however, what war might be inferred in this song?

92 Tolerance Write the word “tolerance” on the board. Ask what it means. Have students illustrate the word and its definition. Write a recipe for social change using words found in the Glossary of Nonviolence nonviolence nonviolence

93 Show the movie, “Remember the Titans” Follow this with a whole group discussion of the movie and relate it to the texts used in this unit. How do the events in this movie parallel some of the events that happened in the texts we have been reading? What happened that brought these people together?

94 Write a Rap about Tolerance Conduct a whole group discussion of what it means when we talk about “burning bridges”. In their journal, students should respond to the class discussion and then consider the following questions before responding: Why would anyone want to burn bridges? Is there a good time to do that? When would be a bad time to burn bridges in your life?

95 #2: Argumentative (or) Malcolm X and Martin Luther King, Jr. disagreed as to the extent at which the problem of segregation should be solved. Malcolm X felt that the only way to fight for civil rights was through violent confrontation, while Dr. King’s was one of non-violence. Which leader would you stand by if they were still here today to fight the civil rights issue you feel is the biggest problem with our nation today? Support your stand with relevant facts based on your life or your community. In addition, include quotes and evidence from the texts to support your stand.

96 Timeline (Directions) Use Cornell notes and the text to create a chronological time line of 10 to 12 significant events highlighted by McKinstry in the text. Include a one-paragraph summary explaining the details and significance of each event.

97 Civil Rights Timeline (Resource) Civil Rights Movement Timeline Computer lab (if available) can be used for pairs of student’s to view and interact with the timeline

98 Conventions/Grammar

99 The PHRASE A group of two or more grammatically linked words that do not have subject and predicate is a phrase. For example: The girl is at home, and tomorrow she is going to the amusement park. You can see that “the amusement park” is a phrase located in the second clause of the complete sentence above. Phrases act like parts of speech inside clauses. That is, they can act as nouns, adjectives, adverbs and so on.

100 The CLAUSE Sentences can be broken down into clauses. For Example: The boy is going to the school, and he is going to eat there. This is a complete sentence composed of two clauses. There are mainly two types of clauses: independent clauses and subordinate clauses. Independent clauses act as complete sentences, while subordinate clauses cannot stand alone and need another clause to complete their meaning. For example: Independent clause: “The boy went to the school.” Subordinate clause: “After the boy went to the school…”

101 Mini Lesson on Clauses Writer's Toolkit: Independent Clauses Writer's Toolkit: Dependent Clause

102 Review/Reinforce Clauses Clause Exchange Game Quia - Independent, Dependent Clauses Practice Quia - Independent, Dependent Clauses Practice Locate and write down 2 examples of each where a subordinating clause occurs at the beginning, middle, and at the end of a sentence found in Chapter 9 and 10 of While the World Watched

103 Instruction on Misplaced/Dangling Modifiers Fun Examples Misplaced Modifiers and Dangling Participles Funny Misplaced Modifiers Misplaced Modifiers Quiz Misplaced Modifiers

104 Practice Misplaced/Dangling Modifiers Divide the class into small teams Each team will select a sentence from While the World Watched and turn it into a sentence with a misplaced modifier Next, have each team pass their creation to another team This team will illustrate the created sentence just as it is, then resolve it. The resolving team will write the misplaced modifier of the created sentence on a smaller sheet of paper and attach their illustrations by using a short piece of string, hence “dangling modifier.” Hang the dangling modifiers in the room or hallway


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