Education Assignment 4 REA

DAY 1

Resources and description of lesson activities

Text set item(s) used in the lesson

Regan, J. W. (2015). Great Books Written in Prison: Essays on Classic Works from Plato to Martin Luther King, Jr. In Google Books. McFarland.

· How did Martin Luther King Jr.'s "Letter from Birmingham Jail" help to shape and advance the civil rights movement?

Content area and ELA standards met in this lesson

· RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

· Reading Information (RI): RI.5.2 Determine two or more main ideas of a text and explain how key details support them; summarize the text.

· Writing (W): W.5.1b Provide logically ordered reasons supported by facts and details.

Instructional goals for this lesson

Statements that describe what students will know or be able to do at the end of the lesson as a result of instruction. They must be specific and measurable.

· Students will activate their prior knowledge about the civil rights movement and Martin Luther King Jr. to prepare for reading "Letter from Birmingham Jail."

· Students will read and analyze "Letter from Birmingham Jail" to better understand the civil rights movement.

· Students will reflect on their reading of "Letter from Birmingham Jail" and connect the ideas expressed in the text to their own lives.

1. Before-Reading Activities

· Begin by asking students what they know about the civil rights movement and Martin Luther King Jr. Write their responses on the brainstorming chart.

· Facilitate a discussion about the importance of civil rights and why people may have protested during the movement.

· Tell students they will be reading a letter that Martin Luther King Jr. wrote from jail during the civil rights movement.

· Ask students to think about why someone might write a letter from jail and what they hope to achieve.

· Have students write a brief reflection on what they think they will learn from reading "Letter from Birmingham Jail."

2. During-Reading Activities:

Teacher Facilitation

· Analyze Persuasive Language and Rhetorical Devices: Provide each student with a copy of the "Letter from Birmingham Jail" and a graphic organizer for analyzing persuasive language and rhetorical devices. Instruct students to read the letter and identify examples of clear language and rhetorical devices used by Martin Luther King Jr. (e.g., ethos, pathos, logos, repetition, metaphor). Students should record their examples on the graphic organizer and be prepared to share them with the class.

· Summarize Main Ideas: After reading the letter, ask students to summarize the main ideas Martin Luther King Jr. expressed in the letter. Record their responses on chart paper and discuss the significance of these ideas in the context of the civil rights movement.

3. During-Reading Activities:

Student Engagement and Response

· Introduce Martin Luther King Jr.'s "Letter from Birmingham Jail" to the class and provide some historical context about the letter.

· Model how to annotate a text and provide a guided reading of the letter, highlighting key themes and ideas.

· Pause periodically throughout the reading to check for understanding and allow for student questions.

· Have students work in pairs or small groups to fill out the graphic organizer and identify the different rhetorical strategies used by King.

· Analyzing the Language: In this activity, students will explore the language used in Martin Luther King Jr.'s "Letter from Birmingham Jail." Students will be given a list of quotes from the letter and asked to identify the rhetorical devices used, such as metaphors, similes, and allusions. This activity will help students gain a deeper understanding of the persuasive.

4. After-Reading Activities

· Connect to Real-Life Experiences: Ask students to reflect on the ideas expressed in the letter and think about how they can apply them to their lives and experiences. Instruct students to write a brief reflection on what they have learned and how they can use these lessons.

· Discuss and Share: Allow students to share their reflections with the class. Encourage students to discuss their thoughts and ideas with their peers and to ask questions about the experiences shared by others.

· Summarize and Evaluate: Summarize the lesson's main ideas and evaluate student learning. Ask students to complete a brief exit slip summarizing the lesson's main ideas and reflecting on their learning.

Accommodations or differentiation strategies for this lesson to meet the needs of all learners

· For students with reading difficulties, the teacher can provide them with a visual or audio aid to help them better understand the topic.

· For students struggling with nonviolent protest, the teacher can provide real-life examples of nonviolent protests that have happened in the past or are happening now.

· For students struggling with expressing their ideas, the teacher can provide sentence stems to help them form their thoughts.