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ELA G8:M3B:U1

Segregation in the United States

Lesson 1Launching the Text: Building Background Knowledge of the Jim Crow South

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

     A. Gallery Walk: Jim Crow South (20 minutes)

     B. Unpacking Learning Targets (3 minutes)

2. Work Time

     A. Engaging the Reader: Read-aloud (12 minutes)

     B. Establishing Reading Routines: Reading Homework with Structured Notes (5 minutes)

3. Closing and Assessment

     A. Debrief Learning Targets (5 minutes)

4. Homework

     A. Read Chapter 1 and complete the structured notes.

  • Gallery Walk

Lesson 2Analyzing Experiences: Carlotta Walls

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Engaging the Reader: Structured Notes and Family Tree Activity (5 minutes)

     B.  Reviewing Learning Targets (2 minutes)

2.  Work Time

     A.  New Discussion Appointments (6 minutes)

     B.  Context of the Integration of Schools: The End of the Civil War (15 minutes)

    C.  Inferring Character: Chalkboard Splash (12 minutes)

3.  Closing and Assessment

     A.  Turn and Talk and Previewing Homework (5 minutes)

4.  Homework

     A.  Read Chapter 2 and complete the structured notes.

  • Structured notes, Chapter 1, pages 3–26 (from homework)
  • Chalkboard Splash
  • Discussion Appointment

Lesson 3Close Reading: Understanding Carlotta’s Journey

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

     A. Reviewing Learning Targets (2 minutes)

     B. Engaging the Reader: Justice Frayer Model (10 minutes)

2. Work Time

     A. Close Reading: Carlotta’s New Awareness (20 minutes)

     B. Carlotta’s Journey to Justice (8 minutes)

3. Closing and Assessment

     A. Debrief Learning Targets and Preview Homework (5 minutes)

4. Homework

     A. Read Chapter 3 and complete the structured notes.

  • Structured notes, Chapter 2, pages 27–43 (from homework)
  • Answers to text-dependent questions

Lesson 4Determining Central Ideas: The 14th Amendment

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Engaging the Reader: Structured Notes Focus Question and Journey to Justice Note-catcher (15 minutes)

     B.  Previewing Learning Targets (3 minutes)

2.  Work Time

     A.  Determining the Central Idea: The 14th Amendment (25 minutes)

3.  Closing and Assessment

     A.  Previewing Homework (2 minutes)

4.  Homework

     A.  Read Chapter 4 and complete the structured notes.

  • Structured notes, Chapter 3, pages 44–62 (from homework)
  • Journey to Justice note-catcher

Lesson 5Studying Conflicting Interpretations: Perspectives on Plessy v. Ferguson: Part 1

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

     A. Building Background Knowledge: The Five W’s of the Plessy v. Ferguson Case (7 minutes)

     B. Reviewing Learning Targets (2 minutes)

2. Work Time

     A. Reading for Gist: The Plessy v. Ferguson Decision (12 minutes)

     B. Vocabulary Review and Rereading the Text (15 minutes)

3. Closing and Assessment

     A. Comparing Understandings of the Plessy v. Ferguson Decision (8 minutes)

4. Homework

     A. Reread Plessy v. Ferguson: Key Excerpts from the Court’s Decision and highlight unknown words. Define each word in the organizer on the last page of the handout.

  • Structured notes, Chapter 4, pages 63–81 (from homework)
  • Exit Ticket

Lesson 6Studying Conflicting Interpretations: Perspectives on Plessy v. Ferguson: Part 2

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

     A. Engaging the Reader: Key Vocabulary Quiz-Quiz- Trade (10 minutes)

     B. Reviewing Learning Targets (2 minutes)

2. Work Time

     A. Close Reading: The Plessy v. Ferguson Decision (28 minutes)

3. Closing and Assessment

     A. Modeling: Taking Notes (5 minutes)

4. Homework

     A. Reread Plessy v. Ferguson: Key Excerpts from the Decision

     B. Complete the first two questions on Homework: The Court’s Decision.

  • Defined unknown vocabulary words (from homework)
  • Plessy v. Ferguson Text Dependent Questions
  • Fishbowl
  • Quiz-Quiz-Trade

Lesson 7Studying Conflicting Interpretations: Perspectives on Plessy v. Ferguson: Part 3

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

     A. Engaging the Reader: Reviewing the Court’s Decision (5 minutes)

     B. Reviewing Learning Targets (2 minutes)

2. Work Time

     A. Plessy v. Ferguson Close Reading: The Dissenting Opinion (30 minutes)

3. Closing and Assessment

     A. Adding to the Notes (8 minutes)

4. Homework

     A. Reread Plessy v. Ferguson: Key Excerpts from the Dissenting Opinion.

     B. Complete Homework: The Dissenting Opinion and the final question on Homework: The Court’s Decision. 

  • Homework: The Court’s Decision (completed for homework)
  • Plessy v. Ferguson Text Dependent Questions

Lesson 8Mid-Unit Assessment: On-Demand Writing – Conflicting Interpretations of the 13th and 14th Amendments

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

     A. Discussion: Mid-Unit 1 Assessment Prompt (13 minutes)

     B. Reviewing Learning Targets (2 minutes)

2. Work Time

     A. Mid-Unit 1 Assessment: Conflicting Interpretations of the 13th and 14th Amendments (25 minutes)

3. Closing and Assessment

     A. Debrief (5 minutes)

4. Homework

     A. Continue reading your independent reading book or choose a new book related to the topic of Module 3B.

  • Mid-Unit 1 Assessment: Conflicting Interpretations of the 13th and 14th Amendments
  • Homework: The Court’s Decision (completed for homework in Lessons 5 and 6)
  • Homework: The Dissenting Opinion (completed for homework in Lesson 7)

Lesson 9World Café: Analyzing the Jim Crow Laws

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Engaging the Reader: Structured Notes Focus Question from Chapter 4 and Journey to Justice Note-catcher (8 minutes)

     B.  Reviewing Learning Targets (1 minute)

2.  Work Time

     A.  Analyzing Jim Crow Laws (5 minutes)

     B.  World Café (30 minutes)

3.  Closing and Assessment

     A.  Previewing Homework (1 minute)

4.  Homework

     A.  Read Chapter 5 and complete the structured notes.

  • A Mighty Long Way structured notes, Chapter 4 (from Lesson 4)
  • Journey to Justice note-catcher
  • World Café

Lesson 10Studying Author’s Craft: Carlotta’s Journey

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

     A. Engaging the Reader: Author’s Craft (8 minutes)

     B. Reviewing Learning Targets (2 minutes)

2. Work Time

     A. Analyzing Carlotta’s Journey (30 minutes)

3. Closing and Assessment

     A. Give One, Get One (5 minutes)

4. Homework

     A. Continue to read your independent reading book. 

  • Structured notes, Chapter 5, pages 82–98 (from homework)
  • Give One-Get One-Move On

Lesson 11Preparation for End of Unit Assessment: Making Making Connections between Song Lyrics and Texts, Part 1

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

     A. Returning Mid-Unit Assessments (5 minutes)

     B. Reviewing Learning Targets (3 minutes)

2. Work Time

     A. Introducing the Discussion Prompt and Rubric (12 minutes)  

     B. Preparing Notes for the Socratic Seminar (20 minutes)

3. Closing and Assessment

     A. Sharing Evidence (5 minutes)

4. Homework

     A. Finish recording connections between the song title and lyrics, “Ain’t Gonna Let Nobody Turn Me Around,” and texts you have read on your note-catcher.

  1. Continue to read your independent reading book.
  • End of Unit 1 Assessment: Connecting Lyrics to Text Note-catcher: “Ain’t Gonna Let Nobody Turn Me Around.”
  • Fishbowl Discussion

Lesson 12Preparation for End of Unit Assessment: Making Connections between Song Lyrics and Texts, Part 2

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

     A. Reviewing Learning Targets (3 minutes)

2. Work Time

     A. Introducing the Second Stanza of “Lift Every Voice and Sing” (15 minutes)   

     B. Preparing Notes for the Socratic Seminar (22 minutes)

3. Closing and Assessment

     A. Reviewing Homework (5 minutes)

4. Homework

     A. Finish recording connections between the lyrics and the texts you have read on your note-catcher. Identify the three or four most relevant and compelling connections with text-based evidence that you have recorded on your two Connecting Lyrics to Text note-catchers over the past couple of lessons. 

  • End of Unit 1 Assessment: Connecting Lyrics to Text Note-catcher: “Lift Every Voice and Sing.”
  • Fishbowl Discussion

Lesson 13End of Unit Assessment: Making Connections between Song Lyrics and Texts

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

     A. Reviewing Learning Targets (3 minutes)

     B. Making Discussion Goals (10 minutes)

2. Work Time

     A. Socratic Seminars (25 minutes)

3. Closing and Assessment

     A. Self-Assessment and Teacher Feedback (7 minutes)

4. Homework

     A. Read Chapter 6, pages 99-123 in A Mighty Long Way and complete the structured notes

  • Connecting Lyrics to Text: Discussion Goals (self-assessment completed)

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