Close Reading: Brown v. Board of Education | EL Education Curriculum

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ELA 2012 G8:M3B:U2:L2

Close Reading: Brown v. Board of Education

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Long Term Learning Targets

  • I can evaluate the argument and specific claims in a text (assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims). (RI.8.8)
  • I can cite text-based evidence that provides the strongest support for an analysis of informational text. (RI.8.1)
  • I can analyze the connections and distinctions between individuals, ideas, or events in a text. (RI.8.3)

Supporting Targets

  • I can analyze the central idea of the Brown v. Board of Education Supreme Court decision.
  • I can use evidence from Brown v. Board of Education to support my understanding of the text and the desegregation of schools in the South.

Ongoing Assessment

  • A Mighty Long Way structured notes, Chapter 7, pages 124-140 (from homework)
  • Answers to text-dependent questions

Agenda

AgendaTeaching Notes

1.  Opening

     A.  Engaging the Reader: Sharing Structured Notes (4 minutes)

     B.  Reviewing Learning Targets (3 minutes)

2.  Work Time

     A.  Close Reading: Brown v Board of Education Excerpts (33 minutes)

3.  Closing and Assessment

     A.  Revisiting Learning Targets and Previewing Homework (5 minutes)

4.  Homework

     A.  Read Chapter 8, pages 141-162 in A Mighty Long Way and complete the structured notes.

  • This lesson concludes the close reading of the excerpts from the landmark Brown v. Board of Education Supreme Court ruling. Students have an opportunity to make connections between Brown v. Board of Education and A Mighty Long Way.
  • In order to comprehend Brown v. Board of Education, students may need more time and support.  If needed, consider spreading this lesson out over two class periods.  If you do this, devote Lesson 2 Part 1 to solidifying students' understanding of key vocabulary terms and begin the text-dependent questions, allowing time for discussion of each question before moving on.  This in Lesson 2, Part 2,return to any unaddressed text-dependent questions, again with time for discussion of each.  Ultimately, students should understand that Brown v. Board made segregation of schools illegal because even if the physical spaces were 'equal', the court argued that segregation had a psychological impact on students of color, making them feel as though they were inferior. 
  • In advance: Review Whip-around or Go 'round protocol (see Appendix A).
  • Post: Learning targets.

Vocabulary

compulsory, expenditures, plaintiffs, sanctions

Materials

  • Brown v. Board of Education excerpts (from Lesson 1)
  • Brown v. Board of Education text-dependent questions (one per student)
  • Close Reading Guide: Brown v. Board of Education excerpts (for teacher reference)
  • A Mighty Long Way Structured Notes, Chapter 8, pages 141-162 (one per student)
  • A Mighty Long Way Supported Structured Notes, Chapter 8, pages 141-162 (optional; for students needing extra support)
  • A Mighty Long Way Structured Notes Teacher's Guide, Chapter 8, pages 141-162 (for teacher reference)

Opening

OpeningMeeting Students' Needs

A. Engaging the Reader: Homework Focus Question(7 minutes)

  • Invite students to get out the their A Mighty Long Way structured notes, Chapter 7, pages 124-140 (from homework) and meet with their Washington, D.C. discussion partners.
  • Direct students' attention to the focus question on the structured notes,

*   "Why was the fact that Washington, D.C. was segregated so shocking to Carlotta?"

  • Provide time for them to discuss their answers with their partners.
  • Listen for students to say that Carlotta was shocked that Washington, D.C. was so much like the South--segregated. She expected the fact that D.C. is the nation's capital to make a positive difference for black people there.
  • Share with students that Carlotta is realizing a lot of new things about her society. Have students take out their Journey to Justice note-catchers and reread stage 2 of the note-catcher, titled "Ain't Gonna Let Nobody Turn Me Around". Ask:

*   "What additional changes has Carlotta experienced?"

  • Invite students to work with their partners to add to their Journey to Justice note-catchers using Chapters 6 and 7. After a few minutes, cold call on student pairs to share the changes Carlotta is experiencing.
  • Opening the lesson by asking students to share their homework makes them accountable for completing it. It also gives you the opportunity to monitor which students have not been completing their homework.

B.  Reviewing Learning Targets (3 minutes)

  • Read the learning targets aloud:

*   "I can analyze the central idea of the Brown v. Board of Education Supreme Court decision."

*   "I can use evidence from excerpts from Brown v. Board of Education to support my understanding of the text and the desegregation of schools in the South."

  • Ask students to turn and talk with their partner about the following question:

*   "How do you think that rereading and understanding Brown v. Board might help you understand Carlotta's experience in A Mighty Long Way?"

Work Time

Work TimeMeeting Students' Needs

A. Close Reading: Brown v Board of Education Excerpts (30 minutes)

  • Explain that students will now have an opportunity to understand the court case Brown v. Board of Education more deeply, as well as make some connections to Carlotta's experience in A Mighty Long Way.  
  • Direct students' to get out their copies of the Brown v. Board of Education excerpts.
  • Tell students that before they begin reading, they'll need to understand the meanings of a few key words that are underlined in their texts.
  • With their Washington, D.C. discussion partners, ask students to try to define the underlined words using context clues in reference to the Brown v. Board of Education excerpts: compulsory, expenditures, plaintiffs, and sanctions.
  • After a couple of minutes, ask:

-   "What do these words mean and how did you determine the meaning?"

  • Listen for:

-   "Compulsory means required."

-   "Expenditures are expenses."

-   "The plaintiff of a case is the person who brings the court case against another person."

-   "Sanctions are penalties."

  • Clarify as needed; the strategies used to arrive at these definitions may vary.
  • Distribute Brown v. Board of Education text-dependent questions. Use the Close Reading Guide: Brown v. Board of Education excerpts (for teacher reference) to help you guide through their work with these text-dependent questions.
  • When 5 minutes remain in Work Time, pause students and refocus the whole group. Check for understanding, refocusing on specific questions you noted that were more difficult for students.
  • Consider collecting the text-dependent questions as a formative assessment.
  • Defining key academic vocabulary prior to re-reading the text helps all students better grasp the details of that text.

Closing & Assessments

Closing

A. Revisiting Learning Targets and Previewing Homework (5 minutes)

  • Debrief the learning target:

*   "I can use evidence from Brown v. Board of Education excerpts to support my understanding of the text and the desegregation of schools in the South."

  • Using Whip-around protocol, ask:

*   "What details from A Mighty Long Way provide evidence that separate is not equal, and that educational opportunity must be made equal by the court in Brown v. Board of Education?"

  • Listen for details outlining how educational experiences for Carlotta and other black students differed from those of their white peers.
  • Distribute A Mighty Long Way structured notes, Chapter 8, pages 141-162.   Read the focus question aloud, and remind students to use evidence from the text as they respond to the question.

Homework

HomeworkMeeting Students' Needs
  • Read Chapter 8, pages 141-162 in A Mighty Long Way and complete the structured notes.
  • Provide struggling learners with the supported structured notes for additional scaffolding as they read the memoir.

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