Lesson 19. Introduction. Standards

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1 Lessn 19 Intrductin In this lessn, students analyze a sectin frm chapter 14 f The Autbigraphy f Malclm X, pages (frm In 1961, ur Natin flurished t Nthing that Mr. Muhammad ever said t me was mre prphetic ). In this passage, the authr recunts a perid during which the Natin f Islam was ding quite well in spite f Mr. Muhammad s deterirating health. Students fcus n the authr s structural chices in this passage. Student learning is assessed via a Quick Write at the end f the lessn: Analyze the effectiveness f the structure f pages Fr hmewrk, students cnduct a brief search int the March n Washingtn in preparatin fr the fllwing lessn s reading and discussin. Students als read chapter 15 and develp 2 3 discussin questins fcused n hw the structure f the text makes pints clear, cnvincing, and engaging. Standards Assessed Standard(s) RI Addressed Standard(s) W c Analyze and evaluate the effectiveness f the structure an authr uses in his r her expsitin r argument, including whether the structure makes pints clear, cnvincing, and engaging. Write infrmative/explanatry texts t examine and cnvey cmplex ideas, cncepts, and infrmatin clearly and accurately thrugh the effective selectin, rganizatin, and analysis f cntent. c. Use apprpriate and varied transitins and syntax t link the majr sectins f the text, create chesin, and clarify the relatinships amng cmplex ideas and cncepts. L a Determine r clarify the meaning f unknwn and multiple-meaning wrds and phrases based n grades reading and cntent, chsing flexibly frm a range f strategies. a. Use cntext (e.g., the verall meaning f a sentence, paragraph, r text; a wrd's psitin r functin in a sentence) as a clue t the meaning f a wrd r phrase. 1

2 Assessment Assessment(s) Student learning is assessed via a Quick Write at the end f the lessn. Students respnd t the fllwing prmpt, citing textual evidence t supprt analysis and inferences drawn frm the text. Analyze the effectiveness f the structure f pages High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Identify ne t tw structural chices in pages (e.g., the first five paragraphs f the passage summarize the success f the Natin f Islam in the year 1961; the final sentence f the passage, beginning with Nthing that Mr. Muhammad (p. 270) implies freshadwing). Discuss whether the structure f the stry n these pages effectively cnveys infrmatin (e.g., the authr writes, ur Natin flurished (p. 268) and then prvides an verview f hw it flurished; the chapter ends with freshadwing and therefre keeps the reader engaged in the text and its ideas). Vcabulary Vcabulary t prvide directly (will nt include extended instructin) prphetic (adj.) predictive; minus aggravated (v.) made wrse r mre severe Vcabulary t teach (may include direct wrd wrk and/r questins) flurished (v.) t be successful; prsper allt (v.) t distribute r parcel ut Additinal vcabulary t supprt English Language Learners (t prvide directly) climate (n.) the usual weather cnditins in a particular place r regin 2

3 Lessn Agenda/Overview Student-Facing Agenda Standards & Text: % f Lessn Standards: RI , W c, L a Text: The Autbigraphy f Malclm X as tld t Alex Haley, Chapter 14, pages Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Reading and Discussin 4. Quick Write 5. Clsing 1. 10% 2. 15% 3. 55% 4. 15% 5. 5% Materials Student cpies f the 12.1 Cmmn Cre Learning Standards Tl (refer t Lessn 1) (ptinal) Student cpies f the Shrt Respnse Rubric and Checklist (refer t Lessn 1) Learning Sequence Hw t Use the Learning Sequence Symbl Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. n symbl Plain text indicates teacher actin. Bld text indicates questins fr the teacher t ask students. Italicized text indicates a vcabulary wrd. Indicates student actin(s). Indicates pssible student respnse(s) t teacher questins. Indicates instructinal ntes fr the teacher. 3

4 Activity 1: Intrductin f Lessn Agenda 10% Begin by reviewing the lessn agenda and the assessed standard fr this lessn: RI In this lessn, students wrk in pairs t read and analyze pages f The Autbigraphy f Malclm X (frm In 1961, ur Natin flurished t Nthing that Mr. Muhammad ever said t me was mre prphetic ). Instruct students t pay particular attentin t the structure f this sectin f text. Students lk at the agenda. Differentiatin Cnsideratin: If students are using the 12.1 Cmmn Cre Learning Standards Tl, instruct them t refer t it fr this prtin f the lessn. Pst r prject standards W c and W c. Instruct students t fcus n W c and talk in pairs abut hw the standard applies t their writing. Lead a brief discussin abut the standard. Ask students the fllwing questin: Hw des standard W c cmpare t standard W c? Hw d the standards differ? Student respnses shuld include: Standard W c requires students t use apprpriate transitins and sentence structures t link ideas, cncepts, and sectins f the essay. Similarly, standard W c requires students t use apprpriate structures t sequence events s they build upn ne anther t create a chesive stry. Bth standards are abut cnnecting sectins f the essay. Standard W c is abut using linking wrds and sentence structures, whereas standard W c is abut cnnecting and rganizing whle sectins f the text. Students were intrduced t W c in the previus lessn. Activity 2: Hmewrk Accuntability 15% Instruct students t take ut their respnses t the previus lessn s hmewrk assignment. (Read and anntate the remainder f chapter 14 in The Autbigraphy f Malclm X, pages (frm Anyne wh has listened t me will have t agree t Nthing that Mr. Muhammad ever said t me was mre prphetic ). Develp 2 3 discussin questins fcused n hw the structure f the text makes pints clear, cnvincing, and engaging (RI ). Prepare pssible answers t yur questins fr discussin.) Instruct students t talk in pairs abut questins they develped fr hmewrk, specifically analyzing the structure f these pages (RI ). Student questins may include: 4

5 Hw des the authr present the infrmatin abut Black agents sent t infiltrate the Natin f Islam (p. 263)? What effect des this presentatin have n the reader? The authr writes, Black agents were sent t infiltrate us and that there s n way t knw wh was a spy and wh was nt (p. 263). This suggestin creates cnfusin fr the reader abut whm and whm nt t trust. Hw des the first paragraph in this passage ( Anyne wh has listened t me will (p. 251)) cnnect t the last tw paragraphs in this passage ( Nthing Mr. Muhammad ever said t me (p. 270))? The first and last paragraphs f this passage are related because they bth deal with Malclm X s public persna and his taking credit fr fame. He begins by stating, I never tried t take any credit fr myself (p. 251) and ends with Mr. Muhammad telling him that usually peple get jealus f public figures (p. 270). These paragraphs shw that althugh Malclm X was humble, he had a pwerful public presence. If student discussin is rich, text-dependent, and building tward the assessment prmpt, cnsider extending the discussins beynd the alltted time. Then lead a brief, whle-class discussin using any additinal Reading and Discussin questins necessary t ensure students are prepared fr the assessment. (Key questins are marked with an asterisk*.) Activity 3: Reading and Discussin 55% Instruct students t frm pairs. Pst r prject each set f questins belw fr students t discuss. Instruct students t cntinue t anntate the text as they read and discuss. If necessary t supprt cmprehensin and fluency, cnsider using a masterful reading f the fcus excerpt fr the lessn. Instruct student pairs t read pages (frm In 1961, ur Natin flurished t Akbar als has brken with his father ) and answer the fllwing questins befre sharing ut with the class. Differentiatin Cnsideratin: Cnsider psting r prjecting the fllwing guiding questin t supprt students in their reading thrughut the lessn: Hw is this part f the text structured (r rganized)? What effect des the structure have n the ideas in the text? T what effect des the authr use the wrd Natin instead f Natin f Islam (p. 268)? 5

6 When the authr writes, ur Natin flurished (p. 268) he is referring t the Natin f Islam, but by simply writing ur Natin, the effect is that it sunds as thugh the Natin f Islam is establishing a natin separate frm the United States. The effect is als that this phrasing recalls the Natin f Islam s push fr separatin. Hw did [the] Natin flurish[] (p. 268)? What des the wrd flurished mean in this cntext? The authr describes hw significantly the Natin f Islam is grwing. Fr example, There was a sharp climb in the number f Muslim-wned small businesses (p. 268) and Mr. Muhammad s eight children nw were all deeply invlved in key capacities in the Natin f Islam (p. 269). Based n this infrmatin, flurished means t grw and d well. Cnsider drawing students attentin t their applicatin f standard L a thrugh the prcess f determining the meaning f wrds thrugh cntext. What ideas might prmpt Malclm X t argue fr keeping black mney within the black cmmunities (p. 268)? It is imprtant t Malclm X t keep black mney within black cmmunities (p. 268) because the Natin f Islam is pushing fr separatin frm the white man and independence frm white sciety. As Malclm X claims earlier in chapter 14, We want separatin (p. 250). *What des the authr cmmunicate abut the Natin f Islam in the first five paragraphs f this passage (frm In 1961, ur Natin flurished (p. 268) t Akbar als has brken with his father (p. 269))? The first five paragraphs f this passage serve t summarize the key events in the flurishing success f the Natin f Islam during the year 1961 and prvide a brief glimpse int the future f the rganizatin. Thrugh this summary, the authr demnstrates nt nly hw the Natin f Islam flurished but he als fretells f ther members leaving the Natin. Lead a brief whle-class discussin f student respnses. Instruct student pairs t read pages (frm I believe that it was t strenuus t Nthing that Mr. Muhammad ever said t me was mre prphetic ) and answer the fllwing questins befre sharing ut with the class. Prvide students with the fllwing definitins: prphetic means predictive; minus and aggravated means made wrse r mre severe. 6

7 Students may be familiar with sme f these wrds. Cnsider asking students t vlunteer definitins befre prviding them t the class. Students write the definitins f prphetic and aggravated n their cpies f the text r in a vcabulary jurnal. Differentiatin Cnsideratin: Cnsider prviding students with the fllwing definitin: climate means the usual weather cnditins in a particular place r regin. Students write the definitin f climate n their cpies f the text r in a vcabulary jurnal. Why were peple disappinted t have t hear Malclm X speak (p. 270)? Peple were disappinted t have t hear Malclm X r ther pr substitutes fr Mr. Muhammad because Mr. Muhammad is wh they wanted t hear. Instead f hearing the real leader f the Natin f Islam, they had t listen t a substitute. *What effect des Mr. Muhammad s mve t Phenix have n the Natin f Islam (p. 270)? Student respnses may include: Mr. Muhammad cannt allt as much time as previusly t the daily upkeep f the Natin f Islam public speaking, fr instance, and televisin requests (p. 270). Hwever, in spite f his drawing back, the Natin was expanded bth internally and externally (p. 270). Mr. Muhammad was becming less f a public figure, but the grwth f the rganizatin was nt impacted. Mr. Muhammad tld Malclm X t make the decisins fr the rganizatin (p. 270). Mr. Muhammad gives Malclm X mre pwer as a leader in the rganizatin. Cnsider the sentence that begins Mr. Muhammad simply culd n lnger allt as much time as previusly (p. 270). What wrd can replace allt and maintain the riginal sentence s meaning? The wrds give r dedicate culd replace allt and the sentence wuld cnvey the same meaning. Therefre, allt must mean t give, divide, r dedicate. Cnsider drawing students attentin t their applicatin f standard L a thrugh the prcess f determining the meaning f wrds thrugh cntext. Why des Mr. Muhammad want Malclm X t becme well knwn (p. 270)? What des this phrase suggest abut Mr. Muhammad s character? Mr. Muhammad wants Malclm X t becme well knwn because, as he states, if yu are well knwn, it will make me better knwn (p. 270). This phrase suggests that Mr. Muhammad 7

8 cares mre abut himself than abut Malclm X, and that he may be mre cncerned with persnal fame than with the larger success f the Natin f Islam. Differentiatin Cnsideratin: If students struggle t make inferences, cnsider asking the fllwing scafflding questin. Malclm X accepts withut questin the fllwing statement frm Mr. Muhammad t him: if yu are well knwn, it will make me better knwn (p. 70). What des Malclm X s acceptance f this statement imply abut his relatinship with Mr. Muhammad? The fact that Malclm X des nt questin Mr. Muhammad when he states, if yu are well knwn, it will make me better knwn (p. 270), implies that he is still cmpletely subrdinate t and unquestining f Mr. Muhammad, even when Mr. Muhammad says smething selfish. *What des the last sentence f this chapter suggest abut the next chapter in Malclm X s life, beginning with Nthing that Mr. Muhammad ever said (p. 270)? The last sentence f this passage suggests that Mr. Muhammad is crrect that peple will becme jealus (p. 270) f Malclm X and that the reader will find ut hw this jealusy unflds in the fllwing chapters. Lead a brief whle-class discussin f student respnses. Activity 4: Quick Write 15% Instruct students t respnd briefly in writing t the fllwing prmpt: Analyze the effectiveness f the structure f pages Instruct students t lk at their anntatins t find evidence. Ask students t use this lessn s vcabulary wherever pssible in their written respnses. Remind students t fcus n using apprpriate and varied transitins and syntax t clarify the relatinships amng cmplex ideas and cncepts. Remind students t use the Shrt Respnse Rubric and Checklist t guide their written respnses. Students listen and read the Quick Write prmpt. Display the prmpt fr students t see, r prvide the prmpt in hard cpy. Transitin t the independent Quick Write. Students independently answer the prmpt using evidence frm the text. See the High Perfrmance Respnse at the beginning f this lessn. 8

9 Activity 5: Clsing 5% Display and distribute the hmewrk assignment. Fr hmewrk, instruct students t cnduct a brief search int the March n Washingtn. Instruct students t write dwn three details they learn abut the March. Additinally, instruct students t read and anntate pages f The Autbigraphy f Malclm X and develp 2 3 discussin questins fcused n hw the structure f the text makes pints clear, cnvincing, and engaging (RI ). Instruct students t prepare pssible answers t their questins fr discussin. Students fllw alng. Fr Accuntable Independent Writing hmewrk, instruct students t cntinue drafting their persnal narratives. Students may cntinue the draft they have been wrking n r chse t respnd t a new Cmmn Applicatin prmpt that better allws them t fulfill their statements f purpse. Remind students t fcus n using a variety f techniques t sequence events s that they build n ne anther t create a cherent whle and build tward a particular tne and utcme (e.g., a sense f mystery, suspense, grwth, r reslutin). Students may pst their drafts t the class s nline writing cmmunity and be paired fr peer review. Remind peer reviewers t cnsider hw effectively their peer uses a variety f techniques t sequence events s that they build n ne anther t create a cherent whle and build tward a particular tne and utcme (e.g., a sense f mystery, suspense, grwth, r reslutin). Cnsider establishing new peer review pairs, different frm thse established in Lessn 14, s that students can benefit frm a reviewer with fresh eyes. Cnsider maintaining the same peer review pairs thrugh Lessn 24 s that students can prvide and receive cnsistent feedback frm a peer familiar with their wrk in relatin t W c. Hmewrk Cnduct a brief search int the March n Washingtn, and write dwn three details yu learn abut the March. Additinally, read and anntate pages f The Autbigraphy f Malclm X and develp 2 3 discussin questins fcused n hw the structure f the text makes pints clear, cnvincing, and engaging (RI ). Prepare pssible answers t yur questins fr discussin. 9

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