Tuesday Feb 20

Objectives:
● Students will create a written response to a Blast from StudySync reflecting on
their thoughts over Martin Luther King, Jr., and the Civil Rights movement
● Students will be comprehend the “I Have a Dream” Speech by Martin Luther
King, Jr.
● Students will analyze the different literary elements that King uses in his speech
● Students will write an essay on the different ways in which those literary
elements affect the speech
Procedures:
● The teacher will bring up the Civil Rights Blast on StudySync and have students
participate
● The teacher will display the vocabulary words for the lesson segment on the
board and have students take note on them
● The teacher will pass out individual copies of Martin Luther King, Jr.’s speech
● The teacher will pass out a chart for students to put examples of the literary
elements present in King’s speech
● The teacher will play the video of King’s speech for students
● The teacher will ask students to take notes of things they find, don’t understand,
or just find interesting on their chart
● The teacher will then have students work in small groups to find the literary
elements and their meaning
● With the time left, the teacher will have students begin compiling the information
from their chart into an essay on their chromebooks
Modifications:
● Co-teachers moving about the room helping students to get the assignments
understood and performed properly
● Reading aloud the worksheets directions
● Providing the page and paragraph numbers for where students can find
supplement to their answers
● Students will be using ChromeBooks instead of having to use their own
handwriting, pencils, or paper
● Students will be provided with an audio, video, and physical copy of King’s
speech
Assessments:
● Formative- Students will be completing a chart of the literary devices used in
King’s speech for a completion grade
● Summative- Students will be starting their essay over King’s speech worth 30
points based on a rubric
Wednesday Feb 21
Objectives:
● Students will be comprehend the “I Have a Dream” Speech by Martin Luther
King, Jr.
● Students will analyze the different literary elements that King uses in his speech
● Students will write an essay on the different ways in which those literary
elements affect the speech
● Students will analyze the ways in which the allusion to Abraham Lincoln’s
“Gettysburg Address” affects and ties into King’s speech
Procedures:
● The teacher will pass out the students charts back to them
● The teacher teacher will pass back the hard copy of King’s speech
● The teacher will pass out the hard copy of Lincoln’s speech
● The teacher will play the audio reading of Lincoln’s speech
● The teacher will explain the new directions for including the analysis of the
“Gettysburg Address” with King’s speech
● The teacher will then give students the rest of the period to complete their essay
with the new information given
Modifications:
● Co-teachers moving about the room helping students to get the assignments
understood and performed properly
● Reading aloud the worksheets directions
● Providing the page and paragraph numbers for where students can find
supplement to their answers
● Students will be using ChromeBooks instead of having to use their own
handwriting, pencils, or paper
● Students will be provided with an audio, video, and physical copy of King’s
speech
● Students will be provided an audio and hard copy of Lincoln’s speech
Assessments:
● Summative- Students will be starting their essay over King’s speech worth 30
points based on a rubric. Students will also be including their analysis of Lincoln’s
speech for another 10 points

Thursday Feb., 22
Objectives:
● Students will read and comprehend an excerpt from Martin Luther King, Jr.’s
book, ​Stride Toward Freedom: The Montgomery Story
 ● Students will respond to five comprehension questions over the excerpt of the
novel
● Students will respond to one of three essay prompts over ​Stride Toward
Freedom: The Montgomery Story
Procedures:
● The teacher will have students get out their ChromeBooks and log onto
StudySync
● The teacher will then read aloud the excerpt from King’s novel
● The teacher will then read aloud the comprehension questions over the excerpt
● The teacher will then read aloud the essay prompts and explain the directions
and rubric to the students
● The teacher will then allow students the rest of the class period to work on their
questions and essays
Modifications:
● Having the excerpt, questions, and essay prompts read aloud to the classes
instead of reading it on their own
● Co-teachers moving about the room helping students to get the assignments
understood and performed properly
● Provided charts for putting the parts of an essay together
Assessments:
● Formative- Students will be answering comprehension questions based on the
excerpt from King’s novel
● Summative: Students will complete an essay based on King’s excerpt for a total
of 20 points

Friday Feb., 23
Objectives:
● Students will read and comprehend an excerpt from Martin Luther King, Jr.’s
book, ​Stride Toward Freedom: The Montgomery Story
● Students will respond to five comprehension questions over the excerpt of the
novel
● Students will respond to one of three essay prompts over ​Stride Toward
Freedom: The Montgomery Story
Procedures:
● The teacher will have students get out their ChromeBooks and log onto
StudySync
● The teacher will then read aloud the essay prompts and explain the directions
and rubric to the students
 ● The teacher will then allow students the rest of the class period to work on their
questions and essays
Modifications:
● Having the excerpt, questions, and essay prompts read aloud to the classes
instead of reading it on their own
● Co-teachers moving about the room helping students to get the assignments
understood and performed properly
● Provided charts for putting the parts of an essay together
Assessments:
● Formative- Students will be answering comprehension questions based on the
excerpt from King’s novel
● Summative: Students will complete an essay based on King’s excerpt for a total
of 20 points

Academic Language Used Throughout:

Literary Devices​-a technique a writer uses to produce a special effect in their writing.
Allusion​-a figure of speech whereby the author refers to a subject matter such as a
place, event, or literary work by way of a passing reference.
Simile​-Similes are one of the most commonly used literary devices; referring to the
practice of drawing parallels or comparisons between two unrelated and dissimilar
things, people, beings, places and concepts; often using “like” or “as”
Anaphora​-The deliberate repetition of the first part of the sentence in order to achieve
an artistic effect
Metaphor​- A comparison between two things that are unrelated, but which share some
common characteristics.

Standards Met:
CCSS.ELA-LITERACY.W.8.2
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.
CCSS.ELA-LITERACY.W.8.4

Produce clear and coherent writing in which the development, organization,

and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-LITERACY.W.8.5
With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on how well purpose and audience have been
addressed. (Editing for conventions should demonstrate command of
Language standards 1-3 up to and including grade 8 ​here​.)

CCSS.ELA-LITERACY.W.8.6

Use technology, including the Internet, to produce and publish writing and
present the relationships between information and ideas efficiently as well as
to interact and collaborate with others.

CCSS.ELA-LITERACY.W.8.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.