Twice Towards Justice- Chapter One

Name: Mrs. K. Gaines

​Date: January 8-10, 2024
Subject: English Language Arts
Topic: Chapter One: Teen as A Change Agent
Essential Question:“How do people effect social change?”

​Twice Towards Justice: Chapter One

OBJECTIVES

Learning Goals

·         Explain the role of epigraphs in developing understanding of Claudette Colvin: Twice Toward Justice. (RI.8.1, RI.8.5, W.8.10)

• Write one to two sentences that explain how the opening and chapter 1 epigraphs help build understanding of the core text.

·         Identify criteria for a research question. (W.8.7)

• Collaboratively generate a Research Question Criteria anchor chart.

·          STYLE AND CONVENTIONS DEEP DIVE

·         Explain the function of verbals. (L.8.1.a)

• Create a subtitle for verbals that conveys something about their importance.

WELCOME

Complete the short quiz related to the question below. Click on the link below.

·“What are some of the ways that people try to make the world a better place?” https://quizizz.com/join?gc=85001302

ESSENTIAL QUESTION

READ THE ESSENTIAL QUESTION ALOUD.

·“How do people effect social change?”

Multiple Choice

·        “How do people effect social change?”

identify the part of speech of the word effect in this Essential Question.

• verb
• adverb
• adjective
• noun

Multiple Choice

·“What kind of change is the Essential Question suggesting?”

• change that happens on a large scale, within communities or at the level of society. This is change that affects a large number of people, not just one or two people.

• A change in the political system
• change that contributes to improving or solving problems that affect a large number of people; change that makes the world a better place for many people.§ 

• All of the Above

"Teens As A Change Agent"

·         “Why might it be valuable to consider how teens create change?”​

Vocabulary

	Word	Meaning	Synonyms
motivation (n.)		The reason or cause that prompts someone to do something. The condition of being excited or passionate about what you are doing.	inspiration, incentive enthusiasm, drive

• Discuss

   “Reflect on your responses in relation to these definitions: what do you think motivates people to take these actions?” 

​Examine Epigraphs: WHOLE GROUP Distribute copies of Claudette Colvin: Twice Toward Justice.

Direct students to the opening epigraph, and read it aloud:

“Injustice anywhere is a threat to justice everywhere.” —Dr. Martin Luther King, Jr.

Draw

“Injustice anywhere is a threat to justice everywhere.” —Dr. Martin Luther King, Jr.

Draw a word from the epigraph that relates to the idea of change, and then conduct a choral read in which students join in only for their underlined word.

Multiple Choice

Direct students to the epigraph for chapter 1:

“I swear to the Lord / I still can’t see / Why Democracy means / Everybody but me.” —Langston Hughes

·         “How does this quote from Langston Hughes help you better understand what Martin Luther King, Jr. means by injustice?”

• The quote from Langston Hughes helps understand injustice by highlighting the feeling of exclusion and inequality.
• The quote from Langston Hughes helps understand injustice by highlighting the positive aspects of society.
• The quote from Langston Hughes helps understand injustice by emphasizing the benefits of democracy.
• The quote from Langston Hughes helps understand injustice by promoting equality and fairness.

Open Ended

Write a definition of injustice .

Multiple Choice

    “What do you think this text will be about based on these two epigraphs?”

“Injustice anywhere is a threat to justice everywhere.” —Dr. Martin Luther King, Jr.

&

“I swear to the Lord / I still can’t see / Why Democracy means / Everybody but me.” —Langston Hughes

• Justice and equality
• Freedom and liberty
• Love and compassion
• Injustice and democracy

Open Ended

·         “What text features do you notice in Claudette Colvin: Twice Toward Justice?”

​Read to Understand Claudette Colvin WHOLE GROUP
Read aloud the first paragraph of Claudette Colvin: Twice Toward Justice from “Claudette Colvin:
I was about four years old” to “I should never touch a white person again” (3).

Open Ended

·         “What do you notice and wonder about Claudette’s opening story?”

EXPECTED RESPONSE

§  I notice the injustice—Claudette is punished even though she did not do anything wrong.

§  I notice the intense emotions in this story—Claudette is humiliated and confused, the boys are cruel, and her mother and the white lady seem resigned.

§  I notice that the opening of the chapter is told from the first person point of view, which immediately draws the reader into the story.

§  I wonder why the white boy was not also punished and what made the boys act so cruelly.

§  I wonder why Claudette’s mother felt she had to slap Claudette and what the exchange between her mother and the white lady means.

§  I wonder who Claudette Colvin is, and why there is a whole book about her.

​READ

Read from “If, like Claudette Colvin, you grew up black in central Alabama” (3) to “or swim together in the same pool” (4).

Open Ended

 Stop and Jot, and ask:

·         “What do you notice and wonder about life during Jim Crow?”

​PURPOSE OFTHE TEXT BOX

Now direct students’ attention to the text box “Who Was Jim Crow?” at the bottom of page 4. Read the box aloud and ask:

Open Ended

  “How does this text box develop the information presented in the main text?”

EXPECTED RESPONSE

§  This text box gives more specific information about Jim Crow, and an explanation of where the term came from.

Multiple Choice

What is the meaning of "segregation"?

• Combining different groups of people based on certain characteristics
• Exclusion of a specific group of people based on certain characteristics
• Equal treatment of all groups of people without any discrimination
• Separation or isolation of a specific group of people based on certain characteristics

​READ

Read the remainder of chapter 1. Pause on each page to allow students look at the images, and pause on page 8 to allow students to read the text box “Montgomery: Transportation Pioneer” silently to themselves.

Open Ended

·         “What do you notice and wonder about Claudette Colvin: Twice Toward Justice?”

Open Ended

Direct students back to the final paragraph of chapter 1, from “One such student” to “social movements in U.S. history” and ask:

·         “What do you notice and wonder about Claudette Colvin?”

Open Ended

Have students return to their observations about the epigraphs from earlier in the lesson.

Ask:

·         “Now that you’ve read the opening of the book, what do you notice about the purpose of an epigraph? What role does it play in building your understanding of the text so far?”

​RESEARCH

·         “What does researchable mean?”

§  Researchable combines the two words research and able, so researchable probably means a question that has the ability to be researched.

Open Ended

§  How old was Claudette Colvin in 1955?

§  How did the segregation affect teens in the 1950s?

Have students Think-Pair-Share and ask:

·         “Which of these questions is researchable? Which is not? Why and why not?”

EXPECTED RESPONSE

§  The first question is not researchable; it is a straightforward question with a single answer. Once you find out Claudette’s age, then the question is answered.

§  The second question is researchable because it is a big question that can lead to a lot of different kinds of research and it is focused on a certain population (teens) and a certain time period (the 1950s).

QUESTIONS

§  What was life in Alabama during the 20th century like?

§  What was life like for black people between the ages of 12 and 13 in Montgomery on Nov. 10, 1955?

Multiple Choice

Select a definition of “justifiable” (9).

• Not capable of being justified
• Able to be shown to be right or reasonable
• Unreasonable or unjust
• Unable to be shown to be right or reasonable