Untitled Lesson

By Dr. Mary McLeod Bethune

10

Focus
Lesson

What Does American Democracy Mean to Me?

What Does American

Democracy Mean to Me?

Option 1: Benchmark-Aligned Escape Room & Central
Idea Development

4 Days

Option 1

12

Lesson 4 Notes

Lesson

Benchmark

Content / Purpose

Lesson 4
4 Days

Text 2: “What Does American

Democracy Mean To Me?”

R.2.1
R.2.2
R.2.3
R.2.4
R.3.4
V.1.2
V.1.3

Purpose & Gradual Release: There are two choice options provided with resources to support instructional lesson delivery:
Lesson 4, (Option 1) A Benchmark Aligned Escape Room in the form of an escape room focused on the spotlighted benchmarks
using the text “Mary McLeod Bethune’s Address What Does American Democracy Mean to Me?” followed by central idea
development or Lesson 5,(Option 2) Read the informational text “Mary McLeod Bethune’s Address What Does American
Democracy Mean to Me?” independently or guided with the provided spotlight benchmark-aligned questions and central ideas
development. Then followed up with a collaborative discussion/benchmark review of choice in lesson 6.

Instructional/ Engagement Strategies:

●Vocabulary Routines: Semantic gradients

●Comprehension Strategies: Background Check, 2$ Summary

●Benchmark aligned Digital Escape Room

●Think-Pair-Share with Accountable Talk Stems

Learning Targets to Monitor:

●Read and comprehend grade-level complex texts proficiently. (EE.2.1)

●Analyze how individual text sections and/or features convey a purpose and/or meaning in texts. (R.2.1)

●Analyze two or more central ideas and their development throughout a text. (R.2.2)

●Explain how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.
(R.2.3)

●Analyzing the types of reasoning used and their effectiveness, identifying ways in which the argument could be
improved. (R.2.4)

●Explain how an author uses rhetorical devices to support or advance an appeal. (R.3.4)

Benchmark Formative Data:

●R.2.1, 2.3, 2.4, 3.4 Benchmark aligned multiple choice questions

●R.2.2 Central Ideas development table match

Teacher-Led Small Group Opportunities:

●When students have been released to work collaboratively during the summarizing of the meaning, teachers can
choose to provide more direct remediation by pulling a teacher-led small group to support any of the skills practiced
with the text.

Teacher Materials:

Student Resources:

Teacher

ONLY Slide

How it Feels to Be Colored Me

13

How will we deliver instruction and facilitate learning to meet the demands of the standard/benchmark?

Lesson Segment

Lesson Segment Overview (4 Days)

Day 1-2
(45-50 Min)

Escape Room:

Station 1

●Vocabulary Routines (5 min)

●Spotlighted Benchmarks: Essential Vocabulary review (2 min)

●Escape Room Rules and Procedures (3 min)

●Station 1: Background and first read within the Escape Room

Day 3
(45-50 Min)

Escape Room:

Stations 2-3

●Station 2-3: Independently process the purpose & perspective and Rhetoric mini lessons and
activities within the Escape Room

Day 4
(45-50 Min)

Escape Room:

Station 4

●Station 4: Benchmark Checkpoint to Escape! and complete the Central Idea and development
notetaker

●Write a central idea statement that is developed in “What Does American Democracy Mean to Me?”
using up to 20 words. (R.2.2)

●Formative Assessment Opportunity: R.2.2 Central Ideas Exit Ticket (Table Match)

Lesson 4 Suggested Pacing

Teacher

ONLY Slide

How it Feels to Be Colored Me

14

How it Feels to Be Colored Me

Teacher

ONLY Slide

Anchor Charts for Learning

15

Lesson Benchmarks:

Lesson Benchmarks:

Spotlight Benchmarks
❏

ELA.8.R.2.1: Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.

❏

ELA.8.R.2.2: Analyze two or more central ideas and their development throughout a text.

❏

ELA.8.R.2.3: Explain how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative
language.

❏

ELA.8.R.2.4: Track the development of an argument, analyzing the types of reasoning used and their effectiveness,
identifying ways in which the argument could be improved.

❏

ELA.8.R.3.1: Analyze how figurative language contributes to meaning and explain examples of symbolism in text(s).

❏

ELA.8.R.3.4: Explain how an author uses rhetorical devices to support or advance an appeal.

❏

ELA.8.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in
grade-level content.

❏

ELA.8.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or
background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to
grade level.

Supporting Benchmarks
❏

ELA.8.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

❏

ELA.8.R.3.2 Paraphrase content from grade-level texts.

16

By Dr. Mary Mcleod Bethune

LESSON 4

LESSON 5

LESSON 6

Focus
Lesson

Productive
Group Work

Independent

Learning

Guided

Instruction

Facilitate a

benchmark-aligned
Escape Room that

begins with mini lessons

that review essential

vocabulary for the

spotlighted benchmarks
followed by central idea

development and the
benchmark checkpoint
(R.2.1, R.2.2, R.2.3, R.2.4,

R.3.4, V.1.2, V.1.3)

Facilitate a review of the

essential vocabulary,
independent student
processing of the text
using the SOAPSTONE
strategy, followed by

central idea development
with benchmark-aligned

questions

(R.2.1, R.2.2, R.2.3, R.2.4,

R.3.4, V.1.2, V.1.3)

Benchmark Checkpoint

and Collaborative

Review of the

benchmark application

with the reading

informational text AND
comparative reading

skills.

(R.2.1, R.2.2, R.2.3, R.2.4,

R.3.4, V.1.2)

17

5

Access the Escape Room “What Does American
Democracy Mean to Me?”Student Interactive Notetaker
AND student Copy of the Background Check

4

1

Station 2-3: Independently process the
purpose & perspective and Rhetoric mini
lessons and activities within the Escape
Room

Station 4: Benchmark Checkpoint to Escape! and
complete the Central Idea and development
notetaker

3

Station 1: Background and first read
within the Escape Room

Option 1: Digital Escape
Room

2

Vocabulary Connection and
Background Check

18

Vocabulary Connections

A government is a system of order for a nation, state, or
another political unit. A government is responsible for
creating and enforcing the rules of a society, defense,
foreign affairs, the economy, and public services.

Focus
Lesson

What Does American Democracy Mean to Me?

This slide

has

animations!

19

monarchy

dictatorship

anarchy

oligarchy

democracy

What Does American Democracy Mean to Me?

most

intense

least

intense

anarchy

democracy

oligarchy

monarchy

dictatorshi

p

Focus
Lesson

Sorting Rationale:
➔

anarchy- the absence of government and absolute freedom of the individuals; A place where there are no
laws.

➔

democracy- a system in which the power is shared by all the people.

➔

oligarchy- a small group of people have control of a country.

➔

monarchy- a group, generally a family representing a dynasty, embodies the country's national identity and
its head, the monarch, exercises the role of sovereignty.

➔

dictatorship- one person, a leader, or a group of leaders, who hold governmental powers with few to no
limitations.

This slide

has

animations!

What Does American Democracy Mean to Me?

What do you already

know about American

Democracy from

personal or learning

experiences?

Directions: Write the
topic in the center of

the grid and then write

words, ideas, or

phrases associated
with the topic in the
box that matches the
first letter of word or

phrase.

American
Democracy

Take a moment and add

new information you

have learned on

American Democracy to
your background check.

In each box, add a word
or phrase that start with
at least one of the letters

in the box.

Fill in as many boxes as

you can in 3 minutes

This slide

has

animations!

20

Focus
Lesson

Don’t forget
your summary!

21

Give One, Get One

Swap ideas with a shoulder

partner.

Add new ideas to your

paper.

American
Democracy

Productive
Group Work

Independent

Learning

What Does American Democracy Mean to Me?

22

Spotlighted Benchmarks Review

ELA.8.R.2.4: Track the development of an argument, analyzing the types of
reasoning used and their effectiveness, identifying ways in which the argument
could be improved.

ELA.8.R.2.1 : Analyze how individual text sections and/or features convey a
purpose and/or meaning in texts.

ELA.8.R.2.2: Analyze two or more central ideas and their
development throughout a text.

ELA.8.R.2.3: Explain how an author establishes and achieves purpose(s)
through rhetorical appeals and/or figurative language.

ELA.8.R.3.4: Explain how an author uses rhetorical devices
to support or advance an appeal.

What Does American Democracy Mean to Me?

Focus
Lesson

23

Black History Fact

Bethune–Cookman University is a private historically black university in Daytona Beach, Florida. The Daytona Educational and Industrial Training School for Negro Girls
was founded by Mary McLeod Bethune in 1904. The school consisted of a two-story frame building owned by John Williams, a black carpenter. The rent was $11 per
month, but Dr. Bethune only had $1.50 to offer as down payment.

On October 4, 1904 the school opened with just five little girls whose parents paid the $0.50 per week tuition. Dr. Bethune scavenged the city dump heaps and refuse
piles of resort hotels for supplies and clothing for her students. Packing crates and boxes were used as furniture, upturned baskets served as chairs, and the little girls
slept on a cast-off double bed with a mattress of donated corn sacks that Dr. Bethune had sewn together and stuffed with Spanish moss. Groceries consisted of
donations from generous neighbors or were purchased from the proceeds of sweet potato pies baked by Dr. Bethune and sold to black railroad workers.

The school soon moved to the only available location, the city dump. Selling her famous sweet potato pies, Dr. Bethune was able to obtain the $5 down payment for the
property.

What Does American Democracy Mean to Me?

Option 1: Escape
Room

24

Background

First Read

STATION 1
STATION 2

Purpose & Perspective

Mini Lesson

Activity

STATION 3

Rhetoric

Mini Lesson

Activity

STATION 4

Benchmark Questions

Activity

Print this sheet for each
student to record their
codes for each station in

the Escape Room

2626

●

Complete each mini lesson and practice
activity to unlock the next station.

●

Record each code for the mini lesson and
activity on your the Student Recording
Sheet .

●

READ, READ, READ all of the directions and
information throughout each station.

What Does American Democracy Mean to Me?

Focus
Lesson

27

Escape Room

Process

What Does American Democracy Mean to Me?

Focus
Lesson

This slide

has

animations!

CAN YOU ESCAPE?

Your challenge:
-

Complete each mini lesson and practice activity to unlock the next
station.

-

Record each code for the mini lesson and activity on your the
Student Recording Sheet.

-

READ, READ, READ all of the directions and information throughout
each station.

If needed, unskip this

slide (and the next few)

and remove this shape for
a guided introduction into

the Escape Room

Review the

Mini Lessons
to help with
the practice

30

Optional Black History Month Screen Timer as students complete the ESCAPE
Room

What Does American Democracy Mean to Me?

Independent

Learning

This slide

has

animations!

31

You are so close to escaping!
You have diligently worked
your way through each of the

mini lessons and practice

activities to boost your

understanding and application

of the spotlight benchmarks.
Time to put it altogether by

dismantling the final

Benchmark Aligned Questions!

If you get stuck or need some
help, click the help button.

HELP?

What Does American Democracy Mean to Me?

Independent

Learning

$2

Summary

What is this strategy?
Students craft a summary statement of the text or segment
that synthesizes the important ideas. Each word is worth
$0.10, which means students must use no more than 20
words in their summary.

Why this strategy:
$2 Summary shows students how to discern the central
ideas in a text, ignoring irrelevant information, and how to
integrate additional ideas in a meaningful way in order to
create a retelling of the most important parts of a text in
their own words.

Examples:
The goal of using comprehension strategies is not
simply to use the strategy, but to support
comprehension of the text.

Harrison Bergeron

32

Teacher

ONLY Slide

$2 Summary

Write a central idea statement that is developed in What Does American Democracy Mean to Me?

_______________ _______________ _______________ _______________ _______________

(1) (2) (3)

(4)

(5)

_______________ _______________ _______________ _______________ _______________

(6) (7) (8)

(9)

(10)

_______________ _______________ _______________ _______________ _______________

(11) (12) (13)

(14)

(15)

_______________ _______________ _______________ _______________ _______________.

(16) (17) (18)

(19)

(20)

Write a central idea statement
that is developed in “What Does
American Democracy Mean to

Me?” using up to 20 words. (R.2.2)

33

ELA.8.R.2.2: Analyze two or more central ideas and their development throughout a text.

Independent

Learning

What Does American Democracy Mean to Me?

Part II: Central Idea and Development

Teacher-Led
Small Group
Opportunity

Teacher-Led
Small Group
Opportunity

3434

that supports your
central idea statement
and explain

3434

Teacher-Led
Small Group
Opportunity

35

This slide

has

animations!

Refer back to step 4

of stating the
central idea

Pay Attention to
the sections or
Features in the

Text

Determine the
Structure of the

Text

Identify

the

BIG IDEAS

Locate the Thesis
Statement in the

Text

Various types of support

could include an author’s
use of facts, definitions,
concrete details, and/or

quotations to develop the
central idea(s) in a text.

3636

Directions: Use the
central idea sentence

formula to craft a

central idea
statement.

Select 2-3 pieces of
evidence from the
text to support your

central idea
statement.

Scaffold: Central Idea Development (R.2.2)

3636

Teacher-Led
Small Group
Opportunity

Productive
Group Work

Guided

Instruction

Independent

Learning

What Does American Democracy Mean to Me?

37

Share your central idea sentence with a partner.

Compare and contrast your central idea and

evidences with your partner’s to determine how the

text lends itself to multiple ideas. (R.2.2)

Random name generator
tool to share out ideas

Productive
Group Work

2
min

Independent

Learning

What Does American Democracy Mean to Me?

Formative Assessment Opportunity:

38

What Does American Democracy Mean to Me?

exit ticket

exit ticket

39

Exit Ticket

Central Idea 1:

Spirituality is necessary to

create a functioning
democratic nation

Central Idea 2:

There is still work to be done

to create democracy in

America

Both Central Ideas

1.“But even these are only the first fruits of a rich
harvest, which will be reaped when new and wider
fields are opened to us.” (Paragraph 3)
A.

B.

C.

2.“For me, it is based on Christianity, in which we
confidently entrust our destiny as a people.”
(Paragraph 1)

A.

B.

C.

3.“Under God’s guidance in this great democracy, we
are rising out of the darkness of slavery into the light
of freedom.” (Paragraph 1)
A.

B.

C.

4.“Perhaps the greatest battle is before us, the fight for
a new America: fearless, free, united, morally
re-armed, in which 12 million Negroes, shoulder to
shoulder with their fellow Americans.” (Paragraph 6)

A.

B.

C.

5.““Democracy is for me, and for 12 million black
Americans, a goal towards which our nation is
marching. It is a dream and an ideal in whose
ultimate realization we have a deep and abiding
faith..” (Paragraph 1)

A.

B.

C.

Table Match: For each quote, select whether the sentence develops central idea 1, central idea 2, or both. (R.2.2)

Independent

Learning

What Does American Democracy Mean to Me?

exit ticket

exit ticket

We want to hear from you!

Complete the CRM Feedback Form
to provide feedback about a CRM
or any of the embedded resources.

Find a broken link?

Notice an error?

Want to share some positive praise?

41

Click the lesson slide to

advance ahead to the
engagement activity in

lesson 6!

What Does American Democracy Mean to Me?

Productive
Group Work

Option 2: Close Read & Central Idea Development

4 Days

Option 2

43

Lesson 5 Notes

Lesson

Benchmark

Content / Purpose

Lesson 5
4 Days

Text 2: “What Does American

Democracy Mean To Me?”

R.2.1
R.2.2
R.2.3
R.2.4
R3.1
R.3.4
V.1.2
V.1.3

Purpose & Gradual Release: There are two choice options provided with resources to support
instructional lesson delivery: Lesson 4, (Option 1) A Benchmark Aligned Escape Room in the form of an
escape room focused on the spotlighted benchmarks using the text “Mary McLeod Bethune’s Address
What Does American Democracy Mean to Me?” followed by central idea development or Lesson
5,(Option 2) Read the informational text “Mary McLeod Bethune’s Address What Does American
Democracy Mean to Me?” independently or guided with the provided spotlight benchmark-aligned
questions and central ideas development. Then followed up with a collaborative discussion/benchmark
review of choice in lesson 6.

Instructional/ Engagement Strategies:

●Vocabulary Routines: Semantic gradients

●Comprehension Strategies: Background Check, 2$ Summary

●Benchmark aligned Digital Escape Room

●Think-Pair-Share with Accountable Talk Stems

Learning Targets to Monitor:

●Read and comprehend grade-level complex texts proficiently. (EE.2.1)

●Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.
(R.2.1)

●Analyze two or more central ideas and their development throughout a text. (R.2.2)

●Explain how an author establishes and achieves purpose(s) through rhetorical appeals and/or
figurative language. (R.2.3)

●Analyzing the types of reasoning used and their effectiveness, identifying ways in which the
argument could be improved. (R.2.4)

●Explain how an author uses rhetorical devices to support or advance an appeal. (R.3.4)

Benchmark Formative Data:

●R.2.1, 2.3, 2.4, 3.4 Benchmark aligned multiple choice questions

●R.2.2 Central Ideas development table match

Teacher-Led Small Group Opportunities:

●When students have been released to work collaboratively during the summarizing of the
meaning, teachers can choose to provide more direct remediation by pulling a teacher-led small
group to support any of the skills practiced with the text.

Teacher Materials:

Student Resources:

Teacher

ONLY Slide

How it Feels to Be Colored Me

44

How will we deliver instruction and facilitate learning to meet the demands of the standard/benchmark?

Lesson Segment

Lesson Segment Overview (4 Days)

Day 1
(45-50 Min)

●Vocabulary Routines (5 min)

●Spotlighted Benchmarks: Essential Vocabulary review (2 min)

●Background Check

Day 2-3
(45-50 Min)

First Read

●Introduce the text and author(5 min)

●Black History Fact

●Silent Fluency Read (5-7 min)

●Introduce SOAPSTone Strategy

●Close Read 1: Annotations & collaborative processing (10 min)

●Comprehension Task: The Text say, I know, and so (5 min)

Day 4
(45-50 Min)

Central Ideas
Development

●Check for Understanding Benchmark questions (5 min)/ Placemat Consensus (5 min)

●Central Ideas Review (3-5 min)

●Practice analyzing for multiple central ideas (12-15 min)

Lesson 5 Suggested Pacing

Teacher

ONLY Slide

How it Feels to Be Colored Me

45

Lesson Benchmarks:

Spotlight Benchmarks
❏

ELA.8.R.2.1: Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.

❏

ELA.8.R.2.2: Analyze two or more central ideas and their development throughout a text.

❏

ELA.8.R.2.3: Explain how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative
language.

❏

ELA.8.R.2.4: Track the development of an argument, analyzing the types of reasoning used and their effectiveness,
identifying ways in which the argument could be improved.

❏

ELA.8.R.3.1: Analyze how figurative language contributes to meaning and explain examples of symbolism in text(s).

❏

ELA.8.R.3.4: Explain how an author uses rhetorical devices to support or advance an appeal.

❏

ELA.8.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in
grade-level content.

❏

ELA.8.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or
background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to
grade level.

Supporting Benchmarks
❏

ELA.8.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

❏

ELA.8.R.3.2 Paraphrase content from grade-level texts.

46

By Dr. Mary Mcleod Bethune

LESSON 4

LESSON 5

LESSON 6

Focus
Lesson

Productive
Group Work

Independent

Learning

Guided

Instruction

Facilitate a

benchmark-aligned
Escape Room that

begins with mini lessons

that review essential

vocabulary for the

spotlighted benchmarks
followed by central idea

development and the
benchmark checkpoint
(R.2.1, R.2.2, R.2.3/3.1,
R.2.4, R.3.4, V.1.2, V.1.3)

Facilitate a review of the

essential vocabulary,
independent student
processing of the text
using the SOAPSTone
strategy, followed by

central idea development
with benchmark-aligned

questions

(R.2.1, R.2.2, R.2.3/3.1,
R.2.4, R.3.4, V.1.2, V.1.3)

Benchmark Checkpoint

and Collaborative

Review of the

benchmark application

with the reading

informational text AND
comparative reading

skills.

(R.2.1, R.2.2, R.2.3, R.2.4,

R3.1, R.3.4, V.1.2)

47

4

Access the “What Does American Democracy
Mean to Me?”Student Interactive Notetaker
AND Student Copy of the Background Check

3

1

Part I: Independently process the
background and engage in the first
read process then complete the
SOAPSTone section of the notetaker

Part II: Central Idea and Development
($2 Summary and supporting evidence)
and R.2.2 Exit Ticket

2
Background Check, Review purpose &
perspective, and rhetoric mini lessons
(as needed)

Option 2: First Read &
SOAPSTone

48

Vocabulary Connections

A government is a system of order for a nation, state, or
another political unit. A government is responsible for
creating and enforcing the rules of a society, defense,
foreign affairs, the economy, and public services.

Focus
Lesson

What Does American Democracy Mean to Me?

This slide

has

animations!

49

monarchy

dictatorship

anarchy

oligarchy

democracy

What Does American Democracy Mean to Me?

most

intense

least

intense

anarchy

democracy

oligarchy

monarchy

dictatorshi

p

Focus
Lesson

Sorting Rationale:
➔

anarchy- the absence of government and absolute freedom of the individuals; A place where there are no
laws.

➔

democracy- a system in which the power is shared by all the people.

➔

oligarchy- a small group of people have control of a country.

➔

monarchy- a group, generally a family representing a dynasty, embodies the country's national identity and
its head, the monarch, exercises the role of sovereignty.

➔

dictatorship- one person, a leader, or a group of leaders, who hold governmental powers with few to no
limitations.

This slide

has

animations!

What Does American Democracy Mean to Me?

What do you already

know about American

Democracy from

personal or learning

experiences?

Directions: Write the
topic in the center of

the grid and then write

words, ideas, or

phrases associated
with the topic in the
box that matches the
first letter of word or

phrase.

American
Democracy

Take a moment and add

new information you

have learned on

American Democracy to
your background check.

In each box, add a word
or phrase that start with
at least one of the letters

in the box.

Fill in as many boxes as

you can in 3 minutes

This slide

has

animations!

50

Focus
Lesson

Don’t forget
your summary!

51

What Does American Democracy Mean to Me?

Give One, Get One

Swap ideas with a shoulder

partner.

Add new ideas to your

paper.

American
Democracy

Productive
Group Work

Independent

Learning

52

Spotlighted Benchmarks Review

ELA.8.R.2.4: Track the development of an argument, analyzing the types of
reasoning used and their effectiveness, identifying ways in which the argument
could be improved.

Focus
Lesson

ELA.8.R.2.1 : Analyze how individual text sections and/or features convey a
purpose and/or meaning in texts.

ELA.8.R.2.2: Analyze two or more central ideas and their
development throughout a text.

ELA.8.R.2.3: Explain how an author establishes and achieves purpose(s)
through rhetorical appeals and/or figurative language.

ELA.8.R.3.4: Explain how an author uses rhetorical devices
to support or advance an appeal.

What Does American Democracy Mean to Me?

53

Guided

Instruction

Productive
Group Work

What Does American Democracy Mean to Me?

What should we pay attention

to when we are reading an

informational text?

What does an

Informational text
analysis consist of?

54

Teacher-Led
Small Group
Opportunity

R.2.1, R.2.2,
R.2.3, R.3.4

● R.2.1 Analyzing Text Structures &

Features

● R.2.2 Analyzing Central Ideas

● R.2.3 & R.3.4 Analyzing Purpose through

Rhetorical Language

Teacher-Led
Small Group
Opportunity

Teacher

ONLY Slide

Click the links to navigate to

the planning and content
resources associated with

each benchmark.

The Close Read 1 slides can be

un-skipped and used to

facilitate a gradually released
Teacher-Led Small Group for

any of the benchmarks.

What Does American Democracy Mean to Me?

55

Teacher-Led
Small Group
Opportunity

R.2.1

Consider using these linked planning resources and

the content resources on the next slide to provide
differentiated instruction for students who need

additional support with R.2.1 Analyzing Text

Structures & Features.

Teacher-Led
Small Group
Opportunity

Teacher

ONLY Slide

What Does American Democracy Mean to Me?

Teacher-Led
Small Group
Opportunity

Scaffolded Benchmark Questions

These question stems can

be used to provide

scaffolded questioning to

build students up to
answering the at-level

benchmark questions for

students needing

additional support with

R.2.1 Analyzing Text

Structures & Features

56

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ONLY Slide

What Does American Democracy Mean to Me?

57

Chronologically
Compare/Contra

st
Cause/Effect

Problem/Solution

Description

First→ Then→

After→…

Effect #1

vs.

Effect #2

As a result of …

If, then

Problem

Solution #1
Solution #2

Looks like, sounds like,

smells like,
feels like …

Text that is written in a

sequence or order of time.

Focuses on how items,
events, or people are

similar through

comparison and how

items, events, or people

are different through

contrast.

Aims to show the

relationship between two
or more events or ideas.

Presents a problem and

then offers several

solutions that address the

problem.

Paints a visual image of

ideas and events within the
text using Imagery and/or

figurative language.

Organizational Text Structures

Teacher-Led
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What Does American Democracy Mean to Me?

Focus
Lesson

58

Benchmark Goal: Connecting the Vocab

Adolf Hitler

1.Determine the text features (headings,
captions, photographs, illustrations, charts…) in
text(s).

Example: The text features of ___ and ___
are used in the text.

2.Explain how text sections and/or text features convey
meaning or purpose in a text.

Example: The lines in paragraph __ convey meaning
by showing how ____.

The purpose for using (text feature) is to_________.

3.Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.
Example:
○The author’s use of (text feature) and (text feature) convey meaning in the text by _______.

○The author’s purpose for including paragraphs __ through __ is to _____________.

R.2.1

This slide

has

animations!

Teacher-Led
Small Group
Opportunity
What Does American Democracy Mean to Me?

Focus
Lesson

59

Teacher-Led
Small Group
Opportunity

R.2.2

Consider using these linked planning resources and

the content resources on the next slide to provide
differentiated instruction for students who need
additional support with R.2.2 Analyzing Central

Ideas.

Teacher-Led
Small Group
Opportunity

Teacher

ONLY Slide

What Does American Democracy Mean to Me?

Teacher-Led
Small Group
Opportunity

Scaffolded Benchmark Questions

These question stems can

be used to provide

scaffolded questioning to

build students up to
answering the at-level

benchmark questions for

students needing

additional support with
R.2.2 Analyzing Central

Ideas.

60

Teacher

ONLY Slide

What Does American Democracy Mean to Me?

61

Benchmark Goal: Connecting the Vocab

Elie Wiesel
R.2.2

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has

animations!

1.

Determine the central ideas that are in a text.

Example: The central ideas ________ and
________ are both developed over the
course of the text.

2.

Explain how each central idea is developed over
the course of the text.

Example: The author of the article develops the
central ideas of ____ and ___ by using
supports like _____ and _____.

3.

Analyze two or more central ideas and their development throughout a text.

Example: The central ideas of _____ and_______ are developed throughout the text by
using _____, ______, and text ________ to enhance the reader’s understanding.

Teacher-Led
Small Group
Opportunity
What Does American Democracy Mean to Me?

Focus
Lesson

62

This slide

has

animations!

Refer back to step 4

of stating the
central idea

Pay Attention to
the sections or
Features in the

Text

Determine the
Structure of the

Text

Identify

the

BIG IDEAS

Locate the Thesis
Statement in the

Text

Various types of support

could include an author’s
use of facts, definitions,
concrete details, and/or

quotations to develop the
central idea(s) in a text.

63

Teacher-Led
Small Group
Opportunity

R.2.3 & R.3.4

Consider using these linked planning resources and

the content resources on the next slide to provide
differentiated instruction for students who need
additional support with R.2.3 & R.3.4 Analyzing

Purpose through Rhetorical Language.

Teacher-Led
Small Group
Opportunity

Teacher

ONLY Slide

What Does American Democracy Mean to Me?

Teacher-Led
Small Group
Opportunity

Scaffolded Benchmark Questions

These question stems can

be used to provide

scaffolded questioning to

build students up to
answering the at-level

benchmark questions for

students needing

additional support with
R.2.3 & R.3.4 Analyzing

Purpose through

Rhetorical Language.

64

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ONLY Slide

What Does American Democracy Mean to Me?

65

Benchmark Goal: Connecting the Vocab

Step 3: Explain how the languageestablishes and achieves the purpose.

Ex: The author (establishes/achieves) their purpose ____ by using ____.

Step 1: Determine the author’s
purpose in a text.

Ex: To (explain, argue, etc.) ___

Step 2: Determine the author’s choices for use of
language, including figurative language, and/or
use of appeals to make that purpose clear.

Ex: The author uses (similes, metaphors,
personification, allusions, imagery, etc) to
appeal to the reader’s (logic, emotions,
credibility) about ____.

This slide

has

animations!

Teacher-Led
Small Group
Opportunity

R.2.3

What Does American Democracy Mean to Me?

Focus
Lesson

66

Determine the author’s purpose in a text

If the author’s purpose is to

inform, they may do the

following:

If the author’s purpose is to
entertain, they may do the

following:

●Tell a story that
captivates the reader

●Include interesting
details that engage the
reader

●Write in a humorous or
suspenseful style

If the author’s purpose is to
persuade, they may do the

following:

●Present their opinion or
perspective on a topic

●Use reason and logic to
convince the reader

●Use powerful language
that inspires emotion or
other reactions

●Include factual
information or statistics

●Provide quotes from
experts

●Explain the steps in a
process or procedure

Teacher-Led
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What Does American Democracy Mean to Me?

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Lesson

67

Rhetorical Appeals

An appeal to emotion

An appeal to logic or

reason.

An appeal to credibility,

ethics, or moral principles.

Ethos

Logos

Pathos

Examples:

-using statistics

-logical reasoning
techniques

Examples:

-Citing credible sources

-Explaining their expertise

-Calling to question what is
“right” or “wrong”

Examples:

-Language used to evoke
strong emotions from the
audience.

This slide

has

animations!

Teacher-Led
Small Group
Opportunity

Teacher-Led
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Opportunity

What Does American Democracy Mean to Me?

Focus
Lesson

Teacher-Led
Small Group
Opportunity

Teacher

ONLY Slide

R.3.4 Focus Lesson:

Detecting Irony, Antithesis,

& Zeugma
Note: Consider only
reviewing/reteaching
the particular pieces

that students are
struggling with.

Teacher-Led
Small Group
Opportunity

R.3.4

68

What Does American Democracy Mean to Me?

69

Analyzing for Rhetoric:

R.3.4: Explain how an
author uses rhetorical
devices to support or
advance an appeal.

This includes all

figurative language plus
irony, antithesis, zeugma
and rhetorical questions.

How are the author’s

rhetorical appeals suited to
his/her audience purpose?

How do rhetorical devices

provide clarity and emphasis?

How does each rhetorical
devicesupport or advance

the author’s appeal?

This slide

has

animations!

Teacher-Led
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Opportunity
What Does American Democracy Mean to Me?

Focus
Lesson

ELA.8.R.3.4 Explain how an author uses rhetorical devices to support or advance an appeal.

Rhetorical Questions

Irony

Zeugma

Antithesis

a statement made in the form of a
question with no expectation of an
answer.

the use of words to express
something other than, and especially
the opposite of, the literal meaning
(irony)

the use of a word to modify or
govern two or more words usually
in such a manner that
it applies to each in a different
sense or makes sense with only
one

It highlights the stark difference
between opposing ideas by placing
them side-by-side in exactly the
same structure.

“Are you kidding me?”

Verbal: Whenever a speaker or
narrator tells us something that differs
from what they mean, what they
intend, or what the situation requires
Dramatic: The audience/reader
knows more about the story than one
or more characters.
Situational: The outcome is the
opposite or completely different from
what was expected

“Miss Bolo...went home in a flood

of tears and a sedan chair.”

“where he picked up the name

Jesse and ran, for the sheer love of

running, in streets and
alleys.”(Jesse Owens ..)

“it was the season of Light, it was

the season of Darkness”

Click to reveal content

Click to reveal content

Click to reveal content

Click to reveal content

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has

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Teacher-Led
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Opportunity

He carried a strobe light and responsibility.

What Does American Democracy Mean to Me?

Focus
Lesson

71

Mary McLeod
Bethune

About the author:

Dr. Mary McLeod- Bethune was
Born on July 10, 1875 in Mayesville,
South Carolina. Bethune became one
of the most influential educator
activists. She emphasized the
importance of love, hope, education,
racial dignity, and support for future
generations.

72

My 3 Facts:

Directions:

1.

Watch the video to learn more about Mary McLeod Bethune.

2.

Record three facts you learned about the author in the video.

Building
Background:

Independent

Learning

What Does American Democracy Mean to Me?

73

Black History Fact

Bethune–Cookman University is a private historically black university in Daytona Beach, Florida. The Daytona Educational and Industrial Training School for Negro Girls
was founded by Mary McLeod Bethune in 1904. The school consisted of a two-story frame building owned by John Williams, a black carpenter. The rent was $11 per
month, but Dr. Bethune only had $1.50 to offer as down payment.

On October 4, 1904 the school opened with just five little girls whose parents paid the $0.50 per week tuition. Mrs. Bethune scavenged the city dump heaps and refuse
piles of resort hotels for supplies and clothing for her students. Packing crates and boxes were used as furniture, upturned baskets served as chairs, and the little girls
slept on a cast-off double bed with a mattress of donated corn sacks that Dr. Bethune had sewn together and stuffed with Spanish moss. Groceries consisted of
donations from generous neighbors or were purchased from the proceeds of sweet potato pies baked by Dr. Bethune and sold to black railroad workers.

The school soon moved to the only available location, the city dump. Selling her famous sweet potato pies, Mrs. Bethune was able to obtain the $5 down payment for the
property.

What Does American Democracy Mean to Me?

7474

As you read, use the column to the RIGHT of the speech
to record your annotations for the following:

●Rhetorical Appeals ( Highlight )

●Ethos

●Pathos

●Logos

●Figurative Language/ Rhetorical Devices

(Highlight )

●Allusion - ta brief and indirect reference to
a person, place, thing, or idea of historical,
cultural, literary, or political significance

●Antithesis - the rhetorical contrast of ideas
by means of parallel arrangements of
words, clauses, or sentences

●Metaphor - a word or phrase for one thing
that is used to refer to another thing in
order to show or suggest they are similar

●Personification - representing a thing or
idea as a person in art, or literature

●Zeugma - the use of a word to modify or
govern two or more words usually in such a
manner that it applies to each in a different
sense or makes sense with only one

AFTER READING
DIRECTIONS:

Complete the SOAPSTone
strategy in the column on the
LEFT of the speech. Use the
guiding questions to craft
your response and support
with evidence from the text.

Productive
Group Work

Guided

Instruction

Independent

Learning

What Does American Democracy Mean to Me?

This slide

has

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75

What Does American Democracy Mean to Me?

by Dr. Mary Mcleod Bethune

1Democracy is for me, and for 12 million black Americans, a goal towards which our
nation is marching. It is a dream and an ideal in whose ultimate realization we
have a deep and abiding faith. For me, it is based on Christianity, in which we
confidently entrust our destiny as a people. Under God’s guidance in this great
democracy, we are rising out of the darkness of slavery into the light of freedom.
Here my race has been afforded opportunity to advance from a people 80 percent
illiterate to a people 80 percent literate; from abject poverty to the ownership and
operation of a million farms and 750,000 homes; from total disfranchisement to
participation in government; from the status of chattels to recognized contributors
to the American culture.

2As we have been extended a measure of democracy, we have brought to the nation
rich gifts. We have helped to build America with our labor, strengthened it with
our faith, and enriched it with our song.

3We have given you Paul Lawrence Dunbar, Booker T. Washington, Marian
Anderson, and George Washington Carver. But even these are only the first fruits
of a rich harvest, which will be reaped when new and wider fields are opened to us.

4

Independent

Learning

Teacher-Led
Small Group
Opportunity

Teacher-Led
Small Group
Opportunity

Audio Recording of Mary
McLeod Bethune’s
speech

●Rhetorical Appeals ( Highlight )
➢Ethos

➢Pathos

➢Logos

●Figurative Language/Rhetorical
Devices ( Highlight )

➢Allusion - a brief and indirect
reference to a person, place, thing,
or idea of historical, cultural, literary,
or political significance

➢Antithesis - the rhetorical contrast of
ideas by means of parallel
arrangements of words, clauses, or
sentences

➢Metaphor - a word or phrase for one
thing that is used to refer to another
thing in order to show or suggest
they are similar

➢Personification - representing a
thing or idea as a person in art, or
literature

➢Zeugma - the use of a word to modify
or govern two or more words usually
in such a manner that it applies to
each in a different sense or makes
sense with only one

If needed, unskip this

slide (and the next few)

and remove this shape for

a guided reading of the

text

What Does American Democracy Mean to Me?

Productive
Group Work

76

What Does American Democracy Mean to Me?

by Dr. Mary Mcleod Bethune

1Democracy is for me, and for 12 million black Americans, a goal towards which our
nation is marching. It is a dream and an ideal in whose ultimate realization we
have a deep and abiding faith. For me, it is based on Christianity, in which we
confidently entrust our destiny as a people. Under God’s guidance in this great
democracy, we are rising out of the darkness of slavery into the light of freedom.
Here my race has been afforded opportunity to advance from a people 80 percent
illiterate to a people 80 percent literate; from abject poverty to the ownership and
operation of a million farms and 750,000 homes; from total disfranchisement to
participation in government; from the status of chattels to recognized contributors
to the American culture.

2As we have been extended a measure of democracy, we have brought to the nation
rich gifts. We have helped to build America with our labor, strengthened it with
our faith, and enriched it with our song.

3We have given you Paul Lawrence Dunbar, Booker T. Washington, Marian
Anderson, and George Washington Carver. But even these are only the first fruits
of a rich harvest, which will be reaped when new and wider fields are opened to us.

Teacher-Led
Small Group
Opportunity

Teacher-Led
Small Group
Opportunity

Audio Recording of Mary
McLeod Bethune’s
speech

Productive
Group Work

Guided

Instruction

Independent

Learning

What Does American Democracy Mean to Me?

77

4The democratic doors of equal opportunity have not been opened wide to
Negroes. In the Deep South, Negro youth is offered only one-fifteenth of
the educational opportunity of the average American child. The great
masses of Negro workers are depressed and unprotected in the lowest
levels of agriculture and domestic service, while the black workers in
industry are barred from certain unions and generally assigned to the
more laborious and poorly paid work. Their housing and living conditions
are sordid and unhealthy. They live too often in terror of the lynch mob;
are deprived too often of the Constitutional right of suffrage; and are
humiliated too often by the denial of civil liberties. We do not believe that
justice and common decency will allow these conditions to continue.

Teacher-Led
Small Group
Opportunity

Teacher-Led
Small Group
Opportunity

What Does American

Democracy Mean to Me?

Productive
Group Work

Guided

Instruction

Independent

Learning

What Does American Democracy Mean to Me?

78

5Our faith envisions a fundamental change as mutual respect and understanding
between our races come in the path of spiritual awakening. Certainly there have
been times when we may have delayed this mutual understanding by being slow
to assume a fuller share of our national responsibility because of the denial of
full equality. And yet, we have always been loyal when the ideals of American
democracy have been attacked. We have given our blood in its defense—from
Crispus Attucks on Boston Commons to the battlefields of France. We have
fought for the democratic principles of equality under the law, equality of
opportunity, equality at the ballot box, for the guarantees of life, liberty and the
pursuit of happiness. We have fought to preserve one nation, conceived in liberty
and dedicated to the proposition that all men are created equal. Yes, we have
fought for America with all her imperfections, not so much for what she is, but
for what we know she can be.

Teacher-Led
Small Group
Opportunity

Teacher-Led
Small Group
Opportunity

What Does American

Democracy Mean to Me?

Productive
Group Work

Guided

Instruction

Independent

Learning

What Does American Democracy Mean to Me?

79

6Perhaps the greatest battle is before us, the fight for a new America:
fearless, free, united, morally re-armed, in which 12 million Negroes,
shoulder to shoulder with their fellow Americans, will strive that this
nation under God will have a new birth of freedom, and that government of
the people, for the people and by the people shall not perish from the
earth. This dream, this idea, this aspiration, this is what American
democracy means to me.

Teacher-Led
Small Group
Opportunity

Teacher-Led
Small Group
Opportunity

What Does American

Democracy Mean to Me?

Productive
Group Work

Guided

Instruction

Independent

Learning

What Does American Democracy Mean to Me?

80

S

O

A

P

S

Tone

What is the

subject?

What is the

occasion? What

is the

circumstance for

this speech?

Who is the
audience?

What is the

purpose of this

speech?

Describe the
speaker of this

piece?

What is the tone

the author
conveys?

Analyze an Informational Text
using the SOAPSTone Strategy

What Does American

Democracy Mean to Me?

Productive
Group Work

Independent

Learning

What Does American Democracy Mean to Me?

Teacher-Led
Small Group
Opportunity

Teacher-Led
Small Group
Opportunity

81

S

O

A

P

S

Tone

What is the subject?

What is the

occasion? What is
the circumstance for

this speech?

Who is the
audience?

What is the purpose

of this speech?

Describe the speaker

of this piece?

What is the tone the

author conveys?

Asked to address
the questions,
“What does
American
democracy mean
to me?

On the eve of
America's entrance
into WWII, she
joined a panel
discussion on NBC’
radio’s weekly
public affairs
broadcast of
“America’s Town
Meeting of the Air.”

Radio audience of
millions of
Americans

To remind listeners
that African
Americans had
always been willing
to die for American
Democracy, but
were still shut out
from its promise of
freedom.

Dr. Bethune was
the only African
American women
to hold an
influential post in
FDR’s
administration. She
used her influence
to improve the lives
of African
Americans and
fight inequality.

An uplifting,
inspiring, and/or
optimistic tone is
achieved due to
her word choice
and use of facts
throughout her
speech.

Analyze an Informational Text
using the SOAPSTone Strategy

What Does American

Democracy Mean to Me?

Productive
Group Work

Guided

Instruction

Independent

Learning

What Does American Democracy Mean to Me?

This slide

has

animations!

Random name generator
tool to share out ideas

$2

Summary

What is this strategy?
Students craft a summary statement of the text or segment
that synthesizes the important ideas. Each word is worth
$0.10, which means students must use no more than 20
words in their summary.

Why this strategy:
$2 Summary shows students how to discern the central
ideas in a text, ignoring irrelevant information, and how to
integrate additional ideas in a meaningful way in order to
create a retelling of the most important parts of a text in
their own words.

Examples:
The goal of using comprehension strategies is not
simply to use the strategy, but to support
comprehension of the text.

Harrison Bergeron

82

Teacher

ONLY Slide

$2 Summary

Write a central idea statement that is developed in What Does American Democracy Mean to Me?

_______________ _______________ _______________ _______________ _______________

(1) (2) (3)

(4)

(5)

_______________ _______________ _______________ _______________ _______________

(6) (7) (8)

(9)

(10)

_______________ _______________ _______________ _______________ _______________

(11) (12) (13)

(14)

(15)

_______________ _______________ _______________ _______________ _______________.

(16) (17) (18)

(19)

(20)

Write a central idea statement
that is developed in “What Does
American Democracy Mean to

Me?” using up to 20 words. (R.2.2)

83

ELA.8.R.2.2: Analyze two or more central ideas and their development throughout a text.

Independent

Learning

What Does American Democracy Mean to Me?

Part II: Central Idea Development

Teacher-Led
Small Group
Opportunity

Teacher-Led
Small Group
Opportunity

8484

that supports your
central idea statement
and explain

8484

Teacher-Led
Small Group
Opportunity

8585

Directions: Use the
central idea sentence

formula to craft a

central idea
statement.

Select 2-3 pieces of
evidence from the
text to support your

central idea
statement.

Scaffold: Central Idea Development (R.2.2)

8585

Teacher-Led
Small Group
Opportunity

Productive
Group Work

Guided

Instruction

Independent

Learning

What Does American Democracy Mean to Me?

86

Share your central idea sentence with a partner.

Compare and contrast your central idea and

evidences with your partner’s to determine how the

text lends itself to multiple ideas. (R.2.2)

Random name generator
tool to share out ideas

Productive
Group Work

Independent

Learning

2
min

What Does American Democracy Mean to Me?

Formative Assessment Opportunity:

87

What Does American Democracy Mean to Me?

exit ticket

exit ticket

88

Exit Ticket

Central Idea 1:

Spirituality is necessary to

create a functioning
democratic nation

Central Idea 2:

There is still work to be done

to create democracy in

America

Both Central Ideas

1.“But even these are only the first fruits of a rich
harvest, which will be reaped when new and wider
fields are opened to us.” (Paragraph 3)
A.

B.

C.

2.“For me, it is based on Christianity, in which we
confidently entrust our destiny as a people.”
(Paragraph 1)

A.

B.

C.

3.“Under God’s guidance in this great democracy, we
are rising out of the darkness of slavery into the light
of freedom.” (Paragraph 1)
A.

B.

C.

4.“Perhaps the greatest battle is before us, the fight for
a new America: fearless, free, united, morally
re-armed, in which 12 million Negroes, shoulder to
shoulder with their fellow Americans.” (Paragraph 6)

A.

B.

C.

5.““Democracy is for me, and for 12 million black
Americans, a goal towards which our nation is
marching. It is a dream and an ideal in whose
ultimate realization we have a deep and abiding
faith..” (Paragraph 1)

A.

B.

C.

Table Match: For each quote, select whether the sentence develops central idea 1, central idea 2, or both. (R.2.2)

Independent

Learning

What Does American Democracy Mean to Me?

exit ticket

exit ticket

Benchmark Checkpoint and Review

1 Day

90

Lesson 6 Notes

Lesson

Benchmark

Content / Purpose

Lesson 6

1 Day

Text 2: “What Does American

Democracy Mean To Me?”

R.2.1
R.2.2
R.2.3
R.2.4
R.3.1
R.3.4
V.1.2
V.1.3

Purpose & Gradual Release: Students will answer benchmark aligned questions focusing on the text,
“What Does American Democracy Mean to Me?” by Dr. Mary McLeod Bethune. The data from this
benchmark checkpoint can be used as a formative assessment for making data based decisions. Students
can then collaboratively discuss their answer choices and rationale in an engagement strategy of choice.

Instructional/ Engagement Strategies:

●Vocabulary Routines: Semantic gradients

●Comprehension Strategies: Background Check, 2$ Summary

●Benchmark aligned Digital Escape Room

●Think-Pair-Share with Accountable Talk Stems

Learning Targets to Monitor:

●Read and comprehend grade-level complex texts proficiently. (EE.2.1)

●Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.
(R.2.1)

●Analyze two or more central ideas and their development throughout a text. (R.2.2)

●Explain how an author establishes and achieves purpose(s) through rhetorical appeals and/or
figurative language. (R.2.3/ R.3.1)

●Analyzing the types of reasoning used and their effectiveness, identifying ways in which the
argument could be improved. (R.2.4)

●Explain how an author uses rhetorical devices to support or advance an appeal. (R.3.4)

Benchmark Formative Data:

●R.2.1, 2.3, 2.4, 3.4 Benchmark aligned multiple choice questions

●R.2.2 Central Ideas development table match

Teacher-Led Small Group Opportunities:

●When students have been released to work collaboratively during the summarizing of the
meaning, teachers can choose to provide more direct remediation by pulling a teacher-led small
group to support any of the skills practiced with the text.

Teacher Materials:

Student Resources:

Teacher

ONLY Slide

How it Feels to Be Colored Me

91

How will we deliver instruction and facilitate learning to meet the demands of the standard/benchmark?

Lesson Segment

Lesson Segment Overview (1 Day)

Day 1
(45-50 Min)

●Rules and Procedures (5 min)

●Spotlighted Benchmarks: Essential Vocabulary review (2 min)

●Benchmark Checkpoint (20-25 min)

●Collaborative Structure: Become an Expert/ Whiteboard Showdown

Lesson 6 Suggested Pacing

Teacher

ONLY Slide

How it Feels to Be Colored Me

92

Lesson Benchmarks:

Spotlight Benchmarks
❏

ELA.8.R.2.1: Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.

❏

ELA.8.R.2.2: Analyze two or more central ideas and their development throughout a text.

❏

ELA.8.R.2.3: Explain how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative
language.

❏

ELA.8.R.2.4: Track the development of an argument, analyzing the types of reasoning used and their effectiveness,
identifying ways in which the argument could be improved.

❏

ELA.8.R.3.1: Analyze how figurative language contributes to meaning and explain examples of symbolism in text(s).

❏

ELA.8.R.3.4: Explain how an author uses rhetorical devices to support or advance an appeal.

❏

ELA.8.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in
grade-level content.

❏

ELA.8.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or
background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to
grade level.

Supporting Benchmarks
❏

ELA.8.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

❏

ELA.8.R.3.2 Paraphrase content from grade-level texts.

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By Dr. Mary Mcleod Bethune

LESSON 4

LESSON 5

LESSON 6

Focus
Lesson

Productive
Group Work

Independent

Learning

Guided

Instruction

Facilitate a

benchmark-aligned
Escape Room that

begins with mini lessons

that review essential

vocabulary for the

spotlighted benchmarks
followed by central idea

development and the
benchmark checkpoint
(R.2.1, R.2.2, R.2.3, R.2.4,

R.3.4, V.1.2, V.1.3)

Facilitate a review of the

essential vocabulary,
independent student
processing of the text
using the SOAPSTONE
strategy, followed by

central idea development
with benchmark-aligned

questions

(R.2.1, R.2.2, R.2.3, R.2.4,

R.3.4, V.1.2, V.1.3)

Benchmark Checkpoint

and Collaborative

Review of the

benchmark application

with the reading

informational text AND
comparative reading

skills.

(R.2.1, R.2.2, R.2.3, R.2.4,

R.3.4, V.1.2)

94

Access the “What Does American
Democracy Mean to Me?” Student
Copy Benchmark Checkpoint

3

1

Collaborative Strategy: Teacher
Choice (Expert Analysis, Four
Corners, Placemat Consensus,
Chain Walk, etc)

2

Formative Assessment:
Benchmark Checkpoint (R.2.1,
2.2, 2.3, 2.4, 3.1, 3.4, V.1.2)

95

Spotlighted Benchmarks Review

ELA.8.R.2.4: Track the development of an argument, analyzing the types of
reasoning used and their effectiveness, identifying ways in which the argument
could be improved.

Focus
Lesson

ELA.8.R.2.1 : Analyze how individual text sections and/or features convey a
purpose and/or meaning in texts.

ELA.8.R.2.2: Analyze two or more central ideas and their
development throughout a text.

ELA.8.R.2.3: Explain how an author establishes and achieves purpose(s)
through rhetorical appeals and/or figurative language.

ELA.8.R.3.4: Explain how an author uses rhetorical devices
to support or advance an appeal.

What Does American Democracy Mean to Me?

IMPORTANT: Benchmark Checkpoints have been added to the Curriculum.

In order to access the newly added checkpoints you must SYNC your
Mastery Tracker

STEP 1 : Go into your Mastery Tracker within
Canvas and select the 3 dots from the toolbar.

STEP 2 : Select “Curriculum Map”

STEP 3 : Click “Sync Curriculum Map”

NOTE: Benchmark Checkpoints will be added to
the “Assignments” section of Canvas
96

Have you set-up your

Mastery Tracker in Canvas?

If not, please follow the steps to
set-up your tracker to access the

BENCHMARK CHECKPOINTS

Watch this
short video
for click by
click steps

CLICK the image to locate step-by-step
instructions to access the BENCHMARK

CHECKPOINTS within Canvas.

*Note: You must activate your TRACKER
within Canvas before gaining access to
the formative assessments built in
Canvas.

1. Login to our Canvas course
2. Select “CRM 3.3, Lesson 6, What Does

American Democracy Mean to Me?

”

3. Use the texts from the unit and any

notes/annotations to guide your
responses.

Independent Practice

100

Step 1: Unpack the
question by circling
3 words or phrases

that help answer the

question

Step 2: Process of

elimination

(Cross out words or
phrases that make
the answer choices

wrong)

Step 3: Identify your

answer and explain your

rationale on the

justification sheet

Benchmark Aligned Questions

What Does American Democracy Mean to Me?

Independent

Learning

101

Collaboratively

discuss answers to

the benchmark

aligned questions

Productive
Group Work

Independent

Learning

What Does American Democracy Mean to Me?

102

Become an Expert

Directions: With your group, break down your assigned
question.

Question:

A.

B.

C.

D.

E.

Teacher-Led
Small Group
Opportunity

Circle 3 key words or
phrases in the question

Explain what makes the answers WRONG

Explain what makes the answers
WRONG
Explain what makes the answers WRONG

Explain what makes the answers WRONG

Explain what makes the answer
RIGHT

Productive
Group Work

Independent

Learning

What Does American Democracy Mean to Me?

This slide

has

animations!

103

Read the sentence from paragraph 6 and answer the question below.

“Perhaps the greatest battle is before us, the fight for a new America: fearless, free, united,
morally re-armed, in which 12 million Negroes, shoulder to shoulder with their fellow Americans,
will strive that this nation under God will have a new birth of freedom, and that government of the
people, for the people and by the people shall not perish from the earth.”

How does the author use this sentence to convey the purpose of the text?

(R.2.1)

a. She references the Constitution to highlight the success of democracy.
b. She emphasizes the necessity of religion within an effective democracy.
c. She provides her personal experience of how democracy has impacted

her life.

d. She gives the intended goal of equality for all within American

democracy.

Productive
Group Work

Independent

Learning

What Does American Democracy Mean to Me?

104

a. By showing America as a woman who can continue to grow.
b. By depicting America as a woman focused on family values.
c. By highlighting the feminine characteristics that America has.
d. By comparing America to successful past leaders of Civil Rights.

2. In paragraph 5, how does the author achieve her purpose
by using personification? (R.2.3/3.1)

Productive
Group Work

Independent

Learning

What Does American Democracy Mean to Me?

105

3. How does the author use logical reasoning in paragraph 1 to
develop her argument that America is still in need of societal
development? (R.2.4)

a. By starting with the premise America needs to extend rights to

those in the Deep South

b. By starting with an observation of civil rights given to all negroes

in America

c. By starting with a pattern of events that illustrate the need for

continued growth in America

d. By starting with generalizations of impactful African Americans

within society

Productive
Group Work

Independent

Learning

What Does American Democracy Mean to Me?

106

4. Read these sentences from paragraph 1 to answer the question below.

“Under God’s guidance in this great democracy, we are rising out of the
darkness of slavery into the light of freedom.”

How does the author use a metaphor and an antithesis to appeal to the
reader's emotions? (R.3.4)

a. To illustrate the progress America has made regarding African American

rights.

b. To convey the importance of God to persevere through hardships.
c. To emphasize the lack of freedom experienced by Americans.
d. To show the different applications of God in other country’s laws.

Productive
Group Work

Independent

Learning

What Does American Democracy Mean to Me?

107

5. Select the word from Paragraph 4 that comes from a Latin
word meaning "uprightness, equity, impartiality”. (V.1.2)

a. Justice
b. Deprived
c. Responsibility
d. Constitutional

Productive
Group Work

Independent

Learning

What Does American Democracy Mean to Me?

108

Central Idea 1:

Mary McLeod Bethune believes

that African Americans play a
vital role in the development of

American democracy

Central Idea 2:

Democracy cannot take place
until all people are united and
working towards the American

vision according to Mary McLeod

Bethune.

Both Central Ideas

1. “We have given our blood in its defense—from
Crispus Attucks on Boston Commons to the battlefields
of France.” (Paragraph 5)

A.

B.

C.

2. “…fearless, free, united, morally re-armed, in which 12
million Negroes, shoulder to shoulder with their fellow
Americans, will strive that this nation under God will
have a new birth of freedom, and that government of
the people, for the people and by the people shall not
perish from the earth.” (Paragraph 6)

A.

B.

C.

3. “We have fought for the democratic principles of
equality under the law, equality of opportunity, equality
at the ballot box, for the guarantees of life, liberty and
the pursuit of happiness” (Paragraph 5)

A.

B.

C.

4. “Our faith envisions a fundamental change as mutual
respect and understanding between our races come in
the path of spiritual awakening.” (Paragraph 5)

A.

B.

C.

6. Table Match: For each quote, select whether the sentence develops central idea 1, central idea 2, or both. (R.2.2)

Productive
Group Work

Independent

Learning

What Does American Democracy Mean to Me?

109

Additional Collaborative Engagement Benchmark Review Options:

Consensus
Placemat

Activity

SBUA

CRM 3.3 Overview

Argumentative Writing

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