Texts claudette colvin twice toward justice by

Texts
Claudette Colvin: Twice Toward Justice by Phillip Hoose, pp. 58–61 (one per student)
Key Text Understandings for Meaning, Standard, and Author’s Craft
Any key text understandings in italics are general to the text as a whole.
Key text understandings in normal font are specific to this lesson.
• Civil rights leaders carefully planned the bus boycott in Montgomery.
• Like Claudette, injustice made Mary Louise Smith angry and motivated her to act.
• Claudette Colvin: Twice Toward Justice blends narrative biography with interview transcripts, news articles, and primary
source documents.
• Text boxes and captioned images convey additional meaning.
Standard, Knowledge, and Skills
RI.8.5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and
refining a key concept.
Knowledge Skills
Learning Objective, Exit Ticket, and Transferable Takeaway
 LEARNING OBJECTIVE: SWBAT analyze how a paragraph’s structure and sentences develop its key concepts.
EXIT TICKET: Write a paragraph to explain how the structure and sentences in the last paragraph on p. 60 of Claudette Colvin
develop key concepts. Be sure to state the main idea, describe the structure, and explain the role sentences play. Explain the role
of at least three sentences.
TRANSFERABLE TAKEAWAY: Effective readers expand their understanding of the author’s craft and key concepts by examining
the structure of a text. This includes how particular sentences contribute to the organization of ideas in a paragraph.

GRADE 8 | MODULE 2 | READING LESSON 12 | PAGE 2
Exemplar Exit Ticket
Draft Sample
In the last paragraph on p. 60 of Claudette Colvin, the author
uses a main idea and details structure to develop ideas. In the
first sentence, he presents the main idea that “Montgomery’s
adult black activists thought hard about the buses– which
looked increasingly like Jim Crow’s Achilles’ heel.” The other
sentences provide evidence and elaboration of this idea. In
sentence 3, the author names “Jo Ann Robinson, E.D. Nixon, Dr
Martin Luther King, Jr.” as examples of the adult black activists
who were “consistently pressing for black drivers, courteous
treatment, and a revised seating plan.” Sentence 4 elaborates
on the idea that the city’s position on bus segregation was a
weak spot, or an “Achilles’ heel.” The last two sentences use
Dr. King’s thoughts and words as evidence that the “inaction of
the city and bus officials” (p. 60) made the activists more
determined.
Criteria for Success
Draft Sample
Analysis
 describes the organization of the paragraph
 explains the role of sentences in the paragraph
 describes how sentences in the paragraph connect to the
main ideas
 cites accurate textual evidence to support analysis.
Potential Misconceptions and Scaffolding Ideas
Type If students… Say/Ask/Do
Text are confused about the
reference to the segregated
buses as “Jim Crow’s Achilles’
heel”…
• What does Achilles’ heel mean?