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TextsClaudette Colvin: Twice Toward Justiceby Phillip Hoose, pp. 58–61 (one per student)Key Text Understandings for Meaning, Standard, and Author’s CraftAny 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 Justiceblends narrative biography with interview transcripts, news articles, and primarysource documents.Text boxes and captioned images convey additional meaning.Standard, Knowledge, and SkillsRI.8.5:Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing andrefining a key concept.KnowledgeSkillsLearning Objective, Exit Ticket, and Transferable TakeawayLEARNING 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 ofClaudette Colvindevelop key concepts. Be sure to state the main idea, describe the structure, and explain the role sentences play. Explain the roleof at least three sentences.TRANSFERABLE TAKEAWAY:Effective readers expand their understanding of the author’s craft and key concepts by examiningthe 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 2Exemplar Exit TicketDraftSampleIn the last paragraph on p. 60 ofClaudette Colvin,the authoruses a main idea and details structure to develop ideas. In thefirst sentence, he presents the main idea that “Montgomery’sadult black activists thought hard about the buses– whichlooked increasingly like Jim Crow’s Achilles’ heel.” The othersentences provide evidence and elaboration of this idea. Insentence 3, the author names “Jo Ann Robinson, E.D. Nixon, DrMartin Luther King, Jr.” as examples of the adult black activistswho were “consistently pressing for black drivers, courteoustreatment, and a revised seating plan.” Sentence 4 elaborateson the idea that the city’s position on bus segregation was aweak spot, or an “Achilles’ heel.” The last two sentences useDr. King’s thoughts and words as evidence that the “inaction ofthe city and bus officials” (p. 60) made the activists moredetermined.Criteria for SuccessDraftSampleAnalysisdescribes the organization of the paragraphexplains the role of sentences in the paragraphdescribes how sentences in the paragraph connect to themain ideascites accurate textual evidence to support analysis.Potential Misconceptions and Scaffolding IdeasTypeIf students…Say/Ask/DoTextare confused about thereference to the segregatedbuses as “Jim Crow’s Achilles’heel”…What does Achilles’ heel mean?

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Jim Crow Laws, White people, Claudette Colvin

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