Khuloud Asad Shbat & Liz Zafrani
ORT Misgav, Wadi Salame
Advance Organizer for Unit Planning
Backward Design
Teachers:
Khuloud Asad Shbat & Liz Zafrani
Level: 4 point students, Modules D & E
Standard: Pupils appreciate literature that is written in English and develop
sensitivity to a variety of cultures.
Targeted
Domain(s)
Targeted
Performance
Benchmark(s) Task(s)
1. discuss themes
and conflicts in
literary texts
Domain of
Appreciation of
Literature and 2. Compare and
Culture
contrast literary
themes and relate
to them from a
personal
perspective.
Assessment
Tool(s)
Write an article to your Rubrics for Module D
school magazine in
which you discuss (by
comparing and
contrasting) the
important qualities and
or achievements of
both MLK and Rosa
Parks.
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Khuloud Asad Shbat & Liz Zafrani
ORT Misgav, Wadi Salame
Prerequisites of knowledge (Enabling Skills) for Benchmark 1+2
Objectives
1. Familiarize the
pupils with the
civil rights
movement.
2. Familiarize
the pupils with
compare and
contrast
reading
strategy and
review the
sequencing
strategy.
3. Familiarize the
pupils with
vocabulary of the
unit.
4. Familiarize the
pupils with
Martin Luther
King Jr.
5. Teach part of
MLK's speech.
Activities
Assessment Tools
1. Give the pupils a picture from the
civil rights movement and make the
pupils discuss it.
2. Introduction: Introduce the subject
of civil rights movement to the
pupils.
1. Give the pupils a definition of
compare and contrast.
2. Give the pupils C&C connectors
and one exercise about them.
3. Review the strategy of sequencing.
1. Logical
answers are
accepted.
2. Frontal check
1. Frontal check.
2. Answer key.
1. Give the pupils a list of vocabulary
and make them look up the meaning of 1. Answer Key.
the difficult words in their dictionaries 2. Answer Key.
and write the part of speech of each
word.
2. Give the pupils different exercises:
matching, completion, and a crossword
puzzle.
1. Give the pupils a biography about
MLK and ask them to
1. Answer key.
highlight/underline numbers and then
2. Answer Key.
put them in a chart with their
references.
2. Summarize the main points about the
biography of MLK.
1. Read the speech along with the
pupils and ask them about the speech. 1. Frontal Check.
2. Accept any
2. Ask the pupils to visit an online site logical answer.
to listen to MLK's life speech. The
pupils have to write one/two things
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Khuloud Asad Shbat & Liz Zafrani
ORT Misgav, Wadi Salame
that they liked most about it.
1. Give the pupils a short introduction
about Rosa Parks.
6. Familiarize the
pupils with Rosa
Parks
7. Teach the
students the poem
"Rosa" by Rita
Dove.
Answer Key
Frontal Check
2. Ask the pupils to fill in a Venn
diagram to compare and contrast the
life and achievements of both MLK and
Rosa Parks.
1. Read the poem with the pupils and Accept all logical
questions.
ask them different reading
comprehension questions about it.
2. Ask the pupils to write an article in
their school magazine expressing
their opinion about the poem.
1. Give the pupils a short introduction
about the song.
8. Teach the
pupils the song
"We Shall
overcome".
2. Read the song with the pupils and
ask them questions about it.
All logical answers
are accepted.
3. Ask the pupils to visit a site to listen
to the song and sing along.
9.
1. Write an article to your school magazine
Task: Write an in which you discuss (by comparing and
article in which contrasting) the important qualities and or Rubrics for Module
D- 4 Points
you discuss the achievements of both MLK and Rosa
Parks.
qualities or
achievements of
both MLK and
Rosa Parks.
9. Writing
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Khuloud Asad Shbat & Liz Zafrani
ORT Misgav, Wadi Salame
1. Familiarize the pupils with the Civil Rights Movement
1. Give the pupils a picture from the civil rights movement and make
them discuss it.
Civil Rights Movement
Dear pupils, look at the picture that we are going to discuss together and answer
questions about it:
-What do you see in the picture?
- Is this picture familiar to you?
- What feelings do you have about this picture?
-Who do you think is attacking whom and why?
-Why do you think the police have dogs?
-Do you know when and where this picture was taken?
- Do you know what "Racial Discrimination" is? Explain.
- Have you heard about "The Civil Rights Movement"? Explain.
- John F. Kennedy said: "The one unchangeable certainty is that nothing is
unchangeable or certain". What do you think?
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Khuloud Asad Shbat & Liz Zafrani
ORT Misgav, Wadi Salame
(The teacher explains and provides information that pupils don't know).
2. Introduction: Introduce the subject of the Civil Rights Movement to
the pupils:
Dear pupils as we discussed: the American Civil Rights Movement (1955–1968)
refers to the reform movements in the United States that aimed at abolishing racial
discrimination against African Americans. We are going to talk about two important
figures of the Civil Rights Movement in the South. The Civil Rights Movement
aimed at restoring the racial dignity of the Black Americans among white population,
economic self-sufficiency, equality in social and political opportunities and freedom
from White domination.
*If there is a need, a teacher should explain the difference between the terms: "Blacks",
or "Nigger" and "African Americans" in terms of political correctness. A teacher should
stress the importance of using the term "African Americans" instead of "Blacks" or
"Nigger", though these terms carry the same meaning.
2. Familiarize the pupils with compare and contrast reading
strategy.
1. Give the pupils a definition of compare and contrast:
Explanation:
Sometimes writers tell us how 2 things are alike or different in a text.
"When you compare two things, you discover how they are alike; when you contrast two
things, you find out how they are different".
2. Give the students C&C connectors and one exercise about them.
The following explanation in is taken from Aviv Site:
http://c3.ort.org.il/Apps/WW/Page.aspx?ws=c63da21d-a5e9-48ee-9c35-df63e80a6972&page=ef6dbec9-27a5-426f8f26-81d28900d6f4&fol=06db2899-7fa7-4bbb-a8ca-17707d904ea6
Compare and Contrast
Initial presentation
Reading comprehension strategies are tools that students can use to help determine the
meaning of what they read.
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Khuloud Asad Shbat & Liz Zafrani
ORT Misgav, Wadi Salame
One way to understand the ideas you read about is to compare and contrast them. In
everyday language, compare means to look for similarities and differences while
contrast means to just look for differences. As a reading strategy, however, compare and
contrast are used more specifically. When you compare two things, you discover how
they are alike; when you contrast two things, you find out how they are different.To
Compare
Look for ways that people, events, things, or ideas are the same. Think about their use,
color, size, and shape, or other similar characteristics. Ask yourself questions about the
two objects, people, places, or ideas.
Writers often point out comparisons by using signal words and phrases that give you
clues about the structure of the passage. Many times, these words and phrases appear in
the beginning or middle of a sentence. Look for the words shown below.
Signal words and phrases that show similarities
similarly
like
still
at the same time
in the same way
in comparison
likewise
in the same manner
Contrast
Look for ways that people, events, things, or ideas are different from each other. Look
for internal as well as external signs. Ask yourself what makes one thing different from
another.
Just as there are signal words and phrases that give you clues about comparison, so there
are signal words and phrases that show contrast. Look for the words shown below.
Signal words and phrases that show contrasts
however nevertheless
but
on the other hand
rather on the contrary yet more(than)Comparative forms (er)
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while
in contrast
Khuloud Asad Shbat & Liz Zafrani
ORT Misgav, Wadi Salame
Exercise:
FILL IN THE BLANKS WITH A SUITABLE CONTRAST CONNECTOR ( WHEREAS, BUT,
ALTHOUGH, HOWEVER, DESPITE, IN SPITE OF, ON THE OTHER HAND)
1. _____________ Andrew was warned of the risks, he decided to travel alone to
South America.
2. Maria did not get a promotion ______________ her qualifications.
3. Zambia is a land- locked country, ____________ Kenya has a coastline.
4. On the one hand, you could rent a flat instead of buying one. __________ you
are always at the mercy of landlords.
5. This restaurant has a good reputation, ______________ that one does not.
6. The city has a 50 kph limit. __________________, people are often caught
speeding.
7. You won’t be forgiven ___________________ your apology.
8. We couldn’t find a house to buy _______________we looked at quite a few.
9. He always looks so lonely and sad ____________ his popularity.
10. He is quiet and shy, _________________ his sister is lively and talkative
Taken from: http://badalonesweb.googlepages.com/EXERCISESONCONNECTORS.doc
3. Review the Strategy of Sequencing:
As we learnt before: sequencing is one skill that helps you comprehend what you read. It
is very important to know the order or sequence in which things happen. Finding
meaning in a text depends on the ability to find the place of the details and the sequence
of events. Connector words could be: first, then, later, afterwards and in the end. Besides
in a biography sequencing describes the life story of a character.
Sequencing is an important skill in writing too. You could use graphic organizers or
outlines to plan your writing. This makes you think about the logical sequence of events
or paragraphs you wish to provide.
3. Familiarize the pupils with the vocabulary of the unit:
A. Dear pupils! Read the list of vocabulary and look up the meaning of the difficult
words in your dictionaries. Write the word and its meaning in the correct column
(part of speech) in the chart:
Vocabulary Practice:
/ retrieve/ separated/ segregated/ attain/ Even/ prejudice /advocated /subsequent/ banned /
assassin/ ready / captivity/ funds /honoring/ insufficient/ bankrupt/ determination/
face/ discrimination/ poverty/ vast/ exile/ dramatize/declaration/ magnificent/ believe/
legitimate/ granted/ process/ emerges/ rightful/ seek/ conduct/ bitterness/ community/ ple
dge/ /former/ even/ transform/ believe/ overcome/ retrieve/
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Khuloud Asad Shbat & Liz Zafrani
ORT Misgav, Wadi Salame
Nouns
Word
Meaning
………………………………
Verbs
Word
Meaning
……………………………………
Adjectives
Word
Meaning
……………………………
………………………………
……………………………………
……………………………
………………………………
……………………………………
……………………………
………………………………
……………………………………
……………………………
………………………………
……………………………………
……………………………
………………………………
……………………………………
……………………………
2. Give the pupils an exercise to match words to their definitions in English.
B. Match the words A to their meanings in B (From MLK's speech):
A
1. bitterness-(n)
2. brotherhood-(n)
3. rightful-(adj)
4. conduct-(v)
5. hamlet-(n)
6. notable-(adj)
7. seek-(v)
8. former-(adj)
9. rank-(v)
10. process-(n)
11. coexist-(v)
12. face-(v)
B
Something held or owned by a just or proper claim
Look for
Bad tastes or feelings that last a long time
Live together
Spiritual or social fellowship or relationship
The steps or actions needed to do something
Village
To manage or direct some actions or processes
To meet a challenge
Past, previous.
Putting one in a position in a group like the army.
Remarkable; deserving recognition.
C. Use the words in column A in Ex. B to complete the following sentences:
1. He will start to _______________________ a new job next month.
2. People _______________________ many difficulties when they move to another
country.
3. The dog and the rabbit _______________________ in the same house.
4. The _______________________ of making a pot of coffee only takes a few minutes.
5. The teammates felt a strong _______________________ after playing together for so
long.
6. There was a lot of _______________________ after the divorce.
7. They live in a small _______________________ far from any city.
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Khuloud Asad Shbat & Liz Zafrani
ORT Misgav, Wadi Salame
8. The dangerous experiment was _______________________ in a secret laboratory.
9. The FBI arrested a ______________ member of a terror organization last week.
10. According to the online Free Dictionary the word ______________ means "To exist
together, at the same time, or in the same place".
D. Match the following words in A to their meaning or definitions in B. You may look up
the difficult words in your dictionary ( From MLK's biography):
A
1. advocate-(v)
2. assassin-(n)
3. perhaps-(adv)
4. propel-(v)
5. quarter-(n)
6. ban-(v)
7. refusal-(n)
8. resonate-(v)
9. separate-(v)
10. subsequent-(adj)
11. interest-(n) –
12. segregate-(v)
13. notable-(adj) 14. attain-(v)
15. discrimination-(n)
16. represent-(v)
17. prejudice-(n)
18. rank-(v)
B
The act of saying no.
Someone who murders for politics or money
To make something move forward.
To cause a sense of shared feelings
Make a rule or law against something
Support an idea or belief
Next or later.
To divide
A judgment or opinion formed without facts
Possibly; maybe
To speak or act for another person or group
Reach a goal
Remarkable; deserving recognition.
Attention or concern for something or someone
Putting one in a position in a group like the army
To separate from the majority
1/4; 25%
The act of judging by group, not individually
E. Use the words in column A in Ex. E to complete the following sentences:
1. Race _______________________ is illegal
2. Until the 1950's, blacks in the US Military were_________________ from whites.
3. Smoking was _______________________ from theaters.
4. She is eighteen, _______________________ twenty, but not older.
5. The president was killed by an _______________________.
6. For sports, the school ______________________ the boys from the girls.
7. His first job was terrible but the ________________ jobs were better and more
interesting.
8. He was never happy after her _____________________ to marry him.
9. 2000 was a _______________ year in many respects.
10. Sami _____________a high level of fluency in his English language studies
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Khuloud Asad Shbat & Liz Zafrani
ORT Misgav, Wadi Salame
F. Look up the meaning of the following words in your dictionary (From Rosa
Parks' passage):
1. sentence-(n) 2. continuous-(adj) 3. courtesy-(n) 4. discussion-(n) 5. disobedience-(n)
6. extraordinary-(adj) 7. incident-(n) 8. opinion-(n)
9. personal-(adj) 10. position-(n) 11. ready-(adj) 12. retrieve-(v) 13. success-(n) 14.
violation-(n) 15. segregate-(v) 16. discrimination-(n) 17. represent-(v) 18. convict-(v) 19.
trial-(n) 20. ordinance-(n) 21. community-(n) 22. inform-(v) 23. summarize-(v)
G. Read the clues and complete the crossword puzzle using words from Ex.
F:
ACROSS
DOWN
1. A punishment.
1. To give a short description of the main points
2. To separate from the majority
3. The act of judging by group, not individually
5. Place, status or rank
4. Debate and conversation about a subject
7. In court: to legally decide that someone is guilty 6. A group that lives, works or does things together
9. Tell something to someone; give them knowledge 8. Politeness and good manners; a kind act
10. A personal judgment
13. Prepared
11. An event; something that happened
14. Not general or public
12. The legal process to determine the truth of a
question or accusation.
15. To get something back
16. A breaking of the rules
17. Refusal to do what one is told by an authority
18. Very uncommon
*This crossword puzzle was built using the following site: http://www.crosswordpuzzlegames.com
1
2
3
4
5
6
7
9
8
10
11
12
13
15
16
17
18
10
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Khuloud Asad Shbat & Liz Zafrani
ORT Misgav, Wadi Salame
3. Familiarize the pupils with Martin Luther King Jr.:
Preliminary Questions:
Do you know who Martin Luther King is? How did MLK influence the Civil Rights
Movement?
Now, before reading the biography, scan and skim the passage in order to
highlight/underline the "eye catchers"* in the text and to fill in the information in
Exercise A:*The teacher has to explain the meaning of "eye catchers".
Martin Luther King
Martin Luther King Jr. was born in Atlanta, Georgia on January 15, 1929 into a family of
pastors--both his father and his grandfather served as pastors for many years. King came
of age in a time when Blacks and Whites were separated in much of the U.S. The two
groups were unable to attend the same schools, drink from the same water fountains, or
eat in the same restaurants. King himself attended segregated public elementary and high
schools. He also went to an all-black college in Atlanta, Morehouse, from which he
graduated in 1948.
King saw his calling in the family business, going on to attain graduate degrees at Crozer
Theological Seminary in Pennsylvania and Boston University, where he received a
doctorate in Systematic Theology in 1955. This schooling set him up to lead a church,
but his beliefs and determination--and, certainly, his circumstances--propelled him to do
even more.
After marrying a woman named Coretta Scott, whom he met while being in graduate
school in Boston, King moved to the South where racial segregation and prejudice was
deep-seated and rampant. The situation was especially marked in towns like
Montgomery, Alabama, where, in 1955, as pastor of the Dexter Avenue Baptist Church,
King started fighting for change. Spurred on by Rosa Parks’ refusal to sit in the rear
“colored” section of the bus which was followed by a subsequent arrest, King advocated
a boycott of public buses that lasted more than a year. In 1956, the U.S. Supreme Court
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Khuloud Asad Shbat & Liz Zafrani
ORT Misgav, Wadi Salame
banned segregation on public buses, and a movement fueled by a non-violent protest
began.
For more than ten years, King’s inspiring speeches (he gave more than 2,500 in his
lifetime) earned him followers across the United States and internationally. He traveled
millions of miles; led protest marches, sit-ins and boycotts (which often led to his arrest).
Everywhere he saw racial disparity (inequality); published five books, numerous articles
and essays, including the “Letter from a Birmingham Jail,” now famously known as the
call to action for the Civil Rights Movement and won the Nobel Peace Prize in 1964.
However, King is perhaps best remembered for delivering his 1963 “I Have a Dream”
speech in front of a quarter of a million people in the Mall in Washington, DC. His
famous line, "I have a dream that my four little children will one day live in a nation
where they will not be judged by the color of their skin but by the content of their
character," still resonates today. Five years later, he was killed in Memphis, where he
lead a protest march. Martin Luther King was shot by an assassin while standing on the
balcony outside his motel room.
From: http://holidays.kaboose.com/about-martin-luther-king-jr.html
Exercise A: Fill in the following table with years and events of MLK's life. You may
look for sequencing connectors to help you answering the question:
Years
Events of MLK's life
………………………………
………………………………
………………………………
………………………………
………………………………
………………………………
………………………………
………………………………
………………………………
………………………………
………………………………
………………………………
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Khuloud Asad Shbat & Liz Zafrani
ORT Misgav, Wadi Salame
In appendix 1 there is an extra exercise (Ex. B).
-Now, Can you summarize orally who Martin Luther King was? (A question to the whole
class)
- Write down what you have learned from the text and class discussion. Use your own
words and write at least two sentences.
……………………………………………………………………………………….
………………………………………………………………………………………
………………………………………………………………………………………
……………………………………………………………………………………….
5. Teach part of MLK's speech:
Dear pupils,
We are going to read part of Martin Luther King’s Speech, one song and one poem
related to the theme of the Civil Rights Movement.
Explanation:
“I Have A Dream" is the popular name given to the historical public speech by Martin
Luther King, Jr., when he spoke about his desire for the future where Blacks and Whites
would coexist harmoniously as equals. King's delivery of the speech on August 28, 1963,
from the steps of the Lincoln Memorial during the March on Washington for Jobs and
Freedom was a defining moment of the American Civil Rights Movement. Delivered to
over two hundred thousand civil rights supporters, the speech is often considered to be
one of the greatest and most notable speeches in history and was ranked the top
American speech of the 20th century by a 1999 poll of scholars of public address.
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Khuloud Asad Shbat & Liz Zafrani
ORT Misgav, Wadi Salame
The following are several exempts of the speech delivered by Dr. King on the steps at the
Lincoln Memorial in Washington D.C. on August 28, 1963. To read the full text, just
click here for the full text. Read the following text and answer the questions that follow:
"I HAVE A DREAM" By Martin Luther King, Jr. Delivered on the steps at the
Lincoln Memorial in Washington D.C. on August 28, 1963
" I am happy to join with you today in what will go down in history as the greatest
demonstration for freedom in the history of our nation.
…….. Now is the time to rise from the dark and desolate valley of segregation to the
sunlit path of racial justice. Now is the time to lift our nation from the quick sands of
racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality
for all of God's children.
………..But there is something that I must say to my people, who stand on the warm
threshold which leads into the palace of justice: In the process of gaining our rightful
place, we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for
freedom by drinking from the cup of bitterness and hatred. We must forever conduct our
struggle on the high plane of dignity and discipline. We must not allow our creative
protest to degenerate into physical violence. Again and again, we must rise to the
majestic heights of meeting physical force with soul force.
………….
We cannot walk alone.
………………
We cannot turn back.
……………And so even though we face the difficulties of today and tomorrow, I still
have a dream. It is a dream deeply rooted in the American dream.
I have a dream that one day this nation will rise up and live out the true meaning of its
creed: "We hold these truths to be self-evident, that all men are created equal."
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Khuloud Asad Shbat & Liz Zafrani
ORT Misgav, Wadi Salame
I have a dream that one day on the red hills of Georgia, the sons of former slaves and the
sons of former slave owners will be able to sit down together at the table of brotherhood.
I have a dream that one day even the state of Mississippi, a state sweltering with the heat
of injustice, sweltering with the heat of oppression, will be transformed into an oasis of
freedom and justice.
I have a dream that my four little children will one day live in a nation where they will
not be judged by the color of their skin but by the content of their character.
I have a dream today!
……………
From every mountainside, let freedom ring!
And if America is to be a great nation, this must become true.
And so let freedom ring from the prodigious hilltops of New Hampshire.
Let freedom ring from the mighty mountains of New York.
Let freedom ring from the heightening Alleghenies of Pennsylvania.
Let freedom ring from the snow-capped Rockies of Colorado.
Let freedom ring from the curvaceous slopes of California.
But not only that:
Let freedom ring from Stone Mountain of Georgia.
Let freedom ring from Lookout Mountain of Tennessee.
Let freedom ring from every hill and molehill of Mississippi.
From every mountainside, let freedom ring.
And when this happens, when we allow freedom ring, when we let it ring from every
village and every hamlet, from every state and every city, we will be able to speed up
that day when all of God's children, black men and white men, Jews and Gentiles,
Protestants and Catholics, will be able to join hands and sing in the words of the old
Negro spiritual:
Free at last! Free at last!
Thank God Almighty, we are free at last!
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Khuloud Asad Shbat & Liz Zafrani
ORT Misgav, Wadi Salame
From: http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
Answer the following questions (in pairs):
1) What does the “I” in the speech refer to?
2) What does Martin Luther king want to change?
3) What do you think Martin Luther King means when he says “Let freedom ring”?
4) Who do you think is the audience of this speech?
5) Choose one sentence from the speech that you like the most? Explain why!
6) Complete the sentences in your own words:
“Let freedom ring……………………….
“Let freedom ring……………………….
Extra: Ask the students to visit an online site
(http://www.americanrhetoric.com/speeches/mlkihaveadream.htm) to listen to MLK's speech. The
students could talk about one/two things that they liked most about the speech.
Dear pupils, we have a challenging ONLINE exercise:
Visit the following site:
http://www.windmillworks.com/games/dream.htm
This is the page that you will find in the net:
I have a Dream
By Martin Luther King, Jr.
Can you guess the words to the 'Dream' speech? If you get stuck, click on the hint
button.
...I have a
that one day this nation will rise up and live out the true
of its
creed: "We hold these
to be self-evident: that all men are created equal."
...I have a dream that one day on the red hills of Georgia the sons of former slaves and
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Khuloud Asad Shbat & Liz Zafrani
ORT Misgav, Wadi Salame
the
of
slaveowners will be able to
. I have a dream that one day even the
of Mississippi, a desert state,
sweltering with the heat of injustice and
and justice. I have a
where they will not be
their
...Let
down together at a table of
, will be transformed into an oasis of
that my four children will one day live in a
by the
of their skin but by the content of
. I have a dream today.
ring from every hill and every molehill of Mississippi. From
mountainside, let freedom
ring from every
. When we let
and every hamlet, from every state and every
be able to speed up that day when all of
Jews and
ring, when we let it
, Protestants and
be able to join
children, black men and
men,
, will
and sing in the
! free at last! thank God
, we will
of the old Negro
, we are
, "Free at
at last!"
6. Familiarize the pupils with Rosa Parks.
1. Give the pupils a short introduction about Rosa Parks.
Now you are going to read about Rosa Parks.
Rosa Parks and the Montgomery Bus Boycott, 1955-1956
Rosa Parks is considered the"Mother of the Civil Rights Movement". On December 1,
1955, Rosa Parks refused to get up out of her seat on a public bus to make room for a
white passenger. Parks was arrested by the police and convicted for violating the laws.
This shows Rosa Parks' way of expressing her non-violent protest for the continuous
discrimination of Black Americans in the South. After this incident, 50 AfricanAmerican leaders gathered and organized the Montgomery Bus Boycott to protest against
the segregation of Blacks and Whites on public buses. With the support of most of
Montgomery's 50,000 Blacks, the boycott lasted for 381 days until the local segregating
system of African-Americans and Whites on public buses was canceled.
Consulted Sources:
http://en.wikipedia.org/wiki/African-American_Civil_Rights_Movement
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Khuloud Asad Shbat & Liz Zafrani
ORT Misgav, Wadi Salame
Now, Can you summarize orally who Rosa Parks was? (A question to the whole class)
Write down what you have learned from the text and class discussion. Use your own
words and write at least two sentences.
……………………………………………………………………………………….
………………………………………………………………………………………
………………………………………………………………………………………
……………………………………………………………………………………….
A Text for the Enhancing Students' Knowledge about Rosa Parks
Read the following text and highlight the dates and the most important facts of
Rosa Parks’ life in order to fill in the chart below:
FREEDOM HERO: ROSA PARKS by Francisca Stewart
Rosa Parks is an extraordinary person because she stood up
against racism and stood up for herself. It was even harder for
her because she was a woman, and in those days, things were
much harder for women.
Rosa Parks hated the ways of her life. She had always dreamed
of having freedom in her life. As she grew up, she went through
different experiences that gave her courage and strength.
One day, Rosa Parks had so much courage and strength that when her bus arrived to pick
her up, she got on the bus, put her money in the slot, and sat in the front of the bus. Black
people were supposed to sit in the back. The bus driver told her to move to the back, but
she just sat there and refused to move. The driver called the police and they arrested Rosa
Parks.
The next day, Raymond Parks went to pick up Rosa from jail. When they got home, Rosa
spoke about her time in jail. She had stood up to get a drink of water and the guard told
her the drinking fountain was only for white people. This made her furious.
On Dec. 5, 1955, Rosa Parks, Martin Luther King, Jr. and JoAnn Robinson looked out of
their windows, stood on street corners around the city and watched the yellow buses pass
by. There were hardly any black riders since Rosa Park's arrest. It was a miracle. People
stopped riding the buses all because of Rosa Parks.
Soon, the police were informed of the people standing on the street corners watching the
buses drive by. The police patrolled the streets to make sure that the black people were
not bothering the other bus riders. The black people continued their boycott, and it was a
success.
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A few months later, Rosa Parks once again started to climb aboard a bus. She stopped
when she noticed a sign that read, "People don't ride the bus today. Don't ride the bus for
freedom." She got off.
Finally the rules for riding the buses were changed. The new rules said:
1. Black and white people could sit wherever they wanted to sit.2. Bus drivers were to
respect all riders. 3. Black people were now allowed to apply for driver positions.
A lot of people wrote hate mail to Rosa Parks. Some people called and threatened her
and her family. She and her family were scared. They knew they were in serious danger,
but Rosa Parks would not give up.
In 1979, Rosa Parks received the Spingarn Medal. In 1980, at the 25th anniversary
celebration of the bus boycott, Parks was awarded the Martin Luther King, Jr. Nonviolent Peace Prize. In 1984, she was given the Eleanor Roosevelt Woman of Courage
Award.
Rosa Parks is known as a national hero and as a shy girl who stood up against racism and
fought for freedom
From: http://www.myhero.com/myhero/hero.asp?hero=rosaParks
Activity 1: Read the text again and underline the words and expressions that help you
understand the sequence of events, and then number the sentences given in the order in
which they happened. Along with reading and underlining use the list of connectors
below.
Activity 2: Fill in the following table with years and events of Rosa Parks' life.
Remember how you were trained in Sequencing.
Years
Events of Rosa Parks' life
…………………………………………..
…………………………………………..
…………………………………………..
…………………………………………..
………………………………………….
………………………………………….
………………………………………….
………………………………………….
…………………………………………
…………………………………………
…………………………………………
…………………………………………
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*There is an extra Ex. in appendix 2
Dear pupils, now it is time for talking (writing?) about both MLK & Rosa Parks.
Fill in the following table to compare and contrast the personal life and/or achievements
of both MLK and Rosa Parks. Please use the C&C connectors that you learnt in forming
the sentences.
Introduction:
a) A few introductory words about these two leaders- MLK and Rosa Parks:
who they were and why it important to write about them:
Martin Luther King was ……………………………………………………………..
……………………………………………………………………………………….
……………………………………………………………………………………….
Rosa Parks was……………………………………………………………………….
………………………………………………………………………………………..
……………………………………………………………………………………….
7. Teach the pupils the poem "Rosa" by Rita Dove.
1. Read the poem with the pupils and ask them some questions about it.
Dear pupils, now we are going to read a poem written about Rosa Parks by Rita Dove
and then you have to write a composition expressing your personal feelings and attitudes
about the issues of the Civil Rights Movement this poem might represent in your
opinion.
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Rosa
How she sat there,
the time right inside a place
so wrong it was ready.
That trim name with
its dream of a bench
to rest on. Her sensible coat.
Doing nothing was the doing:
the clean flame of her gaze
carved by a camera flash.
How she stood up
when they bent down to retrieve
her purse. That courtesy.
From : http://www.insomniacathon.org/rrIRD01.html
Dear pupils! As you know the art of poetry includes understanding the denotations of
words and their singular daily meanings (This is true of all RC, not only poetry.Maybe
you mean denotations and connotations to get to the multi-layered contexts and
meanings? This is much too complicated for your students. Just tell them what they have
to do.). The audience enjoys reading poetry because every individual may discover and
extract diverse multi-layered contexts and meanings. Here, you have following questions
and you are not expected to have definite singular answers. However, answering them,
you may discover your own personal point of view of what this poem is about.
Good Luck….in your journey of discovering the wonderful, yet unpredicted world
of poetry!!!!
Now in groups of 2-3 please read the poem together and answer the following questions:
Questions:
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1) Look at the first stanza ("Bait" in Hebrew), line two: How can we understand the
sentence: "…the time right inside a place so wrong was ready"? Name at least two ways
for interpreting this line in light of Rosa Park's actions. Explain.
A teacher may help the students in clarifying the meanings of the single words of this
sentence at first and then, in matching specific meanings of these words with one another
until they get together to various explanations of the whole sentence.
a)…………………………………………………………………………………..
……………………………………………………………………………………
b)………………………………………………………………………………….
…………………………………………………………………………………….
2) What was Rosa Parks' occupation? ....................................................
3) Look up the word "trim" in the dictionary and write down at least two definitions.
a)…………………………………………………………………………………….
b)……………………………………………………………………………………….
4) What is the connection between the meaning of the word 'Trim" and Rosa Parks
biography? Explain.
………………………………………………………………………………………..
5) Why does a poet refer to the name-Rosa Parks to one's dream to rest on a bench?
6) Why does the word "dream" have a connotation of an impossible wish?
7) Why does a poet emphasize Rosa Parks' image by paying attention to her "sensible
coat"? What does the word "sensible" mean? Look it up at the dictionary.
Write, at least, two meanings:
a)……………………………………………..
b)……………………………………………………..
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Khuloud Asad Shbat & Liz Zafrani
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8) How does this expression contribute to the whole theme of the poem? Try to describe
your feelings imagining Rosa Parks' image.
9) Look at the third stanza. To what event in Rosa Parks' life does a voice of the poem
refer to while saying "Doing nothing was the doing"……………….?
…………………………………………………………………………………………
…………………………………………………………………………………………
10) How do you explain an expression "the clean flame of her gaze"?
…………………………………………………………………………………………
…………………………………………………………………………………………
Can only one's gaze influence a public the way a speech does in our ordinary life? What
do you think? Share your own examples with the whole class.
…………………………………………………………………………………………
…………………………………………………………………………………………
11) Why does a voice of the poem connect the word "carved" which belongs to the art of
sculpture with a word "camera" belonging to the art of photography or videotaping?
What notion does it convey to us, readers when these two words are put together?
…………………………………………………………………………………………
…………………………………………………………………………………………
12) How does a word "flash" refer to the art of photography, videotaping or filmmaking?
What do you think?
…………………………………………………………………………………………
…………………………………………………………………………………………
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Khuloud Asad Shbat & Liz Zafrani
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13) Look at the fourth stanza. To what event does this stanza refer? (A teacher should
explain if needed: As rumor has it, Rosa Parks dropped her purse while police arrested
lead her to step down from the bus. Some of the white people in the scene bent down to
her knees to retrieve the purse and hand it to her)
…………………………………………………………………………………………
…………………………………………………………………………………………
14) Does this event show that the social positions between Black and White Americans
were stable, fixed and irreversible? What do you think?
…………………………………………………………………………………………
…………………………………………………………………………………………
15) What does the word "courtesy" mean? Look it up in the dictionary and write down at
least two meanings. To what specific group of population (Black or White Americans)
does this word refer? The answer to this question does not count, but what counts is an
explanation!!!
…………………………………………………………………………………………
…………………………………………………………………………………………
16) Why did this poem receive a Pulitzer Prize (Do they know what that is?)? What do
you think? Explain.
…………………………………………………………………………………………
…………………………………………………………………………………………
17) Choose one sentence that you like in this poem and explain why.
…………………………………………………………………………………………
…………………………………………………………………………………………
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Khuloud Asad Shbat & Liz Zafrani
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Assignment: Write an article to your school magazine about what the poem "Rosa"
by Rita Dove is about. Feel free to express your thoughts, ideas and attitudes which are
related to the Civil Rights Movement. Support your statements with textual evidences
and explanations.
*Remember you should go through all the stages of writing:
1. Writing a Plan.
2. Writing a rough Draft.
3. Revising your work
4. Editing your work
5. Writing your Final version.
8. Teach the pupils the song "We Shall Overcome"
1. Give the pupils a short introduction about the song "We Shall Overcome"
Dear pupils,
"We Shall Overcome" is a protest song of the US civil rights movement. It was sung on
the marches of protest and demonstrations against Black Americans’ racial
discrimination as well as social and political inequality.
After reading the song, please answer the following questions with a partner. Then, you
are going to share your answers with the whole class. In the end, we are going to visit
one Internet site and listen to the song and sing along with the singer.
2. Read the song with the pupils and ask them questions about it.
Dear pupils, Dear students! The following song is not a difficult one. Just enjoy reading
and discussing its themes with your teacher and classmates:
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Khuloud Asad Shbat & Liz Zafrani
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We shall overcome,
We shall overcome,
We shall overcome, some day.
Oh, deep in my heart,
I do believe
We shall overcome, some day.
We’ll walk hand in hand,
We’ll walk hand in hand,
We’ll walk hand in hand, some day.
Oh, deep in my heart,
We shall live in peace,
We shall live in peace,
We shall live in peace, some day.
Oh, deep in my heart,
We shall all be free,
We shall all be free,
We shall all be free, some day.
Oh, deep in my heart,
We are not afraid,
We are not afraid,
We are not afraid, TODAY
Oh, deep in my heart,
We shall overcome,
We shall overcome,
We shall overcome, some day.
Oh, deep in my heart,
I do believe
We shall overcome, some day.
Questions:
1. What is the meaning of the word 'to overcome' in this song? Find the definition in
your dictionary or write it in your own words.
…………………………………………………………………………………………
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Khuloud Asad Shbat & Liz Zafrani
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…………………………………………………………………………………………
2. Who do you think sings this song?
…………………………………………………………………………………………
…………………………………………………………………………………………
3. Why do you think people want to sing this song?
…………………………………………………………………………………………
…………………………………………………………………………………………
4. When do you think people sing this song?
…………………………………………………………………………………………
…………………………………………………………………………………………
5. What kind of obstacles do these people want to overcome?
…………………………………………………………………………………………
…………………………………………………………………………………………
6. Choose one sentence that you like and explain why you like it.
…………………………………………………………………………………………
…………………………………………………………………………………………
6. Complete your own sentences:
We shall overcome……………………………………………………………
We shall all be free some day………………………………………………..
We are not afraid…………………………………………………………….
We are not alone……………………………………………………………
Ask the pupils to visit the following site in order to listen to the song and sing it along with
Joan Baez: http://www.youtube.com/watch?v=RkNsEH1GD7Q
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Final Activity-assignment:
Writing activity:
Write an article to your school magazine in which you discuss (by comparing and
contrasting) the important qualities and/or achievements of both MLK and Rosa Parks.
You may relate to the following points:
-


Ways of struggle.
Dreams of both heroes
The life of both heroes
Personal traits
Remember you should go through all the stages of writing
Remember to use comparison connectors when comparing the two characters.
The Assessment: Rubrics for Module D- 4 points.
Khuloud Asad Shbat & Liz Zafrani
Dear Khuloud and Liz,
You corrected all my comments. Good for you!
I think it is a wonderful unit. Enjoy teaching it!
Judy
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Khuloud Asad Shbat & Liz Zafrani
ORT Misgav, Wadi Salame
Appendix A:
Now, highlight the prominent characteristics of both Martin Luther King in a different
color. (For example, if you used yellow marker for the previous exercise, use the green
one for this assignment). Fill it the following table matching MLK's actions with his
traits of character required for these specific actions. Find al least five (5) matches.
Traits of Character
Actions
………………………………………….
………………………………………….
………………………………………..
………………………………………….
…………………………………………
………………………………………….
…………………………………………
………………………………………….
………………………………………….
………………………………………….
Appendix B:
Now, highlight the prominent characteristics of Rosa Parks in a different color. Fill in the
following table matching Rosa Parks' actions with her traits of character required for
these specific actions. Find al least five (5) matches.
Traits of Character
Actions
………………………………………….
………………………………………….
………………………………………..
………………………………………….
…………………………………………
………………………………………….
…………………………………………
………………………………………….
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Khuloud Asad Shbat & Liz Zafrani
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………………………………………….
………………………………………….
Appendix C:
Taken from:
http://cms.education.gov.il/EducationCMS/Units/Mazkirut_Pedagogit/English/Publications/NBA+Handbo
ok/NBA_Handbook/Rubric+for+Assessing+Written+Presentation+%E2%80%93+Module+D.htm
State of Israel
Ministry of Education, Culture and Sport
English Inspectorate
Rubric for Assessing Written Presentation – Module D
Criteria
Descriptors


information is
relevant to the topic

text is well
organized
Content and
content is easily
Organizatio 
understood
n

text is written
mostly in pupil's own
words
8
6

Vocabulary
4
information is
irrelevant to the topic

text is poorly
organized

content cannot be
understood

text is not written
in pupil's own words.
2

correct use of
varied vocabulary

appropriate
word/idiom choice and
usage

use of appropriate
register
6

some information
is irrelevant to the topic

text is fairly well
organized

content is
sometimes difficult to
follow

chunks of the text
are not written in pupil's
own words

correct use of
appropriate vocabulary

several errors of
word/idiom form, choice
and usage

occasional use of
inappropriate register
5
4
30
0
limited or
inappropriate
vocabulary

frequent errors of
word/idiom form,
choice and usage

use of
inappropriate register
3
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Khuloud Asad Shbat & Liz Zafrani
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

correct use of
basic language
structures

hardly any errors
of word order,
connectors, pronouns,
prepositions
Language Use
12

Mechanics
9
6

hardly any errors
of spelling, punctuation,
capitalization
4

occasional
incorrect use of
language structures

several errors of
word order, connectors,
pronouns, prepositions
consistent
incorrect use of
language structures

frequent errors of
word order, connectors,
pronouns, prepositions
3

several errors of
spelling, punctuation,
capitalization, run-ons
3
2
0
1
frequent errors of
spelling, punctuation,
capitalization, run-ons
0
Teachers can give in-between grades e.g. 9 pts.
Deduction for length:
# of Words
100 - 120
90 - 100
80 - 90
70 - 80
60 - 70
50 - 60
40 – 50
less than 40
Point Deduction
--1-3
3-6
6-9
9 - 12
12 - 15
15 - 18
30
Deduction for letter format:

If the format of presentation does not include all the required elements, deduct up to 2 points.
TOTAL: ___ / 30
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