ENG IIB
UNIT: CIVIL RIGHTS
DAYS FOUR and FIVE
DATE:
Materials and Resources:
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Vocabulary Terms
Excerpt from Warriors Don’t Cry by Melba Patillo Beals
Essential Questions/Learning Targets:
EQ:
How do the time and place in which a person lives influence his or her identity?
EQ:
If you were living during this time in history, whould you have chosen to be one of the first
students to integrate Central High School? Why or why not?
I can annotate a text to improve my understanding.
I can read for understanding in order to answer literal, interpretive, and evaluative questions about
my reading.
I can analyze how different points of view change the message and give different insight into an
event.
Independent Work – establishing engagement (8-10 minutes):
Study five minutes for Vocabulary Test.
Guiding Purpose – fostering engagement (3-5 minutes):
Review the Essential Questions and Learning Targets.
Interactive Instruction and Authentic Engagement – deepening understanding (25-40 minutes):
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Allow time for students to complete assignment. Take roll during this time.
Administer Vocabulary Test 1.
Students will read an excerpt from the autobiography Warriors Don’t Cry by Melba Patillo Beals.
Before beginning to read, have students view the student-made documentary about the Little
Rock Nine at the following website as introduction:
http://www.youtube.com/watch?v=_iH4Zx96xbY
Read the excerpt, annotating as you read.
Discuss the reading.
Read an excerpt from Taylor Branch’s Parting the Waters to get another perspective on the
situation.
ENG IIB
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Discuss. Ask students how they think the fact that Branch was not present at the desegregation of
Central High, and therefore wrote about the day many years later, makes a difference in his style
of writing.
Students will read and examine photos from A Life is More Than a Moment by Will Counts,
annotating while reading. Take up one of the annotations and score using annotation rubric.
Discuss how the photo of Eckford that students analyzed at the beginning of the unit changed the
lives of the people involved.
Compare Will Counts’s description of his experience to the very different memories Melba
Patillo Beals, Elizabeth Eckford, and Hazel Bryan describe. Ask students the following
questions:
o What do these different memories say about point of view, reality, and identity?
o Why does Bryan say, “A life is more than a moment”? What does it suggest about the
reality of these photographs?
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Closure and Consolidation – making meaning, clarify (5-10 minures):
Take up annotations, scoring using rubric. Make notes regarding logos, ethos, and pathos. Record score
as participation grade and return to students as feedback for future assessment.