eDay Lessons
College and Career Ready
Literacy – High School
eDay Lessons
College and Career Ready Literacy H.S.
Standards
Reading Informational Text
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices
on meaning and tone (e.g., how the language of a court opinion differs from that of a
newspaper).
RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses
rhetoric to advance that point of view of purpose.
RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s
Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s ―Letter
from Birmingham Jailǁ‖), including how they address related themes and concepts.
Writing
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
.
Language
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
Expectations for Learning
Demonstrate knowledge of how to write a
summary. Provide an analysis of selected text.
Demonstrate knowledge of inference in selected text.
Demonstrate knowledge of poetry: rhyme, point of view, inference, and irony
Materials:
Paper, pen, pencil
eBook packet
Task
In this 3-part assignment, you will read selected texts and demonstrate through writing
your knowledge of what you have read.
Columbus City Schools
Page 2 of 19
eDay Lessons
College and Career Ready Literacy H.S.
Day One: Textual Analysis #1
Read the short biographical sketch about Dr. Martin Luther King, Jr. when he was a teen
called “Angry Young Man.” You will find this biography on page 4 of this packet. Then
respond to the questions that follow on pages 5 – 7.
Day Two: Textual Analysis #2
Read Josephy Lacey’s eye-witness account of the 1961 Freedom Rides, “In Their Own
Words.” You will find this reading selection on pages 8 – 9 of this packet. Then
respond to the questions that follow on pages 10 – 14.
Day Three: Textual Analysis #3
Read the poem “Ballad of Birmingham.” You will find this reading selection on page 15
of this packet. Then respond to the questions that follow on pages 16 – 19.
Columbus City Schools
Page 3 of 19
eDay Lessons
College and Career Ready Literacy H.S.
Angry Young Man
As a teen, Martin Luther King, Jr.
Experienced segregation firsthand.
In 1963, Dr. Martin Luther King, Jr. delivered his famous ―I Have a Dreamǁ‖
speech in Washington, D.C. Dr. King spoke eloquently of his dreams of equality and
justice for all Americans, but few people know where his dreams came from—or why he
fought so hard to make them come true.
Dr. King was in high school in the 1940s, before the civil rights movement began.
His English teacher selected him to represent his school in a statewide speech contest,
and his speech won the second-place prize.
To get to the contest, King and his teacher took a bus and sat in the back with
the other African-American passengers. Segregation on public buses was the law in
those days—African Americans had to sit in the back. As the bus filled up, there were
no more seats available for white passengers. The bus driver demanded that King give
up his seat.
King refused, but his teacher made him get up to avoid trouble. They both had to
stand for the 90-minute journey. “It was the angriest I have ever been in my life,” Dr.
King later recalled.
King knew that circumstances could and should be different. As an adult, he
became an influential civil rights leader, working with all races to eliminate segregation
and promote equality. In the 1950s and 1960s, Dr. King helped to overturn America’s
racist laws.
Columbus City Schools
Page 4 of 19
eDay Lessons
College and Career Ready Literacy H.S.
The Key Idea
WRITE What is this article mostly about?
Target Word
segregation
seg•re•ga•tion (noun)
Rate It: 1 2 3 4
Meaning
The act of keeping people or groups
Example
People fought segregation with
Columbus City Schools
Page 5 of 19
eDay Lessons
College and Career Ready Literacy H.S.
React and Write
WRITE How did Dr. King’s experience on the bus have an effect on him? Use details
from the text to answer the question.
Summarize
In one or two sentences, summarize Dr. King’s experience on the way to the speech
contest. Include the topic and important details.
Columbus City Schools
Page 6 of 19
eDay Lessons
College and Career Ready Literacy H.S.
Make Inferences
When you make inferences, you form ideas about things that are not directly stated in
the text. To make inferences:
Look for a situation in the text in which the author gives clues but doesn’t state
exactly what is happening.
Think about what you already know about the topic.
Combine the text clues with your own experiences or knowledge to make an
inference.
Complete this chart to make an inference about “Angry Young Man.”
What I Learned From Reading
What I Already Know
My Inference
Columbus City Schools
Page 7 of 19
eDay Lessons
College and Career Ready Literacy H.S.
In Their Own Words
What was it like to be a teen during the civil rights
movement? Five people share their true stories.
Excerpted from the book
Freedom’s Children by Ellen Levine
1961 FREEDOM RIDES
In 1960, the Supreme Court ruled that it was illegal to segregate people traveling on
interstate buses. The following year, an interracial group, called the Freedom Riders,
tested this law in the South. When they made a stop in Montgomery, Alabama, on
May 20, 1961, they were attacked. Joseph Lacey saw the attack. The next night, he
went to a freedom rally. This is his story.
On that Saturday morning down at the bus station, I was with a bunch of college
kids. I was a freshman. We went down there when we heard that the [Freedom
Riders’] bus was coming in.
We saw the mob attack the bus. Although I was not hurt, I was mashed up
against a building.
The city police withdrew from the scene. The county sheriff withdrew from the
scene.
I saw the Freedom Riders beaten. I cried. I just couldn’t believe it. Human
beings were beating other human beings. They were beating them viciously. One
guy, a salesman at our local car dealership, beat people like he was going crazy.
The white people’s ambulances would not help the Freedom Riders. Blood was
flowing down there like some of those Civil War battles.
After it happened, I went home and got on my typewriter and wrote President
John Kennedy, begging him for help, telling him how bad it was here. I had never
seen people that vicious before.
I never got an answer, but the next night when the federal marshals held the
crowd back at the rally at the [First Baptist] church, it seemed as if Kennedy must
have read my letter.
The scene at the rally was indescribable. President Kennedy had sent in about
four to five hundred U.S. marshals who were supposed to enforce the law because
Columbus City Schools
Page 8 of 19
eDay Lessons
College and Career Ready Literacy H.S.
the city police had completely abdicated. Looking out the window, you could see
[the marshals’] vehicles all up the street.
The church was packed. I would say there were 1,500 to 2,000 people. When
we started chanting songs, we just got together and started singing and rocking with
the wave. It was something to behold. Never in history has a group stuck together
like that.
All of a sudden, you could hear the crowd outside getting louder and louder. You
could hear bricks hitting the building. The people outside were screaming, “Bring
them out, bring them out! Let’s go in and get them!”
We had a little recreation room with some baseball bats downstairs. So a bunch
of us were going to grab some bats, but the older people said, “Put them down!”
The telephone service at the church was off. Someone said, “How are we going
to get a message out?”
The marshals had surrounded the church and were repelling the crowd. But
some of our windows were broken, and tear gas seeped into the church. The fumes
hurt our eyes. Some of those marshals were really hurt by the bricks that were
thrown. One or two marshals were, I think, damaged for life.
I can only say this: Those marshals prevented a massive bloodshed that night.
If that mob had gotten into the church . . . there would have been many lives lost,
many lives.
Columbus City Schools
Page 9 of 19
eDay Lessons
College and Career Ready Literacy H.S.
The Key Idea
WRITE What are these historical documents about?
Target Word
federal
fed•er•al (adjective)
Rate It: 1 2 3 4
Meaning
relating to the
of a country
Example
Our federal government provides
Columbus City Schools
Page 10 of 19
eDay Lessons
College and Career Ready Literacy H.S.
Analyze
WRITE How does the ambulance drivers’ response compare to the police officers’
response? Use details from the reading in your answer.
React and Write
WRITE How does Joseph feel about the marshals’ involvement at the rally? How do
you know?
Columbus City Schools
Page 11 of 19
eDay Lessons
College and Career Ready Literacy H.S.
Target Word
massive
mas•sive (adjective)
Rate It: 1 2 3 4
Meaning
, heavy, and solid
Example
are massive animals.
React and Write
WRITE What situation in our current society has similarities to what Joseph witnessed?
Give two similaties.
_
Columbus City Schools
Page 12 of 19
eDay Lessons
College and Career Ready Literacy H.S.
Summarize
In one or two sentences, summarize the topic and important details in “1961Freedom
Rides.”
Columbus City Schools
Page 13 of 19
eDay Lessons
College and Career Ready Literacy H.S.
Make Inferences
Complete this chart to make an inference about “1961 Freedom Rides.”
What I Learned From Reading
What I Already Know
My Inference
Columbus City Schools
Page 14 of 19
eDay Lessons
College and Career Ready Literacy H.S.
Ballad of Birmingham
by Dudley Randall
“Mother dear, may I go downtown
Instead of out to play,
And march the streets of Birmingham
In a Freedom March today?”
“No, baby, no, you may not go, For
the dogs are fierce and wild,
And clubs and hoses, guns and jails
Aren’t good for a little child.”
“But, mother, I won’t be alone.
Other children will go with me,
And march the streets of Birmingham
To make our country free.”
“No, baby, no, you may not go, For
I fear those guns will fire.
But you may go to the church instead
And sing in the children’s choir.”
She has combed and brushed her night-dark hair,
And bathed rose petal sweet,
And drawn white gloves on her small brown hands,
And white shoes on her feet.
The mother smiled to know that her child
Was in the sacred place,
But that smile was the last smile
To appear upon her face.
For when she heard the explosion,
Her eyes grew wet and wild.
She raced through the streets of Birmingham
Calling for her child.
She clawed through bits of glass and brick,
Then lifted out a shoe.
“O, here’s the shoe my baby wore, But,
baby, where are you?”
Columbus City Schools
Page 15 of 19
eDay Lessons
College and Career Ready Literacy H.S.
Active Reading
WRITE What are two things the mother is afraid may harm her child?
1.
2.
Evaluate
WRITE This poem uses a dialogue between two characters to give an account of a
historic event. How effective is the poem at bringing the event to life?
Columbus City Schools
Page 16 of 19
eDay Lessons
College and Career Ready Literacy H.S.
React and Write
WRITE How does the young girl in this poem feel about the Freedom Marches? How do
you know?
Craft and Structure
Two or more words rhyme when their ending syllables have the same or similar sound.
Circle Find the words that rhyme in “Ballad of Birmingham.”
Craft and Structure
Point of view is the perspective from which a story or poem is told. This poem is written
from more than one point of view.
1. WRITE Who is speaking in the first and third stanzas?
2. WRITE Who is speaking in the second and fourth stanzas?
Columbus City Schools
Page 17 of 19
eDay Lessons
College and Career Ready Literacy H.S.
Active Reading
WRITE Where does the daughter go?
React and Write
WRITE What causes this poem to bring about emotions in the reader? Give an
example.
Columbus City Schools
Page 18 of 19
eDay Lessons
College and Career Ready Literacy H.S.
Make Inferences
WRITE Why does the mother find only her daughter’s shoe?
Craft and Structure
Irony is the contrast between what is expected and what actually happens.
1. WRITE Where did the mother think her daughter would be safest: at the church
or at the protest?
2. WRITE What is ironic about this?
Columbus City Schools
Page 19 of 19