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Unit Introduction

“I Have a Dream” by Martin Luther King Jr. and “The Ballot or the Bullet” by Malcolm

X are the academic texts used for this two- week instructional unit on persuasion. This unit begins during the first week of the fall semester after summer reading requirements have been discussed and examined. I chose to start the beginning of 9th grade English language arts with persuasion because 8th grade English language arts instruction ends with persuasion. This two- week instructional unit serves as an introduction to an in depth 6-week instructional unit during which students will further focus on their development of persuasive and expository writing that stresses critical thinking, paragraph development, coherence, and grammatical skills needed to write well and to speak eloquently. This unit is supplemented with trade books (e.g. Animalia by

Graeme Base and Piggie Pie by Margie Patalini), a commercial, an animation video, and audio recordings that focus on literary techniques used in persuasive writing.

These lessons are designed to connect the reading of the selected speeches to writing using scaffolding, Bloom’s Taxonomy of learning domains and the ERWC Assignment

Template as a model to frame instruction. The purpose of the ERWC template is to help students read, comprehend, and respond to non-fiction texts. This unit plan guides students through this process using recommended strategies from the template. A number of the reading strategies implemented (focused freewriting, exit slip, summary, et cetera) fall under the Writing to Learn suggestions listed under “Connecting Reading to Writing” on the ERWC template.

This unit provides students with integrated experiences in all the English-Language Arts

(reading, writing, talking, and listening). During this instructional unit students are asked to read

“I Have a Dream” by Martin Luther King Jr. and “The Ballot or the Bullet” by Malcolm X.

Students are also asked to read drafts of their peer’s persuasive speeches. Each lesson provides students with the opportunity to talk, either through discussion, brainstorming or sharing within a collaborative group. Students are asked to listen as other members of their collaborative group 1 share, to audio of both “I Have a Dream” by Martin Luther King Jr. and “The Ballot or the

Bullet” by Malcolm X and to their classmates as they orally present their persuasive speeches.

Lastly, students are asked to write in a number of different ways throughout this unit. Students are asked to write informally through journal writing, quickwrites, outlining, summarizing, composing a draft, and creating a writing prompt.

Media and technology experiences are integrated throughout this unit. Students are given access to different forms of media, or communication, through a television commercial, an animation video, newspapers, magazines, and recordings of speeches. Students are given access to technology as well. These lessons ask for the use of audio equipment, Internet, an overhead projector, and a document camera. The use of these mediums and devices aid in providing access to the material and the sharing of information and ideas.

This instructional unit was designed to meet the needs of all of the students in the class.

Using Howard Gardner’s “Multiple Intelligences” theory I created a unit that gives students the opportunity to use their preferred intelligences while learning. This unit aimed to address (over the two-week span) multiple intelligences including Visual/Spatial, Musical/Rhythmic,

Verbal/Linguistic, Interpersonal, Intrapersonal, and Bodily/Kinesthetic. This unit also used multiple SDAIE strategies (brainstorming, graphic organizers, Squeeze, journals, vocabulary learning log, poster, quickwrites, RAFT, reflections, think-pair-share and verbalizing) in order to meet the needs of English Language Learners.

During the course of this unit the needs of Visual/Spatial learners were met through activities such as illustrating a poster to represent a RAFT writing prompt, using numerous graphic organizer to outline, extend and make connections with the text, and viewing of a commercial and animation video to introduce ethos, pathos, and logos. Musical/Rhythmic learners, those who enjoy listening for patterns, rhythms and other types of auditory expressions had the opportunity to view a commercial (which used music) and listen to the audio of the two speeches being used. Verbal/Linguistic learner’s needs were met through discussion, verbal 2 brainstorming, and orally presenting a speech. This unit also implemented the use of collaborative groups, which appeal to Verbal/Linguistic learners as well as Interpersonal and

English language learners. Conversely, independent work done through journals, quickwrites, and reflections aided in meeting the needs of Intrapersonal learners. And lastly, the needs of

Bodily/Kinesthetic learners were met through the opportunity to present their persuasive speeches to the class, allowing for dramatization and role- play.

The culminating task for this unit is to have students write a short persuasive speech related to an issue, problem or injustice they believe exists in their school. They are given creative leeway by using a RAFT writing prompt they have created. The California state content standards that I have identified in this unit ask students to explore the significance of personal experiences (Writing Application 2.3), use systematic strategies to organize and record information (Research and Technology 1.7), analyze how irony, tone, mood, style and “sound” of language are to achieve specific rhetorical and aesthetic purposes (Literacy and Response to

Analysis 3.3), demonstrate understanding of the elements of discourse (Writing Strategies 1.1), write coherent focused texts that convey a well defined perspective ( Writing Strategies 1.0), and finally structure ideas in a sustained, persuasive and sophisticated way and support them with examples ( Writing Strategies 1.3). My objectives teach to these standards by asking students to recall personal experiences, paraphrase academic text, identify stylistic choices, analyze these choices in a piece of writing, identify tone, audience and persuasive appeal, distinguish between and use ethos, pathos and logos, outline their ideas, support and defend those ideas and write a persuasive speech, making it an appropriate summative assessment tool.

3 Day 1 Day 2 Day 3 Day 4 Day 5

d Language Arts Language Arts Standards: Language Arts Language Arts Language Arts r

a Standard: Reading Research and Technology Standards: Literary Standards: Literary Standard: d

n Comprehension 2.3. 1.7: Response and Analysis Response and Analysis Writing a t Generate relevant Use systematic strategies to 3.3. 3.3. Application 2.2a S questions about organize and record Analyze how irony, Analyze how irony, Demonstrate a readings on issues that information (e.g. anecdotal tone, mood, style, and tone, mood, style, and comprehensive can be researched. scripting, annotated "sound" of language are "sound" of language are understanding of bibliographies). to achieve specific to achieve specific the significant rhetorical and/or rhetorical and/or ideas in works or aesthetic purposes. aesthetic purposes. passages.

C Prereading Reading Reading Reading Post Reading W

R Getting Ready to First Reading Analyzing Stylistic Analyzing Stylistic Thinking E Read Choices Choices Critically (Full Lesson Plan) (Full Lesson Plan) (Full Lesson Plan)

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’ Bloom’s Level 1: Bloom’s Level 2: Bloom’s Level 2/3: Bloom’s Level 2/3: Bloom’s

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4 Assessment Summary of Student Activities handout. Strategy KWL Informal: minutes. 10 list. master and discussion 5) Class work. 4) Group work. Independent 3) strategy. of KWL “W” “K” and 2) Model: List. Concepts 1) Key Day 1 vocab. worksheet). (finishHomework Formal: Slip. Informal: 5) Exit slip.5) Exit class. with sentences Squeezed share 5) Groups work. group 4) Squeeze worksheet. on vocabulary word. vocabulary for connotations personal making2) Model worksheet. vocabulary Connotation” vs. “Denotation to 1) Introduction 3) Group work work 3) Group Day 2 Day

Exit Exit Quickwrite. Informal: 6) Homework. alliteration. of purpose on discussion share/class 5) Student Dream.” Have a “I 4) Audio: 3) Brainstorm. alliteration. 1) 2) Defining 2) Defining Animalia. Day 3

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audience, and audience, intended tone, SWBAT advertisement at an critically looking When pathos and logos. pathos ethos, between distinguish and advertisement, an of appeal persuasive Language Arts Language process. stages the of the writing and progression through audiencethe and purpose awarenessstudents’ of writing demonstrates reasoned The argument. perspective tightly and convey a well-defined and focusedtexts that Students coherent write Strategies1.0 Standard: Writing Getting Ready to Write Ready Getting Day 7 Bloom’s Level 4: Bloom’s Level (Full Lesson Plan) Lesson (Full Distinguish Prewriting Analysis Identify Day 7 Day identify the identify Day 8 Day position/claim. forthat evidence and provide support, defend speech for a persuasive claim formulate a When askedto relevant relevant examples. with precise and support and them sophisticated way and persuasive, sustained, arguments in a and Structure ideas Strategies 1.3 Writing Standard: Arts Language Bloom’s Level 5: Bloom’s Level Working Thesis Formulating a Formulating Evaluation Prewriting SWBAT Support Defend Day 8 Day

Day 9 Day speech. ofa effectiveness theaid in that stylistic choices pathos, logosand incorporate ethos, and arguments, and outline ideas to organizer graphic SWBAT persuasive speech ofa a draft writeWhen askedto sophisticatedway. persuasive, and sustained, argumentsina Structureideas and 1.3 Writing Strategies Standard: Arts Language Bloom’s Level 6: Bloom’s Level Composing a Composing Writing Outline Create Day 9 Day use a use Write Draft genre. purpose, audience, and areconsistent with the and that tone in ways ofsubtlety meaning andstyle,enhance sentence variety and voice, improve individualtohighlight Revision: revise text and Evaluation Strategies1.9 Standard: Writing Arts Language writing. tone oftheir and organization, coherence, logic, critique the onand improve draft a When revising Day 10 Day Bloom’s Level 5: Bloom’s Level Revising and Evaluation Appraises SWBAT Revising Evaluate Editing Day 10 Day 6 to one). aor create new (Choose a RAFT Homework Formal: Awriting prompts sse creating 2RAFT ssmGroup work eInformal: nt minutes. 6) Homework.5 RAFTs. speech S5) Persuasive um 4) Brainstorm. mar work. 3) Group y of a RAFT. creating Stud 2) Model ent introduction. Act and handouts iviti 1) RAFT es

reflection reflection 2) Group up. 1) Warm 6) Exit slip. slip. 6) Exit handout. on work Independent 5) Handout. and 4) Video appeal. and Purpose discussion: 3) Class sharing. and Informal: worksheet. Logos Ethos, Pathos, Cof Section Complete Formal: Quickwrite prompt approved prompt writing RAFT get their1) Students provided rubric. provided the teacher and RAFT to their back reason referring foreach evidence support and with organizer graphic “Persuasion Map” out fill 4) Students organizer. out graphic 3) Pass claim. concrete a create 2) Students teacher.by the Informal: Graphic Organizer. DAILY PLAN LESSON their speech for speech their choices to stylistic add specific to worksheetDevices” “Literary their use 3) Students anas outline. organizer graphic using their speech draft oftheir first write a 2) Students rubric. and organizers graphic reviews 1) Teacher as needed.as ontheir draft Work 5) Homework: adddraft. to their to rubrics Assignment andRAFT Writing usethe 4) Students effect. draft needed). as (work onfirst Homework a first draft. Informal: Write Write 4) Teacher supplies any 4) Teacher identified. the problems revise how to anddesk decide their return to 3) Students Form.”Evaluation filling out a “Revising and speeches group member’s twoother reviewing peer for member isresponsible into of4.Each groups put work:Students2) Group are drafts. on first work continue 1) Students class. in front ofthe tomorrow it to present prepared and be your speech reading your Practice RAFT. illustrate postersmall to a Create 5) Homework: questions. answers and feedback additional prompt. RAFT illustrating writing Form.” Poster Evaluation “ Formal: Revising 7 Teacher’s Name: Michelle Bangara Class/Period: 9th grade Language Arts 60 min. class. Unit: Recall key concepts and people. Date: 14 September 2009 (Week 1 - Day 1) Agenda: 1) Key Concepts List. 5 minutes. 2) Model: “K” and “W” of KWL strategy. 15 minutes. 3) Independent work. 15 minutes. 4) Group work. 15 minutes. 5) Class discussion and master list. 10 minutes. California Content Standards: Language Arts Standard: Reading Comprehension 2.3. Generate relevant questions about readings on issues that can be researched. ELD Standards Addressed: Reading: Comprehension and Analysis of Grade–Level- Appropriate Text. Recognize a few specific facts in familiar expository texts, such as consumer publications, workplace documents, and content area texts. Objectives: When shown how to use the KWL strategy SWBAT brainstorm, recall personal experiences, and ask relevant questions about Abraham Lincoln, Civil Rights, The Constitution, Martin Luther King Jr., and Malcolm X. Materials Needed: List of key terms, overhead projector, KWL strategy sheet, butcher paper, markers. Activities: Time Teacher Procedures Student Responsibilities (Into) (Into) 5 minutes Write key concepts on the Students read the key concepts listed on the overhead projector: Abraham overhead projector when they arrive to class. Lincoln, Civil Rights, Students listen as teacher explains the purpose Constitution, Martin Luther King of the KWL strategy. Jr., and Malcolm X. Introduce the KWL strategy to the class. Begin by explaining that from this assignment we will generate good questions to focus on reading and studying.

(Through) (Through)

8 15 minutes Model the “K- What I Know” Students follow along as teacher models the section of the KWL strategy “K” section of the KWL strategy. Students sheet, for example say, “I know engage in brainstorming and accessing their Abraham Lincoln was the prior knowledge, sharing what they think they president, so I am going to put know about each topic with the class. Students that under “K.” Engage the class ask questions about key concepts in brainstorming and writing on the overhead projector what they think they know about each topic, including misconceptions.

Model the “W-What I Want to Students listen as teacher models and respond Know” section of the KWL to the teacher’s prompt and helping to fill out strategy sheet. Add onto your the “W” section of the KWL strategy sheet. previous example by saying, “I know Abraham Lincoln was the President…I wonder what year it was when he was elected. I am going to put ‘When was Abraham Lincoln the President?’ in the “W” column. After modeling generate a list of student questions. Ask students, “What do you want to know more about? What are you most interested in learning about?”

15 minutes Pass out “KWL Strategy” Students work independently and fill out the handout. Have students work “K” and “W” columns of their KWL strategy independently using their own sheet handout. KWL strategy sheet to make decisions about what they personally know and about what they want to know more. 9 15 minutes Ask students to get into groups of Students form groups of 3-4. Students work in 3-4. Have students discuss their cooperative groups to share information and lists and respond to each other’s discuss the work they have done independently. “W” column.

(Beyond) (Beyond) 10 minutes Have groups share with the class Groups share with the class their “K,” and “W” information from their “K” and columns, helping to create a master list of “W” columns addressing any information on butcher paper displayed around misconceptions from the “K” the room. column as they arise. Have students write presented information on butcher paper displayed around the room. Tell students they will fill out the “L” column of the KWL charts as they read through “I Have a Dream” by Martin Luther King Jr. and “The Ballot or the Bullet” by Malcolm X.

Assignment(s)/Homework: Students will complete their KWL strategy handout throughout class with the aid of the teacher, class discussion and their cooperative groups. How Student Learning is Assessed and Analyzed: Assessments: Assignment: KWL Strategy Sheet Credit/No Credit For this lesson student learning will be assessed informally through observation during brainstorming and class discussions. Students will be asked to turn in their KWL strategy handout for a credit/no credit score. Students will receive their handout back the following day.

10 Reflection on the Lesson Plan (effectiveness, rationale for choices, etc.): This lesson serves as an introduction to the Civil Rights movement and major themes that arise in the text selections that will be presented over the next two weeks. As a pre-reading exercise I chose to implement the KWL strategy because it engages students in reading, guides their interactions with texts and helps students clarify and extend meaning. This strategy also follows the ERWC suggestion of beginning reading with a pre-reading exercise that helps students make connections with their own personal world and activate prior knowledge and experiences related to the issues addressed in the text. The KWL strategy is also an approved SDAIE activity. This lesson plan addresses Bloom’s Taxonomy level one, “Remember” and the stated objective addresses the specific skill “recall.” I chose to first model how to use the KWL strategy before students were expected to use this skill because some students will find it difficult to complete the sheet on their own. Others might avoid taking risks or revealing what they know or don’t know about a topic, while others might just not be motivated to participate. Modeling the KWL strategy reduces this initial risk and creates an engaging process for students. I chose to have students move from independent work to collaborative groups because it gives them time to organize their own thoughts before having to present them to others. I had students collaborate with peers because group work provides positive social interactions for ELL students, helping them see the classroom as a comfortable place where they can feel safe using their new language skills. During this lesson I used Douglas Fisher and Nancy Frey’s “Release of Responsibility” model by first modeling (I do it), then brainstorming together (we do it), having students work independently (you do it alone) and then in collaborative groups (you do it together).

11 Name: Date:

KWL Strategy Sheet

Abraham Lincoln

K W L What I Know What I Want to Know What I Learned and Still Need to Learn

Civil Rights

K W L What I Know What I Want to Know What I Learned and Still Need to Learn

12 The Constitution

K W L What I Know What I Want to Know What I Learned and Still Need to Learn

Martin Luther King Jr.

K W L What I Know What I Want to Know What I Learned and Still Need to Learn

Malcolm X

K W L What I Know What I Want to Know What I Learned and Still Need to Learn

13 DAILY LESSON PLAN

Teacher’s Name: Michelle Bangara Class/Period: 9th grade Language Arts 60 min class. Unit: Vocabulary and First-Reading. Date: 15 September 2009 (Week 1 - Day 2) Agenda: 1) Introduction to “Denotation vs. Connotation” vocabulary worksheet. 5 minutes. 2) Model making personal connotations for vocabulary word. 5 minutes. 3) Group work on vocabulary. 10 minutes. 4) “Squeeze” group work. 20 minutes. 5) Groups share squeezed sentences with class. 15 minutes. 6) Exit slip and homework. 5 minutes. California Content Standards: Language Arts Standard: Word Analysis, Fluency, and Systematic Vocabulary Development 1.2. Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words. Research and Technology 1.7. Use systematic strategies to organize and record information. ELD Standards Addressed: Reading: Fluency and Systematic Vocabulary Development. Use a standard dictionary to derive the meaning of unknown vocabulary. Objectives: When using the Squeeze Reading Comprehension strategy and given instruction on denotation and connotation making SWBAT paraphrase “I Have a Dream” by Martin Luther King Jr., and “The Ballot or the Bullet” by Malcolm X and confirm or negate predictions made about the text/vocabulary. Materials Needed: Denotation vs. Connotation vocabulary worksheet, Squeeze handout, dictionary, copy of “I Have a Dream” by Martin Luther King Jr., and document camera. Activities: Time Teacher Procedures Student Responsibilities (Into) (Into) 5 minutes Pass out “Denotation vs. Students get into groups of four and listen while Connotation” worksheet. Put teacher reads handout aloud. students into groups of four. Read handout aloud.

5 minutes Explain to students the difference Students listen as teacher models. between denotation and connotation. Model how to assign personal negative or positive connotations to a vocabulary 14 word using a think-aloud. (Example: “The first word on the list is ‘manacles’. When I think of the word ‘manacle’, I picture a man being tied up, or held down. So if he is tied up, he is not free. I think being free is positive, so since manacles prevent someone from being free, I personally think they have a negative connotation.”)

10 minutes Have students work on Students work in cooperative groups to vocabulary worksheet in their complete their vocabulary worksheet. Students group. write vocabulary words and their literal definitions in a vocabulary log in their journals.

(Through) (Through) 20 minutes Pass out “I Have a Dream” by Students get into groups and assign each group Martin Luther King Jr. and the member a role from the squeeze handout. “Squeeze” handout. Have Students locate the chunk of text they are students remain in their groups. responsible for squeezing. Read Squeeze handout aloud. Tell each group to assign each member a role from the handout. Assign each group a number (1- 9). Have each group locate their assigned excerpt by looking for their group number.

Model for students how to Two students volunteer to be the verifier and squeeze a chunk of text. Ask for writer for the teacher. The rest of the class two volunteers, one who will be follows along as the teacher models how to 15 the verifier and one who will be paraphrase and squeeze paragraph 1 of “I Have the writer. Read first paragraph a Dream.” Students then work in their groups to aloud and paraphrase it. Ask squeeze the chunk of text from the speech that verifier if you missed anything. they have been assigned. Tell the writer to be ready to write. Use a think-aloud to squeeze the paraphrased information into one sentence. As the writer to read aloud the sentence that you have created. Tell students to work in their groups to squeeze each paragraph of their assigned chunk of text.

15 minutes Ask the writer from group 1 to Students share with the teacher and class the share the sentence they created sentences they created for each paragraph in for each paragraph they were their assigned chunk of text. Students write the assigned. Using a document other group’s sentences on their speech handout camera write this sentence under under the corresponding paragraph. the corresponding paragraph. Have students copy each condensed sentence under the corresponding paragraph as well. Repeat process with groups 2-9 until speech is completely paraphrased.

16 (Beyond) (Beyond) 5 minutes Tell students to complete an exit Students complete an exit slip reflecting on slip reflecting on something they something they learned, the content of the learned from the speech or any speech or any questions they still have about questions they may have Civil Rights. regarding Civil Rights. Tell students to finish the vocabulary handout they began in class for homework.

Assignment(s)/Homework: Students will be asked to work on a vocabulary worksheet that asks them to write down the denotative and connotative definitions of words found in the text. Students will also be assigned a role as the paraphraser, verifier, squeezer or writer during the Squeeze reading comprehension activity and asked to complete the task assigned to their role. At the end of the class period students will be assigned an exit slip asking them to reflect upon the speeches they have just read. For homework students will be asked to complete the Denotation vs. Connotation vocabulary worksheet that we began in class. How Student Learning is Assessed and Analyzed: Assessments: Assignment: Vocabulary Worksheet 10 points Assignment: Squeeze Activity Informal Assignment: Exit Slip Informal Student learning will be assessed informally during group work on the vocabulary worksheet and the Squeeze reading comprehension activity. Students will also be assessed informally from their exit slip, which will be used by the teacher to check for understanding and help establish a direction for the next class. Students will be assessed formally from their

17 vocabulary worksheet, completed as a homework assignment, and given 10 points for turning it in on time. Reflection on the Lesson Plan (effectiveness, rationale for choices, etc.): The purpose of this lesson is to introduce students to “I Have a Dream” by Martin Luther King Jr. I began the lesson asking students to guess the meaning of key words using the Denotation vs. Connotation worksheet. I chose to use this vocabulary building strategy because it builds on student’s prior knowledge and experiences. This vocabulary strategy also asks students to make predictions, which is a recommended pre-reading strategy from the ERWC template. When introducing the vocabulary worksheet I modeled using a think-aloud in order to make the internal thinking process observable for the class. I chose to implement the Squeeze reading comprehension strategy to begin our first reading of the speech. This strategy fits into the ERWC suggested framework for First -Reading exercises. The goal of the first reading is to help students understand the text. This strategy is useful in helping students get through difficult or new material. The Squeeze activity breaks down long passages into easily digestible sentences for students while maintaining the important content found in each paragraph. It is also a useful strategy to get through a large amount of text in a short amount of time because the work is divided among several groups. After completing their assigned passages students were asked to share with the class. By sharing with the class each group was given access to the entire squeezed speech. At the end of the class period I had students complete an exit slip. I chose to do an exit slip because it allows the teacher to use the written feedback or comments to address some of the issues that students had with the assignment. The exit slip also allows students to reflect and clarify the information that they have just received, making it a good beyond activity. This lesson plan addresses Bloom’s Taxonomy level two, “Understanding” and the stated objective addresses the specific skills “paraphrase” and “rewrite.”

18 Name: Date: Denotation vs. Connotation Vocabulary Worksheet

DIRECTIONS Independently go through the list of vocabulary words and mark an “X” under either “Positive” or “Negative” connotation depending on your own personal feelings or understanding of the word. Discuss with your group what personal meaning you associate with each vocabulary word listed. Did any of you disagree on which words were positive or negative? As a group look up the words in the dictionary and write down the word’s denotation (literal definition) in your vocabulary log found in your journal.

A word's denotation is its literal definition. For example: Snake: a limbless reptile with a long, scaly body

A word's connotation is all the association we have with it. For example: "Snake in the grass," the biblical serpent, the danger of poisonous snakes, our own fear of Snakes, or a malevolent (evil, bad) person might be called "a real snake"

Connotation can depend on the person who hears the word and brings his or her own associations to it. * A plumber might immediately think of a plumbing tool called a snake. *A biologist might think of the rare Indigo Snake he felt lucky to see the past weekend.

Vocabulary word Positive Connotation Negative Connotation 1. manacles ______2. prosperity ______3. obligation ______4. hallowed ______5. segregation ______6. discrimination ______6. redemptive ______7. dignity ______8. tribulations ______9. moderator ______10. ballot ______11. degradation ______12. “cracker” ______13. “jiving” ______14. “honkies” ______15. filibustering ______

19 Name: Date: SQUEEZE

Directions: Assign each group member a role as the Paraphraser, Verifier, Squeezer or Writer. Each group member is responsible for the task assigned to his or her role and must perform that task after reading sections/chunks of the text. Squeeze each paragraph of your group’s assigned chunk of text. Depending on the length of the text you are reading, you may have to repeat this process several times (once for each paragraph).

1) Paraphraser: In your own words, repeat what you thin are the most important parts of the text.

2) Verifier: While the Paraphraser is speaking, you need to check with the text to make sure all the important information is included.

3) Squeezer: After listening carefully to what the Paraphraser and the Verifier say create one sentence that includes the most important information in the section of the text just read.

4) Writer: Write the sentence that the Squeezer says. If you need to discuss it with the whole group first, that’s fine.

20 Martin Luther King Jr.

“I Have a Dream”

Delivered 28 August 1963, at the Lincoln Memorial, Washington D.C.

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. Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.

Group 1: ______

But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languished in the corners of American society and finds himself an exile in his own land. And so we've come here today to dramatize a shameful condition.

Group 1: ______

In a sense we've come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the "unalienable Rights" of "Life, Liberty and the pursuit of Happiness." It is obvious today that America has defaulted on this promissory note, insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked "insufficient funds."

Group 2: ______

But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so, we've come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice.

Group 2: ______

We have also come to this hallowed spot to remind America of the fierce urgency of Now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. 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

21 nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God's children. Group 3: ______

It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro's legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. And those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. And there will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.

Group 3: ______

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.

Group 4: ______

The marvelous new militancy which has engulfed the Negro community must not lead us to a distrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny. And they have come to realize that their freedom is inextricably bound to our freedom. We cannot walk alone. And as we walk, we must make the pledge that we shall always march ahead. We cannot turn back.

Group 4: ______

There are those who are asking the devotees of civil rights, "When will you be satisfied?" We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the negro's basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as our children are stripped of their self-hood and robbed of their dignity by signs stating: "For Whites Only." We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until "justice rolls down like waters, and righteousness like a mighty stream."

Group 5: ______

22 I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells. And some of you have come from areas where your quest -- quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive. Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed. Let us not wallow in the valley of despair, I say to you today, my friends.

Group 6: ______

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." 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!

Group 7: ______

I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of "interposition" and "nullification" -- one day right there in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. I have a dream today! I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight; "and the glory of the Lord shall be revealed and all flesh shall see it together." This is our hope, and this is the faith that I go back to the South with.

Group 7: ______

With this faith, we will be able to hew out of the mountain of despair a stone of hope. With this faith, we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith, we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.

Group 8: ______

And this will be the day -- this will be the day when all of God's children will be able to sing with new meaning: My country 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the Pilgrim's pride, From every mountainside, let freedom ring!

23 Group 8: ______

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.

Group 9: ______

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!

Group 9: ______

24 (Although this speech is not a part of this particular lesson, I included it because it is the other ‘text’ that is being used throughout the unit.)

Malcolm X “The Ballot or the Bullet”

Delivered 3 April 1964, Cleveland, OH.

Mr. Moderator, Brother Lomax, brothers and sisters, friends and enemies: I just can't believe everyone in here is a friend, and I don't want to leave anybody out. The question tonight, as I understand it, is "The Negro Revolt, and Where Do We Go From Here?" or What Next?" In my little humble way of understanding it, it points toward either the ballot or the bullet. Group 1:______

Before we try and explain what is meant by the ballot or the bullet, I would like to clarify something concerning myself. I'm still a Muslim; my religion is still Islam. That's my personal belief. Just as Adam Clayton Powell is a Christian minister who heads the Abyssinian Baptist Church in New York, but at the same time takes part in the political struggles to try and bring about rights to the black people in this country; and Dr. Martin Luther King is a Christian minister down in Atlanta, Georgia, who heads another organization fighting for the civil rights of black people in this country; and Reverend Galamison, I guess you've heard of him, is another Christian minister in New York who has been deeply involved in the school boycotts to eliminate segregated education; well, I myself am a minister, not a Christian minister, but a Muslim minister; and I believe in action on all fronts by whatever means necessary. Group 1: ______

Although I'm still a Muslim, I'm not here tonight to discuss my religion. I'm not here to try and change your religion. I'm not here to argue or discuss anything that we differ about, because it's time for us to submerge our differences and realize that it is best for us to first see that we have the same problem, a common problem, a problem that will make you catch hell whether you're a Baptist, or a Methodist, or a Muslim, or a nationalist. Whether you're educated or illiterate, whether you live on the boulevard or in the alley, you're going to catch hell just like I am. We're all in the same boat and we all are going to catch the same hell from the same man. He just happens to be a white man. All of us have suffered here, in this country, political oppression at the hands of the white man, economic exploitation at the hands of the white man, and social degradation at the hands of the white man. Group 1: ______

Now in speaking like this, it doesn't mean that we're anti-white, but it does mean we're anti-exploitation, we're anti-degradation, we're anti-oppression. And if the white man doesn't want us to be anti-him, let him stop oppressing and exploiting and degrading us. Whether we are Christians or Muslims or nationalists or agnostics or atheists, we must first learn to forget our differences. If we have differences, let us differ in the closet; when we come out in front, let us not have anything to argue about until we get finished arguing with the man. If the late President Kennedy could get together with Khrushchev and exchange some wheat, we certainly have more in common with each other than Kennedy and Khrushchev had with each other. If we don't do something real soon, I think you'll have to agree that we're going to be forced either to use the ballot or the bullet. It's one or the other in 1964. It isn't that time is running out -- time has run out! Group 1: ______

1964 threatens to be the most explosive year America has ever witnessed. The most explosive year. Why? It's also a political year. It's the year when all of the white politicians will be back in the so-called Negro community jiving you and me for some votes. The year when all of the white political crooks will be right back in your and my community with their false promises, building up our hopes for a letdown, with their trickery and their treachery, with their false promises which they don't intend to keep. As they nourish these dissatisfactions, it can only lead to one thing, an explosion; and now we have the type of black man on the scene in America today -- I'm sorry, Brother Lomax -- who just doesn't intend to turn the other cheek any 25 longer. Group1: ______

Don't let anybody tell you anything about the odds are against you. If they draft you, they send you to Korea and make you face 800 million Chinese. If you can be brave over there, you can be brave right here. These odds aren't as great as those odds. And if you fight here, you will at least know what you're fighting for. I'm not a politician, not even a student of politics; in fact, I'm not a student of much of anything. I'm not a Democrat. I'm not a Republican, and I don't even consider myself an American. If you and I were Americans, there'd be no problem. Those Honkies that just got off the boat, they're already Americans; Polacks are already Americans; the Italian refugees are already Americans. Everything that came out of Europe, every blue-eyed thing, is already an American. And as long as you and I have been over here, we aren't Americans yet. Group 1: ______

Well, I am one who doesn't believe in deluding myself. I'm not going to sit at your table and watch you eat, with nothing on my plate, and call myself a diner. Sitting at the table doesn't make you a diner, unless you eat some of what's on that plate. Being here in America doesn't make you an American. Being born here in America doesn't make you an American. Why, if birth made you American, you wouldn't need any legislation; you wouldn't need any amendments to the Constitution; you wouldn't be faced with civil-rights filibustering in Washington, D.C., right now. They don't have to pass civil-rights legislation to make a Polack an American. Group 1: ______

No, I'm not an American. I'm one of the 22 million black people who are the victims of Americanism. One of the 22 million black people who are the victims of democracy, nothing but disguised hypocrisy. So, I'm not standing here speaking to you as an American, or a patriot, or a flag-saluter, or a flag-waver -- no, not I. I'm speaking as a victim of this American system. And I see America through the eyes of the victim. I don't see any American dream; I see an American nightmare. Group 2: ______

These 22 million victims are waking up. Their eyes are coming open. They're beginning to see what they used to only look at. They're becoming politically mature. They are realizing that there are new political trends from coast to coast. As they see these new political trends, it's possible for them to see that every time there's an election the races are so close that they have to have a recount. They had to recount in Massachusetts to see who was going to be governor, it was so close. It was the same way in Rhode Island, in Minnesota, and in many other parts of the country. And the same with Kennedy and Nixon when they ran for president. It was so close they had to count all over again. Well, what does this mean? It means that when white people are evenly divided, and black people have a bloc of votes of their own, it is left up to them to determine who's going to sit in the White House and who's going to be in the dog house. Group 2: ______lt. was the black man's vote that put the present administration in Washington, D.C. Your vote, your dumb vote, your ignorant vote, your wasted vote put in an administration in Washington, D.C., that has seen fit to pass every kind of legislation imaginable, saving you until last, then filibustering on top of that. And your and my leaders have the audacity to run around clapping their hands and talk about how much progress we're making. And what a good president we have. If he wasn't good in Texas, he sure can't be good in Washington, D.C. Because Texas is a lynch state. It is in the same breath as Mississippi, no different; only they lynch you in Texas with a Texas accent and lynch you in Mississippi with a Mississippi accent. And these Negro leaders have the audacity to go and have some coffee in the White House with a Texan, a Southern cracker -- that's all he is -- and then come out and tell you and me that he's going to be better for us because, since he's from the South, he knows how to deal with the Southerners. What kind of logic is that? Let Eastland be president, he's from the South too. He should be better able to deal with them than Johnson. Group 2: ______

In this present administration they have in the House of Representatives 257 Democrats to only 177 Republicans. They control two-thirds of the House vote. Why can't they pass something that will help you and me? In the Senate, there are 67 senators who are of the Democratic Party. Only 33 of them are Republicans. 26 Why, the Democrats have got the government sewed up, and you're the one who sewed it up for them. And what have they given you for it? Four years in office, and just now getting around to some civil-rights legislation. Just now, after everything else is gone, out of the way, they're going to sit down now and play with you all summer long -- the same old giant con game that they call filibuster. All those are in cahoots together. Don't you ever think they're not in cahoots together, for the man that is heading the civil-rights filibuster is a man from Georgia named Richard Russell. When Johnson became president, the first man he asked for when he got back to Washington, D.C., was "Dicky" -- that's how tight they are. That's his boy, that's his pal, that's his buddy. But they're playing that old con game. One of them makes believe he's for you, and he's got it fixed where the other one is so tight against you, he never has to keep his promise. Group 2: ______

So it's time in 1964 to wake up. And when you see them coming up with that kind of conspiracy, let them know your eyes are open. And let them know you -- something else that's wide open too. It's got to be the ballot or the bullet. The ballot or the bullet. If you're afraid to use an expression like that, you should get on out of the country; you should get back in the cotton patch; you should get back in the alley. They get all the Negro vote, and after they get it, the Negro gets nothing in return. All they did when they got to Washington was give a few big Negroes big jobs. Those big Negroes didn't need big jobs, they already had jobs. That's camouflage, that's trickery, that's treachery, window-dressing. I'm not trying to knock out the Democrats for the Republicans. We'll get to them in a minute. But it is true; you put the Democrats first and the Democrats put you last. Group 2: ______

Look at it the way it is. What alibis do they use, since they control Congress and the Senate? What alibi do they use when you and I ask, "Well, when are you going to keep your promise?" They blame the Dixiecrats. What is a Dixiecrat? A Democrat. A Dixiecrat is nothing but a Democrat in disguise. The titular head of the Democrats is also the head of the Dixiecrats, because the Dixiecrats are a part of the Democratic Party. The Democrats have never kicked the Dixiecrats out of the party. The Dixiecrats bolted themselves once, but the Democrats didn't put them out. Imagine, these lowdown Southern segregationists put the Northern Democrats down. But the Northern Democrats have never put the Dixiecrats down. No, look at that thing the way it is. They have got a con game going on, a political con game, and you and I are in the middle. It's time for you and me to wake up and start looking at it like it is, and trying to understand it like it is; and then we can deal with it like it is. Group 2: ______

The Dixiecrats in Washington, D.C., control the key committees that run the government. The only reason the Dixiecrats control these committees is because they have seniority. The only reason they have seniority is because they come from states where Negroes can't vote. This is not even a government that's based on democracy. lt. is not a government that is made up of representatives of the people. Half of the people in the South can't even vote. Eastland is not even supposed to be in Washington. Half of the senators and congressmen who occupy these key positions in Washington, D.C., are there illegally, are there unconstitutionally. Group 3: ______

I was in Washington, D.C., a week ago Thursday, when they were debating whether or not they should let the bill come onto the floor. And in the back of the room where the Senate meets, there's a huge map of the United States, and on that map it shows the location of Negroes throughout the country. And it shows that the Southern section of the country, the states that are most heavily concentrated with Negroes, are the ones that have senators and congressmen standing up filibustering and doing all other kinds of trickery to keep the Negro from being able to vote. This is pitiful. But it's not pitiful for us any longer; it's actually pitiful for the white man, because soon now, as the Negro awakens a little more and sees the vise that he's in, sees the bag that he's in, sees the real game that he's in, then the Negro's going to develop a new tactic. Group 3: ______

These senators and congressmen actually violate the constitutional amendments that guarantee the people of that particular state or county the right to vote. And the Constitution itself has within it the machinery to expel any representative from a state where the voting rights of the people are violated. You don't even need new legislation. Any person in Congress right now, who is there from a state or a district where the voting rights of 27 the people are violated, that particular person should be expelled from Congress. And when you expel him, you've removed one of the obstacles in the path of any real meaningful legislation in this country. In fact, when you expel them, you don't need new legislation, because they will be replaced by black representatives from counties and districts where the black man is in the majority, not in the minority. Group 3: ______

If the black man in these Southern states had his full voting rights, the key Dixiecrats in Washington, D. C., which means the key Democrats in Washington, D.C., would lose their seats. The Democratic Party itself would lose its power. It would cease to be powerful as a party. When you see the amount of power that would be lost by the Democratic Party if it were to lose the Dixiecrat wing, or branch, or element, you can see where it's against the interests of the Democrats to give voting rights to Negroes in states where the Democrats have been in complete power and authority ever since the Civil War. You just can't belong to that Party without analyzing it. Group 3: ______

I say again, I'm not anti-Democrat, I'm not anti-Republican, I'm not anti-anything. I'm just questioning their sincerity, and some of the strategy that they've been using on our people by promising them promises that they don't intend to keep. When you keep the Democrats in power, you're keeping the Dixiecrats in power. I doubt that my good Brother Lomax will deny that. A vote for a Democrat is a vote for a Dixiecrat. That's why, in 1964, it's time now for you and me to become more politically mature and realize what the ballot is for; what we're supposed to get when we cast a ballot; and that if we don't cast a ballot, it's going to end up in a situation where we're going to have to cast a bullet. It's either a ballot or a bullet. Group 3: ______

In the North, they do it a different way. They have a system that's known as gerrymandering, whatever that means. It means when Negroes become too heavily concentrated in a certain area, and begin to gain too much political power, the white man comes along and changes the district lines. You may say, "Why do you keep saying white man?" Because it's the white man who does it. I haven't ever seen any Negro changing any lines. They don't let him get near the line. It's the white man who does this. And usually, it's the white man who grins at you the most, and pats you on the back, and is supposed to be your friend. He may be friendly, but he's not your friend. Group 3: ______

So, what I'm trying to impress upon you, in essence, is this: You and I in America are faced not with a segregationist conspiracy, we're faced with a government conspiracy. Everyone who's filibustering is a senator -- that's the government. Everyone who's finagling in Washington, D.C., is a congressman -- that's the government. You don't have anybody putting blocks in your path but people who are a part of the government. The same government that you go abroad to fight for and die for is the government that is in a conspiracy to deprive you of your voting rights, deprive you of your economic opportunities, deprive you of decent housing, deprive you of decent education. You don't need to go to the employer alone, it is the government itself, the government of America, that is responsible for the oppression and exploitation and degradation of black people in this country. And you should drop it in their lap. This government has failed the Negro. This so-called democracy has failed the Negro. And all these white liberals have definitely failed the Negro. Group 3: ______

So, where do we go from here? First, we need some friends. We need some new allies. The entire civil-rights struggle needs a new interpretation, a broader interpretation. We need to look at this civil-rights thing from another angle -- from the inside as well as from the outside. To those of us whose philosophy is black nationalism, the only way you can get involved in the civil-rights struggle is give it a new interpretation. That old interpretation excluded us. It kept us out. So, we're giving a new interpretation to the civil-rights struggle, an interpretation that will enable us to come into it, take part in it. And these handkerchief-heads who have been dillydallying and pussy footing and compromising -- we don't intend to let them pussyfoot and dillydally and compromise any longer. Group 4: ______

How can you thank a man for giving you what's already yours? How then can you thank him for giving you only part of what's already yours? You haven't even made progress, if what's being given to you, you should 28 have had already. That's not progress. And I love my Brother Lomax, the way he pointed out we're right back where we were in 1954. We're not even as far up as we were in 1954. We're behind where we were in 1954. There's more segregation now than there was in 1954. There's more racial animosity, more racial hatred, more racial violence today in 1964, than there was in 1954. Where is the progress? Group 4: ______

And now you're facing a situation where the young Negro's coming up. They don't want to hear that "turn the- other-cheek" stuff, no. In Jacksonville, those were teenagers, they were throwing Molotov cocktails. Negroes have never done that before. But it shows you there's a new deal coming in. There's new thinking coming in. There's new strategy coming in. It'll be Molotov cocktails this month, hand grenades next month, and something else next month. It'll be ballots, or it'll be bullets. It'll be liberty, or it will be death. The only difference about this kind of death -- it'll be reciprocal. You know what is meant by "reciprocal"? That's one of Brother Lomax's words. I stole it from him. I don't usually deal with those big words because I don't usually deal with big people. I deal with small people. I find you can get a whole lot of small people and whip hell out of a whole lot of big people. They haven't got anything to lose, and they've got every thing to gain. And they'll let you know in a minute: "It takes two to tango; when I go, you go." Group 4: ______

The black nationalists, those whose philosophy is black nationalism, in bringing about this new interpretation of the entire meaning of civil rights, look upon it as meaning, as Brother Lomax has pointed out, equality of opportunity. Well, we're justified in seeking civil rights, if it means equality of opportunity, because all we're doing there is trying to collect for our investment. Our mothers and fathers invested sweat and blood. Three hundred and ten years we worked in this country without a dime in return -- I mean without a dime in return. You let the white man walk around here talking about how rich this country is, but you never stop to think how it got rich so quick. It got rich because you made it rich. Group 4: ______

You take the people who are in this audience right now. They're poor. We're all poor as individuals. Our weekly salary individually amounts to hardly anything. But if you take the salary of everyone in here collectively, it'll fill up a whole lot of baskets. It's a lot of wealth. If you can collect the wages of just these people right here for a year, you'll be rich -- richer than rich. When you look at it like that, think how rich Uncle Sam had to become, not with this handful, but millions of black people. Your and my mother and father, who didn't work an eight-hour shift, but worked from "can't see" in the morning until "can't see" at night, and worked for nothing, making the white man rich, making Uncle Sam rich. This is our investment. This is our contribution, our blood. Group 4: ______

Not only did we give of our free labor, we gave of our blood. Every time he had a call to arms, we were the first ones in uniform. We died on every battlefield the white man had. We have made a greater sacrifice than anybody who's standing up in America today. We have made a greater contribution and have collected less. Civil rights, for those of us whose philosophy is black nationalism, means: "Give it to us now. Don't wait for next year. Give it to us yesterday, and that's not fast enough." Group 4: ______

I might stop right here to point out one thing. Whenever you're going after something that belongs to you, anyone who's depriving you of the right to have it is a criminal. Understand that. Whenever you are going after something that is yours, you are within your legal rights to lay claim to it. And anyone who puts forth any effort to deprive you of that which is yours, is breaking the law, is a criminal. And this was pointed out by the Supreme Court decision. It outlawed segregation. Which means segregation is against the law. Which means a segregationist is breaking the law. A segregationist is a criminal. You can't label him as anything other than that. And when you demonstrate against segregation, the law is on your side. The Supreme Court is on your side. Group 4: ______Now, who is it that opposes you in carrying out the law? The police department itself. With police dogs and clubs. Whenever you demonstrate against segregation, whether it is segregated education, segregated housing, 29 or anything else, the law is on your side, and anyone who stands in the way is not the law any longer. They are breaking the law; they are not representatives of the law. Any time you demonstrate against segregation and a man has the audacity to put a police dog on you, kill that dog, kill him, I'm telling you, kill that dog. I say it, if they put me in jail tomorrow, kill that dog. Then you'll put a stop to it. Now, if these white people in here don't want to see that kind of action, get down and tell the mayor to tell the police department to pull the dogs in. That's all you have to do. If you don't do it, someone else will. Group 5: ______

If you don't take this kind of stand, your little children will grow up and look at you and think "shame." If you don't take an uncompromising stand, I don't mean go out and get violent; but at the same time you should never be nonviolent unless you run into some nonviolence. I'm nonviolent with those who are nonviolent with me. But when you drop that violence on me, then you've made me go insane, and I'm not responsible for what I do. And that's the way every Negro should get. Any time you know you're within the law, within your legal rights, within your moral rights, in accord with justice, then die for what you believe in. But don't die alone. Let your dying be reciprocal. This is what is meant by equality. What's good for the goose is good for the gander. Group 5: ______

When we begin to get in this area, we need new friends, we need new allies. We need to expand the civil-rights struggle to a higher level -- to the level of human rights. Whenever you are in a civil-rights struggle, whether you know it or not, you are confining yourself to the jurisdiction of Uncle Sam. No one from the outside world can speak out in your behalf as long as your struggle is a civil-rights struggle. Civil rights comes within the domestic affairs of this country. All of our African brothers and our Asian brothers and our Latin-American brothers cannot open their mouths and interfere in the domestic affairs of the United States. And as long as it's civil rights, this comes under the jurisdiction of Uncle Sam. Group 5: ______

But the United Nations has what's known as the charter of human rights; it has a committee that deals in human rights. You may wonder why all of the atrocities that have been committed in Africa and in Hungary and in Asia, and in Latin America are brought before the UN, and the Negro problem is never brought before the UN. This is part of the conspiracy. This old, tricky blue eyed liberal who is supposed to be your and my friend, supposed to be in our corner, supposed to be subsidizing our struggle, and supposed to be acting in the capacity of an adviser, never tells you anything about human rights. They keep you wrapped up in civil rights. And you spend so much time barking up the civil-rights tree, you don't even know there's a human-rights tree on the same floor. Group 5: ______

When you expand the civil-rights struggle to the level of human rights, you can then take the case of the black man in this country before the nations in the UN. You can take it before the General Assembly. You can take Uncle Sam before a world court. But the only level you can do it on is the level of human rights. Civil rights keeps you under his restrictions, under his jurisdiction. Civil rights keeps you in his pocket. Civil rights means you're asking Uncle Sam to treat you right. Human rights are something you were born with. Human rights are your God-given rights. Human rights are the rights that are recognized by all nations of this earth. And any time any one violates your human rights, you can take them to the world court. Group 5: ______

Uncle Sam's hands are dripping with blood, dripping with the blood of the black man in this country. He's the earth's number-one hypocrite. He has the audacity -- yes, he has -- imagine him posing as the leader of the free world. The free world! And you over here singing "We Shall Overcome." Expand the civil-rights struggle to the level of human rights. Take it into the United Nations, where our African brothers can throw their weight on our side, where our Asian brothers can throw their weight on our side, where our Latin-American brothers can throw their weight on our side, and where 800 million Chinamen are sitting there waiting to throw their weight on our side. Group 5: ______

Let the world know how bloody his hands are. Let the world know the hypocrisy that's practiced over here. Let it be the ballot or the bullet. Let him know that it must be the ballot or the bullet. When you take your case to Washington, D.C., you're taking it to the criminal who's responsible; it's like 30 running from the wolf to the fox. They're all in cahoots together. They all work political chicanery and make you look like a chump before the eyes of the world. Here you are walking around in America, getting ready to be drafted and sent abroad, like a tin soldier, and when you get over there, people ask you what are you fighting for, and you have to stick your tongue in your cheek. No, take Uncle Sam to court, take him before the world. Group 5: ______

By ballot I only mean freedom. Don't you know -- I disagree with Lomax on this issue -- that the ballot is more important than the dollar? Can I prove it? Yes. Look in the UN. There are poor nations in the UN; yet those poor nations can get together with their voting power and keep the rich nations from making a move. They have one nation -- one vote, everyone has an equal vote. And when those brothers from Asia, and Africa and the darker parts of this earth get together, their voting power is sufficient to hold Sam in check. Or Russia in check. Or some other section of the earth in check. So, the ballot is most important. Group 6: ______

Right now, in this country, if you and I, 22 million African-Americans -- that's what we are -- Africans who are in America. You're nothing but Africans. Nothing but Africans. In fact, you'd get farther calling yourself African instead of Negro. Africans don't catch hell. You're the only one catching hell. They don't have to pass civil-rights bills for Africans. An African can go anywhere he wants right now. All you've got to do is tie your head up. That's right, go anywhere you want. Just stop being a Negro. Change your name to Hoogagagooba. That'll show you how silly the white man is. You're dealing with a silly man. A friend of mine who's very dark put a turban on his head and went into a restaurant in Atlanta before they called themselves desegregated. He went into a white restaurant, he sat down, they served him, and he said, "What would happen if a Negro came in here? And there he's sitting, black as night, but because he had his head wrapped up the waitress looked back at him and says, "Why, there wouldn't no nigger dare come in here." Group 6: ______

So, you're dealing with a man whose bias and prejudice are making him lose his mind, his intelligence, every day. He's frightened. He looks around and sees what's taking place on this earth, and he sees that the pendulum of time is swinging in your direction. The dark people are waking up. They're losing their fear of the white man. No place where he's fighting right now is he winning. Everywhere he's fighting, he's fighting someone your and my complexion. And they're beating him. He can't win any more. He's won his last battle. He failed to win the Korean War. He couldn't win it. He had to sign a truce. That's a loss. Group 6: ______

Any time Uncle Sam, with all his machinery for warfare, is held to a draw by some rice eaters, he's lost the battle. He had to sign a truce. America's not supposed to sign a truce. She's supposed to be bad. But she's not bad any more. She's bad as long as she can use her hydrogen bomb, but she can't use hers for fear Russia might use hers. Russia can't use hers, for fear that Sam might use his. So, both of them are weapon-less. They can't use the weapon because each's weapon nullifies the other's. So the only place where action can take place is on the ground. And the white man can't win another war fighting on the ground. Those days are over The black man knows it, the brown man knows it, the red man knows it, and the yellow man knows it. So they engage him in guerrilla warfare. That's not his style. You've got to have heart to be a guerrilla warrior, and he hasn't got any heart. I'm telling you now. Group 6: ______I just want to give you a little briefing on guerrilla warfare because, before you know it, before you know it. It takes heart to be a guerrilla warrior because you're on your own. In conventional warfare you have tanks and a whole lot of other people with you to back you up -- planes over your head and all that kind of stuff. But a guerrilla is on his own. All you have is a rifle, some sneakers and a bowl of rice, and that's all you need -- and a lot of heart. The Japanese on some of those islands in the Pacific, when the American soldiers landed, one Japanese sometimes could hold the whole army off. He'd just wait until the sun went down, and when the sun went down they were all equal. He would take his little blade and slip from bush to bush, and from American to American. The white soldiers couldn't cope with that. Whenever you see a white soldier that fought in the Pacific, he has the shakes, he has a nervous condition, because they scared him to death Group 6: ______

The same thing happened to the French up in French Indochina. People who just a few years previously were 31 rice farmers got together and ran the heavily-mechanized French army out of Indochina. You don't need it -- modern warfare today won't work. This is the day of the guerrilla. They did the same thing in Algeria. Algerians, who were nothing but Bedouins, took a rine and sneaked off to the hills, and de Gaulle and all of his highfalutin' war machinery couldn't defeat those guerrillas. Nowhere on this earth does the white man win in a guerrilla warfare. It's not his speed. Just as guerrilla warfare is prevailing in Asia and in parts of Africa and in parts of Latin America, you've got to be mighty naive, or you've got to play the black man cheap, if you don't think some day he's going to wake up and find that it's got to be the ballot or the bullet. Group 6: ______l would like to say, in closing, a few things concerning the Muslim Mosque, Inc., which we established recently in New York City. It's true we're Muslims and our religion is Islam, but we don't mix our religion with our politics and our economics and our social and civil activities -- not any more We keep our religion in our mosque. After our religious services are over, then as Muslims we become involved in political action, economic action and social and civic action. We become involved with anybody, any where, any time and in any manner that's designed to eliminate the evils, the political, economic and social evils that are afflicting the people of our community. Group 6: ______

The political philosophy of black nationalism means that the black man should control the politics and the politicians in his own community; no more. The black man in the black community has to be re-educated into the science of politics so he will know what politics is supposed to bring him in return. Don't be throwing out any ballots. A ballot is like a bullet. You don't throw your ballots until you see a target, and if that target is not within your reach, keep your ballot in your pocket. Group 7: ______

The political philosophy of black nationalism is being taught in the Christian church. It's being taught in the NAACP. It's being taught in CORE meetings. It's being taught in SNCC Student Nonviolent Coordinating Committee meetings. It's being taught in Muslim meetings. It's being taught where nothing but atheists and agnostics come together. It's being taught everywhere. Black people are fed up with the dillydallying, pussyfooting, compromising approach that we've been using toward getting our freedom. We want freedom now, but we're not going to get it saying "We Shall Overcome." We've got to fight until we overcome. Group 7: ______

The economic philosophy of black nationalism is pure and simple. It only means that we should control the economy of our community. Why should white people be running all the stores in our community? Why should white people be running the banks of our community? Why should the economy of our community be in the hands of the white man? Why? If a black man can't move his store into a white community, you tell me why a white man should move his store into a black community. The philosophy of black nationalism involves a re-education program in the black community in regards to economics. Our people have to be made to see that any time you take your dollar out of your community and spend it in a community where you don't live, the community where you live will get poorer and poorer, and the community where you spend your money will get richer and richer. Group 7: ______

Then you wonder why where you live is always a ghetto or a slum area. And where you and I are concerned, not only do we lose it when we spend it out of the community, but the white man has got all our stores in the community tied up; so that though we spend it in the community, at sundown the man who runs the store takes it over across town somewhere. He's got us in a vise. So the economic philosophy of black nationalism means in every church, in every civic organization, in every fraternal order, it's time now for our people to be come conscious of the importance of controlling the economy of our community. If we own the stores, if we operate the businesses, if we try and establish some industry in our own community, then we're developing to the position where we are creating employment for our own kind. Once you gain control of the economy of your own community, then you don't have to picket and boycott and beg some cracker downtown for a job in his business. Group 7: ______

The social philosophy of black nationalism only means that we have to get together and remove the evils, the vices, alcoholism, drug addiction, and other evils that are destroying the moral fiber of our community. We our 32 selves have to lift the level of our community, the standard of our community to a higher level, make our own society beautiful so that we will be satisfied in our own social circles and won't be running around here trying to knock our way into a social circle where we're not wanted. So I say, in spreading a gospel such as black nationalism, it is not designed to make the black man re-evaluate the white man -- you know him already -- but to make the black man re-evaluate himself. Don't change the white man's mind -- you can't change his mind, and that whole thing about appealing to the moral conscience of America -- America's conscience is bankrupt. She lost all conscience a long time ago. Uncle Sam has no conscience. Group 7 : ______

They don't know what morals are. They don't try and eliminate an evil because it's evil, or because it's illegal, or because it's immoral; they eliminate it only when it threatens their existence. So you're wasting your time appealing to the moral conscience of a bankrupt man like Uncle Sam. If he had a conscience, he'd straighten this thing out with no more pressure being put upon him. So it is not necessary to change the white man's mind. We have to change our own mind. You can't change his mind about us. We've got to change our own minds about each other. We have to see each other with new eyes. We have to see each other as brothers and sisters. We have to come together with warmth so we can develop unity and harmony that's necessary to get this problem solved ourselves. How can we do this? How can we avoid jealousy? How can we avoid the suspicion and the divisions that exist in the community? I'll tell you how. Group 7: ______

I have watched how Billy Graham comes into a city, spreading what he calls the gospel of Christ, which is only white nationalism. That's what he is. Billy Graham is a white nationalist; I'm a black nationalist. But since it's the natural tendency for leaders to be jealous and look upon a powerful figure like Graham with suspicion and envy, how is it possible for him to come into a city and get all the cooperation of the church leaders? Don't think because they're church leaders that they don't have weaknesses that make them envious and jealous -- no, everybody's got it. It's not an accident that when they want to choose a cardinal, as Pope I over there in Rome, they get in a closet so you can't hear them cussing and fighting and carrying on. Billy Graham comes in preaching the gospel of Christ. He evangelizes the gospel. He stirs everybody up, but he never tries to start a church. If he came in trying to start a church, all the churches would be against him. So, he just comes in talking about Christ and tells everybody who gets Christ to go to any church where Christ is; and in this way the church cooperates with him. So we're going to take a page from his book. Group 8: ______

Our gospel is black nationalism. We're not trying to threaten the existence of any organization, but we're spreading the gospel of black nationalism. Anywhere there's a church that is also preaching and practicing the gospel of black nationalism, join that church. If the NAACP is preaching and practicing the gospel of black nationalism, join the NAACP. If CORE is spreading and practicing the gospel of black nationalism, join CORE. Join any organization that has a gospel that's for the uplift of the black man. And when you get into it and see them pussyfooting or compromising, pull out of it because that's not black nationalism. We'll find another one. Group 8: ______

And in this manner, the organizations will increase in number and in quantity and in quality, and by August, it is then our intention to have a black nationalist convention which will consist of delegates from all over the country who are interested in the political, economic and social philosophy of black nationalism. After these delegates convene, we will hold a seminar; we will hold discussions; we will listen to everyone. We want to hear new ideas and new solutions and new answers. And at that time, if we see fit then to form a black nationalist party, we'll form a black nationalist party. If it's necessary to form a black nationalist army, we'll form a black nationalist army. It'll be the ballot or the bullet. It'll be liberty or it'll be death. Group 8: ______

It's time for you and me to stop sitting in this country, letting some cracker senators, Northern crackers and Southern crackers, sit there in Washington, D.C., and come to a conclusion in their mind that you and I are supposed to have civil rights. There's no white man going to tell me anything about my rights. Brothers and sisters, always remember, if it doesn't take senators and congressmen and presidential proclamations to give freedom to the white man, it is not necessary for legislation or proclamation or Supreme Court decisions to give freedom to the black man. You let that white man know, if this is a country of freedom, let it be a country of freedom; and if it's not a country of freedom, change it. 33 Group 8: ______

We will work with anybody, anywhere, at any time, who is genuinely interested in tackling the problem head- on, nonviolently as long as the enemy is nonviolent, but violent when the enemy gets violent. We'll work with you on the voter-registration drive, we'll work with you on rent strikes, we'll work with you on school boycotts; I don't believe in any kind of integration; I'm not even worried about it, because I know you're not going to get it anyway; you're not going to get it because you're afraid to die; you've got to be ready to die if you try and force yourself on the white man, because he'll get just as violent as those crackers in Mississippi, right here in Cleveland. But we will still work with you on the school boycotts be cause we're against a segregated school system. A segregated school system produces children who, when they graduate, graduate with crippled minds. But this does not mean that a school is segregated because it's all black. A segregated school means a school that is controlled by people who have no real interest in it whatsoever. Group 8: ______

Let me explain what I mean. A segregated district or community is a community in which people live, but outsiders control the politics and the economy of that community. They never refer to the white section as a segregated community. It's the all-Negro section that's a segregated community. Why? The white man controls his own school, his own bank, his own economy, his own politics, his own everything, his own community; but he also controls yours. When you're under someone else's control, you're segregated. They'll always give you the lowest or the worst that there is to offer, but it doesn't mean you're segregated just because you have your own. You've got to control your own. Just like the white man has control of his, you need to control yours. Group 8: ______

You know the best way to get rid of segregation? The white man is more afraid of separation than he is of integration. Segregation means that he puts you away from him, but not far enough for you to be out of his jurisdiction; separation means you're gone. And the white man will integrate faster than he'll let you separate. So we will work with you against the segregated school system because it's criminal, because it is absolutely destructive, in every way imaginable, to the minds of the children who have to be exposed to that type of crippling education. Group 8: ______

Last but not least, I must say this concerning the great controversy over rifles and shotguns. The only thing that I've ever said is that in areas where the government has proven itself either unwilling or unable to defend the lives and the property of Negroes, it's time for Negroes to defend themselves. Article number two of the constitutional amendments provides you and me the right to own a rifle or a shotgun. It is constitutionally legal to own a shotgun or a rifle. This doesn't mean you're going to get a rifle and form battalions and go out looking for white folks, although you'd be within your rights -- I mean, you'd be justified; but that would be illegal and we don't do anything illegal. If the white man doesn't want the black man buying rifles and shotguns, then let the government do its job. Group 9: ______

That's all. And don't let the white man come to you and ask you what you think about what Malcolm says -- why, you old Uncle Tom. He would never ask you if he thought you were going to say, "Amen!" No, he is making a Tom out of you." So, this doesn't mean forming rifle clubs and going out looking for people, but it is time, in 1964, if you are a man, to let that man know. If he's not going to do his job in running the government and providing you and me with the protection that our taxes are supposed to be for, since he spends all those billions for his defense budget, he certainly can't begrudge you and me spending $12 or $15 for a single-shot, or double-action. I hope you understand. Don't go out shooting people, but any time -- brothers and sisters, and especially the men in this audience; some of you wearing Congressional Medals of Honor, with shoulders this wide, chests this big, muscles that big -- any time you and I sit around and read where they bomb a church and murder in cold blood, not some grownups, but four little girls while they were praying to the same God the white man taught them to pray to, and you and I see the government go down and can't find who did it. Group 9: ______

Why, this man -- he can find Eichmann hiding down in Argentina somewhere. Let two or three American soldiers, who are minding somebody else's business way over in South Vietnam, get killed, and he'll send battleships, sticking his nose in their business. He wanted to send troops down to Cuba and make them have 34 what he calls free elections -- this old cracker who doesn't have free elections in his own country. Group 9: ______

No, if you never see me another time in your life, if I die in the morning, I'll die saying one thing: the ballot or the bullet, the ballot or the bullet. If a Negro in 1964 has to sit around and wait for some cracker senator to filibuster when it comes to the rights of black people, why, you and I should hang our heads in shame. You talk about a march on Washington in 1963, you haven't seen anything. There's some more going down in '64. And this time they're not going like they went last year. They're not going singing ''We Shall Overcome." They're not going with white friends. They're not going with placards already painted for them. They're not going with round-trip tickets. They're going with one way tickets. And if they don't want that non-nonviolent army going down there, tell them to bring the filibuster to a halt.

Group 9: ______

The black nationalists aren't going to wait. Lyndon B. Johnson is the head of the Democratic Party. If he's for civil rights, let him go into the Senate next week and declare himself. Let him go in there right now and declare himself. Let him go in there and denounce the Southern branch of his party. Let him go in there right now and take a moral stand -- right now, not later. Tell him, don't wait until election time. If he waits too long, brothers and sisters, he will be responsible for letting a condition develop in this country which will create a climate that will bring seeds up out of the ground with vegetation on the end of them looking like something these people never dreamed of. In 1964, it's the ballot or the bullet. Thank you.

Group 9: ______

35 DAILY LESSON PLAN

Teacher’s Name: Michelle Bangara Class/Period: 9th grade Language Arts 60 min. class. Unit: Alliteration: “I Have a Dream.” Date: 16 September 2009 (Week 1 – Day 3) Agenda: 1) Animalia. 10 minutes. 2) Defining alliteration. 10 minutes. 3) Brainstorming. 5 minutes. 4) Audio: “I Have a Dream.” 15 minutes. 5) Student share/class discussion on purpose of alliteration. 15 minutes. 6) Homework. 5 minutes. California Content Standards: Listening and Speaking. 1.10 Analyze historically significant speeches (e.g., Abraham Lincoln’s “Gettysburg Address,” Martin Luther King, Jr.’s “I Have a Dream”) to find the rhetorical devices and features that make them memorable. Language Arts Standard: Reading Comprehension 2.1 Analyze both the features and rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and how authors use these features and devices. ELD Standards Addressed: Reading Comprehension: Structural Features of Informational Materials. Read and use simple sentences to identify orally the features and the rhetorical devices of simple excerpts of public and workplace documents and content area texts. Objectives: When having had instruction on how to identify alliteration SWBAT identify the stylistic choice (specifically alliteration) made by Martin Luther King Jr. in his speech “I Have a Dream” and explain how this choice creates certain effects for the reader. Materials Needed: Children’s book Animalia by Graeme Base, internet access, “I Have a Dream” audio from the internet, copy of the speech “I Have a Dream” by Martin Luther King Jr., and reflective journal.

36 Activities: Time Teacher Procedures Student Responsibilities (Into) (Into) 10 minutes Begin class by reading the classic Students listen while teacher reads aloud. children’s book Animalia by Graeme Base aloud.

(Through) (Through) 10 minutes After reading the book discuss Students predict from the reading of Animalia the term alliteration with the and their prior knowledge the definition of class. Ask students to guess from alliteration. Students listen as teacher models the book you just read (or from examples of alliteration. their prior knowledge) what they think alliteration means. When discussing students answers try to work towards a definition such as: Alliteration is the repetition of initial consonant sounds of a word in one or more closely followed words.

Tell students that alliterative words do not necessarily start with the same letter or letters. Model examples (filthy and phone, ceiling and sound, cat and kite).

10 minutes Have students brainstorm with a Students brainstorm with a partner and write as partner a list of alliterative many alliterative phrases they can think of in phrases. Tell students to write their reflective journals. Students share their list in their reflective examples. journals. Tell students they can list universally known alliterative

37 phrases such as “Peter piper picked a peck of pickled peppers.” Have students share their examples with the class and write their examples on the board.

10 minutes Tell students they will be writing Students listen as audio recording plays, first a short persuasive speech next focusing solely on the audio. During the second week, but first they are going to recording students circle examples of look for strategies and stylistic alliteration they hear/see on their copy of the choices used in persuasive speech. writing. Tell students to take out their copy of “I Have a Dream.” Play audio of speech twice. First ask students to listen and follow along without writing. During the second playing of the audio have students follow along with the text and circle examples they hear/see of alliteration.

15 minutes Ask students, “Why do you think Students share with the class examples of Martin Luther King Jr. used alliteration from the text, what it accomplished alliteration in his speech?” and evidence from the text to support their (Possible answers: catches your position. ear, easy to remember, draws attention to words, emphasis). Write answers on the board. Have students share examples of alliteration they found in the speech and what it accomplished (answer can be taken from 38 student generated responses listed above).

(Beyond) (Beyond) 5 minutes Homework: For homework tell Students follow along as teacher explains students to find an example of homework, students ask questions if necessary. alliteration in a magazine, newspaper, internet article, advertisement, book or poem and write in their reflective journal how its use adds to the text. Tell students they have the option of finding an example of alliteration on their own or they can use “Sarah Cynthia Sylvia Stout” a poem taken from Where the Sidewalk Ends by Shel Silverstein.

Assignment(s)/Homework: During class students will be asked to brainstorm and write as many alliterative phrases they can think of in their reflective journals. The will also be asked to listen and read along with “I Have a Dream” by Martin Luther King Jr. and circle alliterative phrases found in the text. They will be asked to share their findings and explain the purpose of using alliteration. As homework students will be provided with a short poem and asked to identify alliteration in the poem and reflect on its purpose in their journals. Students also have the option of finding an example of alliteration in a magazine, newspaper, internet article, comic book et cetera to write about opposed to using the provided example. How Student Learning is Assessed and Analyzed: Assessments: Assignment: Brainstorming with a partner Informal Assignment: Circle Alliterations in the speech Informal Assignment: Reflective Journal (homework) 10 Points

39 Reflection on the Lesson Plan (effectiveness, rationale for choices, etc.): The purpose of this lesson is to have students reread “I Have a Dream” by Martin Luther King Jr. and look for stylistic choices that create certain effects for the reader. Analyzing stylistic choices is a rereading strategy suggested by the ERWC template. I told the class they are going to write a short persuasive essay in the near future. The purpose of briefly introducing them to the writing assignment was to give context to our purposes in analyzing the stylistic choices in the speech. I also did this to point out that what we are looking at now is important for their future assignment. I began the lesson on alliteration with reading a popular children’s book Animalia by Graeme Base to the class. I chose to incorporate a picture book because they cater to a visual learner and often times contain rich vocabulary and lyrical language. Using a picture book helps to scaffold student understanding of a range of topics through formats that students find intriguing. By using Animalia to introduce alliteration I was able to introduce a literary device in an approachable way. Picture books are also a rich resource for struggling readers or English language learners. The manageable length and minimal amount of text offer support for students who find reading a challenge. After introducing alliteration through the use of a picture book I had students listen to the speech. I did this to cater to auditory learners and to give students the opportunity to hear the way alliteration draws attention to certain phrases or words. Throughout this lesson I used Douglas Fisher and Nancy Frey’s “Release of Responsibility” model. I began with a focus lesson (I do it) on Animalia and modeled different alliterative phrases. Next I had students work collaboratively and brainstorm together (You do it together) a list of alliterative phrases in their journals. We then listened to and followed along with the speech together, circling alliterative phrases and discussing them (We do it). Finally I had students find alliteration on their own in the provided poem, or in a newspaper, a magazine, an article et cetera of their choosing and discuss it in their journal (You do it alone). I gave students an informal homework assignment on alliteration because it is a new concept. I provided students with an example (poem) for those who did not feel comfortable having to look and find alliteration on their own. This lesson plan addresses Bloom’s Taxonomy levels two and three, “Understanding” and “Application” the stated objective addresses the specific skills “identify” and “explain.”

40 41 42 43 Where the Sidewalk Ends “Sarah Cynthia Sylvia Stout” Sarah Cynthia Sylvia Stout Would not take the garbage out! She'd scour the pots and scrape the pans, Candy the yams and spice the hams, And though her daddy would scream and shout, She simply would not take the garbage out. And so it piled up to the ceilings: Coffee grounds, potato peelings, Brown bananas, rotten peas, Chunks of sour cottage cheese. It filled the can, it covered the floor, It cracked the window and blocked the door With bacon rinds and chicken bones, Drippy ends of ice cream cones, Prune pits, peach pits, orange peel, Gloppy glumps of cold oatmeal, Pizza crusts and withered greens, Soggy beans and tangerines, Crusts of black burned buttered toast, Gristly bits of beefy roasts. . . The garbage rolled on down the hall, It raised the roof, it broke the wall. . . Greasy napkins, cookie crumbs, Globs of gooey bubble gum, Cellophane from green baloney, Rubbery blubbery macaroni, Peanut butter, caked and dry, Curdled milk and crusts of pie, Moldy melons, dried-up mustard, Eggshells mixed with lemon custard, Cold french fried and rancid meat, Yellow lumps of Cream of Wheat. At last the garbage reached so high That it finally touched the sky. And all the neighbors moved away, And none of her friends would come to play. And finally Sarah Cynthia Stout said, "OK, I'll take the garbage out!" But then, of course, it was too late. . . The garbage reached across the state, From New York to the Golden Gate. And there, in the garbage she did hate, Poor Sarah met an awful fate, That I cannot now relate Because the hour is much too late. But children, remember Sarah Stout And always take the garbage out! 44 Hotlink for audio of “I Have a Dream” by Martin Luther King Jr. http://www.americanrhetoric.com/speeches/mlkihaveadream.htm

45 DAILY LESSON PLAN

Teacher’s Name: Michelle Bangara Class/Period: 9th grade Language Arts 60 min. class Unit: RAFT Writing Assignment/Rubric. Date: 21 September 2009 (Week 2 – Day 6) Agenda: 1) RAFT handouts and introduction. 5 minutes. 2) Model creating a RAFT. 10 minutes. 3) Group work. 10 minutes. 4) Brainstorming. 10 minutes. 5) Persuasive speech RAFTs. 20 minutes. 6) Homework. 5 minutes. California Content Standards: Language Arts Standard: Writing Strategies 1.1 Demonstrate understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, informational, or descriptive writing assignments. ELD Standards Addressed: Writing: Organization and Focus. Identify in writing the various elements of discourse (e.g., purpose, speaker, audience, form). Objectives: When shown how to construct a RAFT writing assignment SWBAT understand their role as a writer, the audience they will address, the varied formats for writing, and the expected content. Materials Needed: Overhead projector, document camera, “RAFT Writing Assignment” handout, “Focused Activity: RAFT Review” handout, “Writing Assignment Rubric.” Activities: Time Teacher Procedures Student Responsibilities (Into) (Into) 5 minutes Tell students they will be creating Students follow along as teacher explains the RAFT writings prompts today. purpose of using RAFT writing prompts. Tell students the purpose of using RAFT is to make sure they understand their role as a writer, their audience, the format for their work and the expected content. They will use RAFT to write a persuasive speech about an issue, problem or injustice in their school. Pass out “Writing 46 Assignment Rubric” and “RAFT Writing Assignment” handouts.

(Through) (Through) 10 minutes Pass out “Focus Activity Sheet: Students follow along as teacher models how to RAFT Review.” Using a create a RAFT writing prompt. Students answer document camera display and questions posed by teacher. read through the first writing assignment with students. Ask students, “How did the role you are taking effect the way you write this prompt? For example, what kind of public official are you? (small town or big city)? Who are your citizens?” Regarding audience, ask students “Who is your audience? How does your audience effect the word choice you will use? For example, would you speak differently to a parent than you would a teenager?” Regarding format ask students “What is required from the format? For example, is it a letter, essay or speech?”

10 minutes Have students get into groups of Students work collaboratively to develop a four. Assign each group a prompt writing prompt from the handout. Students to do from the “Focused Activity” share with the class their prompt, discuss it, and handout. When they have finished develop it further if needed. have students share with the class 47 their RAFT. Display each RAFT using a document camera. Discuss each RAFT. If a group leaves out important information ask questions to develop RAFT further. Write any additional information onto the RAFT using the document camera for students to see.

10 minutes Tell students they will now create Students brainstorm a list of possible roles, sample RAFT prompts for their audiences and topics that relate to an issue in speeches. Tell students to take out their school. the “RAFT Assignment” handout. Have students brainstorm a list of roles, audiences and topics related to a problem, issue or injustice they think exist in their school (possible topics: cell phones and pagers in school, free speech in and out of school, ‘so sag or not to sag’ regarding dress code). Tell students for this activity the format will have to be a persuasive speech. Record brainstorming list on the board.

20 minutes As a class the teacher guides Students work as a class with the teacher to students in creating 5 RAFT create 5 possible RAFT prompts. writing prompts from the brainstorming list using procedures used when introducing the “Focus Activity” 48 handout.

5 minutes Homework: Tell students to Students listen as the teacher explains the choose a topic to write about for homework assignment. Students either choose a their persuasive speeches. Let RAFT that was created in class for their them know they can use one of persuasive speech or go home and create a new the RAFT writing prompts one and bring it to class for approval the created in class and listed on the following day. board. They can also create a new RAFT prompt and bring it to class for approval tomorrow.

Assignment(s)/Homework: During class students will follow along as the teacher models from the “Focus Activity” handout how to create a RAFT. Students will participate by answering any questions posed by the teacher. Students will work in collaborative groups to complete one RAFT prompt from the “Focus Activity” sheet and share it with the class. Students will participate in the class discussion and brainstorm possible roles, audiences, and topics for their persuasive speech. Students will be asked to choose a RAFT for their persuasive speech and have it approved by the teacher the following day. How Student Learning is Assessed and Analyzed: Assessments: Assignment: Brainstorm exercise Informal Assignment: “Focus Activity” handout Informal Assignment: Collaborative Groups Informal Assignment: Homework: Choose a RAFT 10 points Reflection on the Lesson Plan (effectiveness, rationale for choices, etc.): The purpose of this lesson is to introduce the students to their future assignment of writing a persuasive

49 speech. I began by telling students the purpose of using RAFT, passing out the “Writing Assignment Rubric,” “RAFT Writing Assignment” handout and modeling how to create a RAFT prompt. I first modeled and worked together with the class to complete a RAFT prompt to show them the correct way to use the strategy and to help them develop each prompt further. Having students work in groups to complete one of the RAFT prompts from the “Focused Activity” handout gave them access to different points of view. Seeing how each writing prompt can be taken in different directions illustrates how using RAFT focuses the writing process. Instead of assigning the same writing prompt to every student I chose to implement RAFT because it engages student’s imagination and creativity in the writing experience. RAFT also moves them toward thoughtful and precise writing by raising awareness of the rhetorical context of the writing assignment. The context for writing allows students to assess the writer’s relationship to the subject of the writing (topic) and the reader (audience). RAFT situates students in the writing task. Although the writing they are going to produce is not a traditional essay it still requires students to process information and ideas that have been presented throughout the unit and present a well- organized, factual piece of writing. RAFT allows students creativity and the opportunity to choose their own topic, one that appeals to and interests them. This lesson plan also fits into the ERWC template, which suggests beginning writing with prewriting, specifically Reading the Assignment. The template states that most students have trouble with writing assignments because they do not read the assignment carefully or are unsure of what the assignment is asking for. By using RAFT the purpose of the writing assignment becomes very clear. I also passed out the “Writing Assignment Rubric” during this stage because it provides all of the information students need to understand how they will be graded. This lesson plan addresses Bloom’s Taxonomy level 2 “Understand” and the stated objectives address the specific skill “understand.”

RAFT Writing Assignment

1. Your writing must address these four important factors: Role, Audience, Format and Topic. 50 You are a member of the student body, write a persuasive speech that you plan on reciting orally, regarding an issue, problem or injustice you believe exists in your school.

2. Brainstorm ideas about a topic. The topic must be related to issues, problems or injustices you think exist at your school. Narrow your ideas down to 2 or 3 possible topics.

Brainstorming List

Role Audience Format Topic

Persuasive speech

3. Sketch a RAFT for each of your topic ideas. List possible roles and audiences for each topic idea.

4. Decide which RAFT you would like to write about. Write your favorite RAFT.

Writing Assignment Rubric

51 Focus Activity Handout

1 2 3 4 There is no clear The introduction The introduction The introduction is Introduction introduction of states the main clearly states the interesting, states the (Organization the main topic or topic, but does not main topic and main topic, and ) structure of the adequately preview previews the previews the structure speech the structure of the structure of the of the speech. speech, nor is it paper, but is not particularly particularly interesting to the interesting to the reader. reader. Sequencing Many details are Some details are Details are placed Details are placed in a (Organization not in a logical or not in logical or in a logical but the logical order and the ) expected order. expected order, way in which they way they are presented There is little and this distracts are presented effectively keeps the sense that the the reader. sometimes makes interest of the reader. writing is the writing less organized. interesting. Viewpoint or Viewpoint or ideas RAFT maintains a RAFT maintains clear, Perspective ideas are sketchy. reflect current reasonably consistent point of RAFT does not concerns. RAFT consistent point of view, tone and ideas show insight into does not show view and includes relevant to role. Ideas how speaker feels insight into how ideas relevant to and information always or acts during the speaker feel during role. Speakers’s tied to role and event(s). the event(s). feelings about the audience of time. event(s) are evident. Ethos, Pathos, The writer does The writer The writer The writer successfully Logos not make an attempts to make successfully uses uses several persuasive attempt to make the reader care one or two strategies (ethos, the reader care about the topic, but persuasive pathos or logos) to try about the topic or is not really strategies (ethos, to show why the reader use ethos, pathos successful. pathos or logos) to should care or want to or logos. try to show why know more about the the reader should topic. care or want to know more about the topic. Does not include Includes a Uses one or more Effectively uses an Stylistic any stylistic minimum of one of the stylistic example of all three Choices choices analyzed stylistic choice choices analyzed stylistic choices in class. (alliteration, in class analyzed in class repetition, or (alliteration, (alliteration, repetition, allusion). repetition, or or allusion). allusion). Writing is unclear Writing wanders. Writing is clear Writing is fluent and Presentation and has gaps or Speech contains and direct. Speech interesting. Speech confusions. several sentence contains some contains few or no Speech is marred errors and fragments, run-ons errors. It engages and by numerous mechanical or other errors; persuades audience.52 errors. mistakes. occasional. RAFT Review

Read the following prompts and do RAFT for each of them.

1. From the viewpoint of a public official seeking re-election to office, write a speech to the citizens of your community that will discuss the problems of violent crime in your area. Include several solutions that you have in mind for resolving the problems of violent crime. R – A – F – T –

2. From the viewpoint of a school guidance counselor, write an article for the local newspaper discussing the effects of peer pressure on high school students and how peer pressure is contributing to the overall stresses that teens have to face today. R – A – F – T –

3. Advertisements, commercial, and magazines give a superficial definition of beauty to consumers. As the editor of a new magazine that will focus on inner beauty, as opposed to outer beauty, write a letter to send to prospective buyers that defines what beauty really means to you. R – A – F – T –

4. The Arts Council would like to create a program to insure that children receive early exposure to music, paintings, sculpture, and dance. As the director of the Arts Council, write a proposal to the chamber of commerce in which you present the need for this program and request their monetary support. R – A – F – T –

5. As a teen mother whose baby experienced early health problems due to your poor nutrition and smoking during pregnancy, you have decided to try to help other teen mothers and their babies. With this end in mind, you have written a pamphlet for teen mothers that will be distributed by the local public health clinic. The pamphlet will present health and fitness steps that a teen mother needs to take in order to insure a healthy baby. R – A – F – T –

6. As we enter the 21st century, high school libraries are moving from simply collections of

53 books and magazines, to multi-media centers with computer banks, video conferencing, and other advanced technology resources. As a high school librarian, write a newsletter to parents, informing them of the changes in your school’s library and its offerings. R – A – F – T –

7. In today’s society, schools are experiencing increasing levels of violence. Students are often

much more perceptive than adults as to the causes of teen violence. As the president of your senior class, you have been invited by the county superintendent to deliver a speech at the next school board meeting. You are to address possible causes of school violence and ways to prevent its outbreak. R – A – F – T –

8. Your high school principal has asked the student council to write a brochure for new students, introducing them to the school’s extra-curricular offerings. He wants the council members to make the brochure as welcoming, inviting, and as “student friendly” as possible. R – A – F – T –

9. As a mayor of a small town, you have the opportunity to deliver a speech to a group of business executives who are interested in establishing branches in your town. Your town has recently lost its two largest employers and the rate of unemployment is high. You have ten minutes to present a snapshot picture of your community, it schools, public services, natural attractions, and proximity to interstate travel. You also need to include the effects these businesses relocations will have on your town. R – A – F – T –

54 DAILY LESSON PLAN

Teacher’s Name: Michelle Bangara Class/Period: 9th grade English Language Arts 60 min. class Unit: Pre-writing: Logic, Tone and Audience Date: 22 September 2009 (Week 2 - Day 7) Agenda: 1) Warm up. 5 minutes. 2) Group reflection and sharing. 15 minutes. 3) Class discussion: Purpose and appeal. 10 minutes. 4) Video and Handout. 15 minutes. 5) Independent work on handout. 10 minutes. 6) Exit slip. 5 minutes. California Content Standards: Listening and Speaking Strategies. 1.13 Analyze the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic. ELD Standards Addressed: Writing: Organization and Focus. Recognize structured ideas and arguments and support examples in persuasive writing. Objectives: When looking critically at an advertisement SWBAT identify the tone, intended audience, persuasive appeal of the advertisement and be able to distinguish between ethos, pathos and logos. Materials Needed: Internet access to youtube, hotlink to “Axe” commercial and “Persuasive Appeals Ethos, Pathos, Logos” animation video, “Ethos, Pathos, Logos” handout, reflective journals, over head projector, Activities: Time Teacher Procedures Student Responsibilities (Into) (Into) 5 minutes Begin the class by having students take out Students respond in their reflective their reflective journals. Go to youtube and journals to “Warm-up” questions play “Axe” commercial. Tell students to regarding the audience of the watch the commercial and then answer the commercial, the feelings the “Warm-up” questions on the board. commercial elicited and if they think the advertisement is effective.

15 minutes Divide students into groups of four. As a Students work in a group to discuss group have students share their answers to the advertisement. Students will the warm-up journal assignment. Ask address who they think the students, “Did you have the same response commercial was made for (audience), 55 to the commercial as your peers? What the feelings the advertisement gave feelings did your peers think the advertisers them, and its effectiveness. As a wanted them to have? Did it make you want group students will rate the to buy the product?” Tell students to commercial and share with the class discuss their answers and decide together if the rating they gave it and why. the advertisement was effective. Have students rate the advertisement 1-5 (1 being not effective at all and 5 being very effective) and share with the class why they rated the commercial that way. Students answer teacher prompts 10 minutes After sharing their initial thoughts ask about the purpose and appeal of the students, “What is the purpose of this commercial. commercial?” (Possible answers: to get us to buy the product, to convince us this product is better than other products). Ask students “In what way does the commercial appeal to you? Does it make you want to feel included or offer evidence for it being a superior product? (Through) (Through) Students watch the animation video 15 minutes Play “Persuasive Appeals Ethos Logos found on teahertube.com. Students Pathos” animation video off of listen and follow along as teacher teachertube.com. Pass out “Ethos, Pathos, reads handout aloud. Students Logos” handout. After the video read discuss how these appeals were used handout aloud to students. Explain that in the “Axe” commercial, and which these strategies are used in persuasive appeal was the most prevalent. writing. Tell students, “Just like Ari tried to Students discuss how persuasive persuade his mother to buy pizza for dinner, appeals change depending on the Martin Luther King Jr. and Malcolm X audience. used these appeals to call for action against racial injustice, and advertisements and commercials like the one we watched use 56 these appeals to persuade consumers to buy their products.” Ask students which appeal they think the “Axe” commercial used the most. Ask students “Do you think they would have used a different appeal more often if they were trying to sell this product to an older audience? Why?” Students work individually to 10 minutes Tell students they will use these appeals complete the worksheet section of when writing their own persuasive speech the handout. Students work with a using their RAFT prompt. Have students partner to discuss their answers. work individually to complete the worksheet section of the handout. When they have finished have students discuss their answers with a partner. (Beyond) (Beyond) Students complete an exit slip to 5 minutes Students complete an exit slip reflecting on hand in to the teacher. They write the lesson. They can summarize, reflect on about the key points of the lesson, or ask any additional questions regarding reflect, or ask any question they may persuasive appeals. have.

Assignment(s)/Homework: During students will be asked to write in their reflective journals and complete the warm-up questions. Students will also work in a group to rate a commercial. Students will complete the “Ethos, Pathos, Logos” worksheet and discuss it with a partner. At the end of class students will turn in an exit slip. How Student Learning is Assessed and Analyzed: Assessments: Assignment: Reflective journal: Warm-up Informal Assignment: Group work Informal

57 Assignment: Ethos, Pathos, Logos worksheet Informal Assignment: Exit Slip Informal Reflection on the Lesson Plan (effectiveness, rationale for choices, etc.): The purpose of this lesson plan is to introduce persuasive appeals. Persuasive writing is an important skill but can seem intimidating. I began the lesson with asking students to complete a warm-up journal assignment after watching the Axe commercial. I chose to have students write down their thoughts before sharing them with a group because it gives them time to focus their ideas and reflect on the topic I introduced the basic concepts of persuasive writing using a commercial because it is something most students have been exposed to. Instead of introducing the academic language immediately, I will let students explore the commercials in their own words. Verbalizing their feelings about the commercial in their own words and describing its effectiveness illustrates what they already know about persuasive appeal, even if they are not labeling these appeals by their academic terms. I chose this specific commercial because its target audience is a teenage boy. I wanted to choose and advertisement that was a little bit controversial, in that there is a definite view point being expressed and a specific target audience. Not everyone in the class will agree on whether the advertisement is effective or not. Some students might really dislike the commercial, while others will find its promise of female attention very appealing. This controversy will provide a good kick- start to discussion. This lesson plan also follows the ERWC template suggestion of beginning writing with pre-writing. Suggested activities listed under Getting Ready to Write should help students consider the audience for their writing and they need to think about persuasive techniques both logical and emotion if they are trying to change the opinion of the audience. The ERWC template states that discussion groups and working in pairs is helpful at this point. This lesson plan addresses Bloom’s Taxonomy level 4 “Analysis” and my stated objectives address the specific skills “identify” and “distinguish.”

58 Warm-up

Directions/Questions: 1. Describe the ad and guess the target audience. 2. What kind of feelings do the ad designers want their audience to have? 3. Considering the audience, do you feel that the ad is effective? 4. How effective would the ad be if the intended audience were an adult? How might the ad be different?

Axe Deodorant commercial Hotlink Youtube.com http://www.youtube.com/watch?v=fT6IWAIf580

59 Animation Video Hotlink

Persuasive Appeals Ethos Logos Pathos

Persuasive appeals ethos pathos logos from teachertube.com http://teachertube.com/viewVideo.php? video_id=41007&title=Persuasive_Appeals_Ethos_Logos_Pathos

60 ETHOS, PATHOS, AND LOGOS Persuasive Techniques

The persuasive strategies used by in the commercial we watched can be divided into three categories: pathos, logos, and ethos.

Pathos: an appeal to emotion. An advertisement using pathos will attempt to evoke an emotional response in the consumer. Sometimes, it is a positive emotion such as happiness: an image of people enjoying themselves while drinking Pepsi. Other times, advertisers will use negative emotions such as pain: a person having back problems after buying the “wrong” mattress. Pathos can also include emotions such as fear and guilt: images of a starving child persuade you to send money.

Logos: an appeal to logic or reason. An advertisement using logos will give you the evidence and statistics you need to fully understand what the product does. The logos of an advertisement will be the "straight facts" about the product: One glass of Florida orange juice contains 75% of your daily Vitamin C needs.

Ethos: an appeal to credibility or character. An advertisement using ethos will try to convince you that the company is more reliable, honest, and credible; therefore, you should buy its product. Ethos often involves statistics from reliable experts, such as nine out of ten dentists agree that Crest is the better than any other brand or Americas dieters choose Lean Cuisine. Often, a celebrity endorses a product to lend it more credibility: Catherine Zeta-Jones makes us want to switch to T-Mobile.

Directions A. Practice labeling pathos, logos, and ethos by placing a P, L, or E in the blank: _____ A child is shown covered in bug bites after using an inferior bug spray. _____ Tiger Woods endorses Nike. _____ Sprite Zero is 100% sugar-free. _____ A 32-oz. bottle of Tide holds enough to wash 32 loads.

61 _____ A commercial shows an image of a happy couple riding in a Corvette. _____ Cardiologists recommend Ecotrin more than any other brand of aspirin. _____ Advil Liqui-Gels provide up to 8 hours of continuous pain relief. _____ Miley Cyrus appears in Oreo advertisements. _____ People who need more energy drink Red Bull Energy Drink. _____ A magazine ad shows people smiling while smoking cigarettes.

B. Below are excerpts from “I Have a Dream” by Martin Luther King Jr. and “The Ballot or the Bullet” by Malcolm X. Practice labeling each sentence as pathos, logos, and ethos by placing a P, L, or E in the blank: ____ “All men are created equal.” (MLK) ____ “ I have a dream that my four 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” (MLK) ____ “I’m a Muslim minister. The same as they are Christian Ministers, I’m a Muslim minister. And I don’t believe in fighting today in any one front, but on all fronts.” (Malcolm X) ____”I’m not going to sit at your table, and watch you eat, with nothing on my plate, and call myself a diner.” (Malcolm X) C. Choose a product to endorse and practice writing your own appeals. Label each as appealing to ethos, pathos or logos.

1. ______2. ______3. ______4. ______5. ______

62 Assessment Plan and Tools

The tools used for ongoing (formative) assessment during this unit include informal observations during discussions, brainstorming and collaborative work in groups. Students are assessed informally from their completed KWL strategy sheet, exit slips, quickwrites, journal entries, RAFT writing prompts and graphic organizers. Students are assessed formally throughout the unit through the “Denotation vs. Connotation” vocabulary worksheet that was started in class and completed as a homework assignment, the “Reflections,” and “Ethos, Pathos,

Logos,” handout, the “Revising Evaluation Form” and a poster illustrating their RAFT writing prompt.

The final (summative) assessment will be a persuasive speech written to a RAFT writing prompt and delivered to the class. Students must either choose one of the RAFT writing prompt created during class or create one on their own and have it approved by the teacher. They must respond to the prompt implementing the persuasive techniques learned throughout the unit, including a clear claim, specific stylistic choices (alliteration, allusion or repetition), pathos, ethos, logos, and organization. This summative writing assignment directly correlates with the standards and objectives stated in the unit.

63 Writing Assignment Rubric

1 2 3 4 There is no clear The introduction The introduction The introduction is Introduction introduction of the states the main clearly states the interesting, states the (Organization main topic or topic, but does not main topic and main topic, and ) structure of the adequately preview previews the previews the structure speech the structure of the structure of the of the speech. speech, nor is it paper, but is not particularly particularly interesting to the interesting to the reader. reader. Sequencing Many details are Some details are Details are placed Details are placed in a (Organization not in a logical or not in logical or in a logical but the logical order and the ) expected order. expected order, way in which they way they are presented There is little and this distracts are presented effectively keeps the sense that the the reader. sometimes makes interest of the reader. writing is the writing less organized. interesting. Viewpoint or Viewpoint or ideas Maintains a Maintains clear, Perspective ideas are sketchy. reflect current reasonably consistent point of RAFT does not concerns. RAFT consistent point of view, tone and ideas show insight into does not show view and includes relevant to role, how speaker feels insight into how ideas relevant to audience, format and or acts during the speaker feel during role, audience and topic. Ideas and event(s). the event(s). topic. Speaker’s information always tied feelings about the to role and audience of event(s) are time. evident. Ethos, Pathos, The writer does The writer attempts The writer The writer successfully Logos not make an to make the reader successfully uses uses several persuasive attempt to make care about the one or two strategies (ethos, the reader care topic, but is not persuasive pathos or logos) to try about the topic or really successful. strategies (ethos, to show why the reader use ethos, pathos pathos or logos) to should care or want to or logos. try to show why know more about the the reader should topic. care or want to know more about the topic. Does not include Includes a Uses one or more Effectively uses an Stylistic any stylistic minimum of one of the stylistic example of all three Choices choices analyzed stylistic choice choices analyzed stylistic choices in class. (alliteration, in class analyzed in class repetition, or (alliteration, (alliteration, repetition, allusion). repetition, or or allusion). allusion). Writing is unclear Writing wanders. Writing is clear Writing is fluent and Presentation and has gaps or Speech contains and direct. Speech interesting. Speech confusions. several sentence contains some contains few or no Speech is marred errors and fragments, run-ons errors. It engages64 and by numerous mechanical or other errors; persuades audience. errors. mistakes. occasional. Unit Planning Commentary

The central focus of this unit is to have the students identify different techniques used in persuasive writing and to be able to differentiate between and use these persuasive techniques in their own writing. Identifying these persuasive techniques is an important skill to master. It is important to understand the strategies used in persuasion because it gives students the tools to critically analyze information and make informed decisions regarding issues found in newspapers, magazines, television shows, the news, politics et cetera. It is also important for students to understand that the support and evidence that they provide when stating a claim is a key aspect in convincing others to believe and support that claim as well. Being able to provide logical and sequential arguments is a skill that can be used in the workplace.

The two texts that I will be using during this unit are “I Have a Dream” by Martin Luther

King Jr. and “The Ballot or the Bullet” by Malcolm X. Both of these texts are speeches delivered during the Civil Rights movement. “I Have a Dream” was delivered on August 28th , 1963 from the steps of the Lincoln Memorial. In this speech Martin Luther King Jr. demands racial justice and an integrated society become the mantra for the black community. He argues that all men are created equal, and though that was not the case in America at the time, King urges the audience to make it so in the future. He calls his fellow Americans to take action in fighting the nightmare of racial injustice. To drive home his arguments King uses many literary techniques including rhythm, repetition, allusion and alliteration.

The second speech, “The Ballot or the Bullet” was given by Malcolm X on April 3, 1964 at Cory Methodist Church in Cleveland Ohio. During his speech Malcolm X advised African-

Americans to judiciously exercise their right to vote, while at the same time cautioning the government that if necessary they would take up arms if prevented from attaining full equality.

Malcolm X refers to the “Black man” in America today as someone who no longer intends to turn the other cheek. He states that it is time for African-Americans to become more politically

65 mature and realize what the ballot is for and what they are supposed to get when they cast a ballot. He states if they do not cast a ballot in the upcoming election (1964 was an election year) they will inevitably have to cast a bullet. During his speech Malcolm X advocates exercising the ballot, but expresses skepticism that voting would bring about full equality. In order to attain this equality Malcolm X urges the audience to look at racial injustice not as a civil rights issue but a human rights issue that could be taken to the United Nations. Nonetheless, he urges President

Johnson to go to the Senate now, not later, to denounce the Southern branch of his party and to take a strong stand against racial injustice. He uses similar literary techniques as Martin Luther

King Jr. including repetition and allusion to get his ideas across.

Key learning tasks in my unit are designed to build on each other to support students learning to understand, analyze and respond to a complex text and develop academic language.

The ERWC template suggests beginning reading instruction with Prereading strategies, then

Reading strategies and finally Post Reading activities. Using these suggestions I designed my unit to move sequentially along those guidelines. Specifically my lessons aim towards Getting

Ready to Read (Prereading), First Reading (Reading), Analyzing Stylistic Choices (Reading), and finally Thinking Critically (Post Reading). During reading instruction I designed the objectives to scaffold upward using Bloom’s Taxonomy as a guide. My reading objectives start with asking students to “recall” or “know” through the use of a KWL strategy sheet (Bloom’s level

1:Remember), then to “paraphrase” or “rewrite” using the Squeeze Reading Comprehension

Strategy (Bloom’s level 2: Understand), on to “explain” or “identify” through identifying stylistic choices through the use of trade books and audio recitations (Bloom’s level 2 and 3), and finally to “analyze” using a “Reflections” handout (Bloom’s level 4: Analysis).

I designed the writing portion of my unit in the same manner as my reading portion.

Using the ERWC Assignment Template I designed the writing instruction to move sequentially from Prewriting, to Writing and lastly to Revising and Editing. More specifically my lessons focus on Reading the Assignment (Prewriting), Getting Ready to Write (Prewriting), 66 Formulating a Working Thesis (Prewriting), Composing a Draft (Writing), and finally Revising the Draft (Revising and Editing). Using Bloom’s Taxonomy I designed my stated objectives to scaffold upwards first asking students to “understand” using RAFT writing prompts (Bloom’s level 2: Understand), then to “distinguish” through the use of advertisements (Bloom’s level 4:

Analysis), to “support” and “defend” when stating a claim and graphically organizing evidence

(Bloom’s Level 5: Evaluation), to “outline” and “write” using a graphic organizer (Bloom’s level

6: Create), and finally to “appraise” or “evaluate” through peer evaluation and the completion of a “Revising Evaluation Form” (Bloom’s level 5: Evaluation).

Aspects of the learning and assessment tasks are likely to be challenging for my students.

In order to aid students in meeting these language demands I have implemented a number of approved SDAIE strategies that build vocabulary, academic language, reading comprehension, and verbalization. Specific features of the lessons that aid in the development of these language skills include brainstorming, discussion, quickwrites, journal entries, graphic organizers, collaboration, reflection, the use of trade books, RAFT, Squeeze and learning logs. Assessment, both formal and informal, also implement these features as well as vocabulary development through denotation and connotation making which asks students to access their prior knowledge and make predictions. SDAIE strategies though commonly aimed towards English Language

Learners provide language support for all students in a general education classroom

The collection of assessments, both formal and informal, including the culminating task of writing a persuasive speech, allow me to evaluate my student’s learning of the specific student objectives and standards. Through the informal assessments I am able to check for understanding, clarify meaning and re-address specific themes or topics that students are having trouble with.

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