LETTER FROM BIRMINGHAM CITY JAIL DR MARTIN LUTHER
“LETTER FROM BIRMINGHAM CITY JAIL” DR. MARTIN LUTHER KING, JR.
Establishing Purpose Formative Task: Students will be able to identify and describe Dr. King’s central argument and explain the impact of his use of rhetorical devices in a paragraph.
“I HAVE A DREAM” 1963 T The photo suggests King was ___ because___.
Who was Dr. Martin Luther King, Jr. ? Cite textual evidence to support your observations. The photos suggest King was ___ because___.
Learning Objective & Agenda Students will be able to identify and describe Dr. King’s central argument and explain the impact of his use of rhetorical devices in a paragraph. I. III. IV. V. Multiple Reads of “Letter from Birmingham City Jail” 1 st & 2 nd Read - Annotating the Text Scratch Pad Quickwrite 3 rd Read - Text-dependent Questions Formative Paragraph
1 st Read Purpose: General Understandings Independently read with a pencil to annotate the text. • Number the paragraphs • Circle important repeated words/phrases that convey King’s argument about unjust laws and how to resist these laws. Quickwrite: How does the Martin Luther King, Jr. DESCRIBE how to resist unjust laws? • ____ suggests ____ because ____. • ____ believes ____. For example, ___. • ___ considers ___ to be effective in ___ because ___.
Content Vocabulary to Know and Use Important repeated words/phrases from “Letter from Birmingham Jail”… • • segregation just/unjust moral paradoxically minority ordinance democratically conscience
Content Vocabulary to Know What do these repeated words/phrases reveal about King’s argument?
Academic Language to Know and Use… Words/phrases used to DESCRIBE (King’s argument): • ____ suggests ____ because ____. • ____ believes ____. For example, ___. • ___ considers ___ to be effective in ___ because ___. Words/phrases used to provide examples (of King’s argument): • for example… • such as… • evidenced by…
Academic Partner Talk to Check General Understanding How does the Martin Luther King, Jr. DESCRIBE how to resist unjust laws? • ____ suggests ____ because ____. • ____ believes ____. For example, ___. • ___ considers ___ to be effective in ___ because ___.
2 nd Read: Key Details Re-read the text to further your understanding. • Underline and label examples of ethos (e), pathos (p), and logos (l). • Partner A: Analyze paragraphs 1, 2, and 3 • Partner B: Analyze paragraphs 4 and 5 • Be prepared to share your annotations with your partner! Reminder: Ethos: Author’s credibility Pathos: Emotional argument (passion!) Logos: Logical argument (facts, statistics, etc. )
Quickwrite Exchange to Deepen Comprehension Scratch Pad Quick write: How does King utilize ethos, pathos, and/or logos to convey his argument regarding resistance to unjust laws? laws • King utilizes ____ in order to ____. • Due to King’s use of ____, _____. • A reason for ____ is ____. • ____has a significant impact on ____ because ____.
Quickwrite Exchange to Deepen Comprehension How does King utilize ethos, pathos, and/or logos to convey his argument regarding resistance to unjust laws ? Exchange your Quickwrite with a new partner and write a response to what your partner wrote. You may: • Agree or disagree • Ask a question • Suggest additional ideas
TICKET OUT THE DOOR: Using textual evidence from King’s “Letter from Birmingham City Jail, ” identify and describe Dr. King’s central argument and explain the impact of one rhetorical device in 2 -3 sentences.
rd 3 Read: Close Reading with Text-dependent Questions
Welcome to the
Coffeehouse Guidelines: § The person closest to the number “ 1” on the placemat will serve as the first scribe. § Scribe #1 reads the question to the group and then assigns a fellow group member to read the passage of text to the group. § As the group discusses potential answer to the question (and citing text), Scribe #1 records the key discussion points (in bulleted format) on the placemat. § After three minutes, the scribe verbally summarizes the information to ensure that all key points from the conversation are recorded.
Coffeehouse Guidelines (con’t): § On a Post-it, group members will independently write a response to the question in 1 -2 complete sentences, utilizing academic language. § A randomly selected team member will his/her written response with the class. § For the next question, Scribe #1 will pass the marker to the person sitting closest to #2 (and so on…) and this person will assume the role of Scribe.
Text-dependent Question #1 (Paragraph 3) Numbered Heads Describe how King defines a just law and an unjust law. • ____ can be described as ____. For example, ___. • ___ is considered to be ___ because ___. • Critical attributes of ____ include ____.
Numbered Heads Text-dependent Question #2 (Paragraph 4) Explain why King claims his arrest was unjust. • ____ described ___ as ____. For example, ___. • ___ considered/claimed his arrest to be ___ because ___. • ____ associated his arrest with ____ because ____.
Text-dependent Question #3 (Paragraph 5) Identify the rhetorical device(s) King uses with the word “nigger. ” Explain his purpose in using this word in this way. • Due to ____, _____. • A reason for ____ is ____. • ____has a significant impact on ____ because ____. • ___, which suggests ____.
Numbered Heads Text-dependent Question #4 Identify the paradox King presents in Paragraph 5. Describe the argument King makes for breaking the law. • According to King, ____. • The author suggests that ____ by ____. • When King says ___, it is clear that ___.
Ticket out the Door: Select one post-it from today’s Coffee House activity. Reread, edit, and submit the question response of your choice. Be sure your response cites textual evidence and includes academic language.
Formative Assessment: Using textual evidence from King’s “Letter from Birmingham City Jail, ” identify and describe Dr. King’s central argument and explain the impact of rhetorical devices (ethos, pathos, and/or logos in a paragraph.
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