Warriors+Don't+Cry

Period 7: American Civil Rights Quiz: Download this quiz and use information from teaching group to answer.


Introduction February is Black History Month and to commemorate the month, we will be reading "Warriors Don't Cry" by Melba Patillo Beals. This autobiographical novel highlights the landmark 1954 Supreme Court ruling, Brown v. Board of Education which brought the promise of integration to Little Rock, Arkansas. The decision, however, was hard-won for the nine black teenagers chosen to integrate Central High School in 1957. For Melba Beals and eight friends those steps marked their transformation into reluctant warriors -- on a battlefield that helped shape the civil rights movement. BR: Introduction: What does the word Racism mean?
 * Monday || Tuesday || Wednesday || Thursday || Friday ||
 * 17
 * Powerpoint introducing novel

BR: Using less than 25 words, explain the Civil Rights Movement Worksheet
 * HW: Pick 3 topics and write**
 * a paragraph summary;**
 * include a picture for each. Due Friday 2/21** || 18
 * Watch Eye on the Prize

BR: Have you ever been the victim of segregation? Read
 * HW: Finish WS** || 19
 * Pre-Reading Assignment

BR: Defining Racism - What is the difference between discrimination and segregation? Write about a racist act you experienced, witnessed or read about. BR: Read Merry Go Round and work with partner
 * Reading #1 **
 * Chap 1-3- Abridged**
 * Chap 1-4 - Unabridged**
 * Summary Panel/ Dialogue Journal. Due on Friday, 2/21** || 20
 * Introduce Central Question and answer
 * Read/Write: Rosa Parks & Boycott || 21
 * Collect 3 paragraphs/pics
 * Review Summary Panel and Dialogue Journal

What is a warrior? What does it mean to be a "warrior on the battlefield for your lord?" **Homework: Use It or Lose It Worksheet Due Thursday 2/27** How does Beals use dialogue in //WDC//? How does Beals use setting in //WDC//?
 * Reading #2**
 * Chap 4-6 Abridged**
 * Chap 5-9 Unabridged**
 * Summary Panel / Dialogue Journal. Due on Tuesday, 2/25** ||
 * **24**
 * Review Summary Panel and Dialogue Journal
 * Read/Write: Why Little Rock?
 * || 25

Examples. -Begin Ally Narrative in Small Groups

BR: Read/Write "Viva L'Amour"
 * Reading #3**
 * Chap 7-8 Abridged**
 * Chap 10-13 Unabridged**
 * Summary Panel / Dialogue Journal. Due on Friday, 2/28** || 26

Begin Individual Work on Ally Narrative

BR: Read/Write "President vs. Governor"
 * HW: Ally Narrative Assignment--Rough Draft Due Friday 3/7**
 * (No Late Rough Drafts Accepted for a Grade)** || 27


 * GRAMMAR THURS!**

Review "Use it Don't Lose" Sheet

Capitalization Rules

BR: How did individuals respond to change in WDC? Whites, African Americans and the range of adults at Central High?
 * HW: Capitalization Worksheet** || 28

Review Capitalization Worksheet

Review Summary Panels and Dialogue Journals.

Share progress on Ally Narrative

BR: Change in Melba's Diary Entries
 * Reading #4**
 * Chap 9-12 Abridged**
 * Chap 14-20 Unabridged**
 * Summary Panel / Dialogue Journal. Due on Monday, 3/3** ||
 * **3**

Review Summary Panels and Dialogue Journals Class Discussion: Pick a question


 * Reading #5**
 * Chap 13-16 Abridged**
 * Chap 21-25 Unabridged Due 3/6**

BR: Group Work Expectations
 * Wiki Discussion #2 (See guidelines below) D** || 4

Per. 1-3: ISAT Per. 6-7: Prepare for Reader's Theater || 5 BR

Per. 1-3: ISAT Per. 6-7: Prepare for Reader's Theater || 6 BR: Could you be friends with Link?

Per. 1-3: ISAT Per. 6-7: Prepare for Reader's Theater
 * Reading #6 **
 * Pages 183-226 Abridged**
 * Pages 262-312 Unabridged**
 * Summary Panel / Dialogue Journal. Due on Mon., 3/10** || 7
 * Ally Narrative Rough Draft Due Today **


 * 1-3: Ally Narrative Due--Give narrative to advisory teacher during testing. **


 * 6-7: Ally Narrative Due in Class **

6-7 Reader's Theater

BR: Lasting Impact of the Little Rock 9
 * HW: Reading #6 (See Thursday)** ||
 * 10

Review Summary Panels & Dialogue Journals

Effect of Central High Integration


 * HW Reader Responses Handout**

BR: Peer Revision Sheet
 * Unit Quiz on Friday, March 14.** || 11

Peer Revision of Ally Narrative


 * Homework:**
 * Ally Narrative Final Draft Due Monday 3/17**


 * 6th/7th Period: Read and annotate article for jigsaw activity**

BR: Review BR (2/17): Has your understanding of the term deepened? Add to the definition.
 * Unit Quiz on Friday, March 14.** || 12

1-3 Period: Small Group Reader's Theater: Write a skit from an important scene from reading assignment. Friday Presentation

6-7 Period: Other movements for equality jigsaw

BR: Other movements for equality that you know about
 * Homework:**
 * 1st - 3rd Period: Read and annotate article for jigsaw activity** || 13

Jigsaw: Other movements for rights and equality

Final Writing Activity Introduction: Persuasive Essay


 * Study for Unit Quiz** || 14
 * Unit Quiz Today**


 * Final Draft of Ally Narrative Due Today**

Reader's Theater


 * Persuasive Essay Draft**
 * Due Wednesday, March 19.** ||

// To read more on the the Literary Analysis of the novel click here: // Warriors Don't Cry Literary Analysis

The Context of the Story Melba Pattillo was born at a time in history when in the words of historian Lerone Bennett, Jr., “America was two nations—one white, one black, separate and unequal.” He likens the segregation that marked that era to “a wall, a system, a way of separating people from people.” That wall did not go up in a single day. It was built—“brick by brick, bill by bill, fear by fear.” In the 1940s and early 1950s, when Melba Pattillo was growing up in Arkansas, that wall seemed almost impenetrable. Yet during those years, a few Americans, both black and white, were chipping away at segregation—little by little, step by step. A major victory came on Monday, May 17, 1954. To Continue Reading, click on the link: warriors don't cry_context

Eyes on the Prize, Episode 1, The Awakening Watch the video and answer the worksheet below before Monday, February 11 media type="youtube" key="JU5kSap5UtQ" height="315" width="420"


 * Persuasive Essay Project Prompt**


 * Eyes on the Prize, Episode 1 Worksheet**


 * Summary Panel Template - One of these has to be done for each reading assignment AND for a chapter assigned to them.**


 * Dialogue Journal - One of these has to be done for each Reading Assignment (A total of 6)**


 * Ally Narrative Assignment Description and Rubric (Rough Draft Due Friday, March 7)**

Objectives: Introduce “Warriors Don’t Cry”; Address the genre of "Warriors Don't Cry", gain some background knowledge/ take Notes. SWBAT discuss the author’s intent and purpose. Bell Ringer: What is the meaning of "Racism." Class Activities:
 * Monday, February 17, 2014 **
 * Review Bell Ringer
 * Review Calendar
 * View Prezi Presentation on the book / take notes

Homework: Pick three (3) topics from Topic handout to get some historical background for the novel. Each topic should be a 2-3 paragraph summary. Each topic should be on a separate page, typed, 12-pt. font, Times Roman. Each summary should be accompanied with a picture.

Objectives: Gain background knowledge of Brown vs. Board of Education and the Civil Rights. Bell Ringer: Write what you know about the Civil Rights in 25 words or less. Class Activity: Homework: Finish working on your three topics.
 * Tuesday, February 18, 2014 **
 * Review Bell Ringer
 * Dialogue Journal / Chapter Summary. Make assignments
 * View video: "Eye on the Prize"
 * EOP Worksheet

Objectives: Determine student's ability to recognize the features of an effective narrative, their knowledge of the 1950's, and the terms: ally, perpetrator and bystander. Bell Ringer: Have you ever been the victim of segregation? Class Activity: Homework: ** Reading #1 **
 * Wednesday, February 19, 2014 **
 * Review Bell Ringer
 * Defining Racism / Create a working definition of Racism
 * Pre-Assessment / Differentiate between Ally, Perpetrator, Bystander and Target: Read Grocery Store passage


 * Chap 1-3- Abridged**


 * Chap 1-4 - Unabridged**


 * Summary Panel/ Dialogue Journal. Due on Friday, 2/21**

Objective: Determine and understand the historical context of the novel’s setting. SWBAT read text and determine important information; graphically connect information from various texts; understand the historical context of WDC. BR: Defining Racism - What is the difference between discrimination and segregation? Write about a racist act you experienced, witnessed or read about. Class Activity: Homework:
 * Thursday, February 20, 2014 **
 * Introduce Central Question and answer
 * Read/Write: Rosa Parks & Boycott

Objective: Determine and understand the historical context of the novel’s setting. SWBAT read text and determine important information; graphically connect information from various texts; understand the historical context of WDC. BR: Read Merry Go Round and work with partner HW: ** Reading #2 ** **//Warriors Don’t Cry //**** Week Two—February 24-28 ** **Monday, February 24, 2014 ** Objectives: To identify important literary themes in WDC  SWBAT: Discuss the text’s conception of a warrior. Bell Ringer: What is a warrior? What does it mean to be “a warrior on the battlefield for your lord?” Class Activities: **Homework: ** **Use It! Don’t Lose It! Worksheet Due Thursday, February 22** Objectives: To understand what an ally is and to create an ally narrative. SWBAT: Create an ally narrative in small groups Bell Ringer: Boys—How does Beals utilize dialogue in WDC ? Is she effective or ineffective? Why? Cite two examples of dialogue usage from the text. Girls—How does Beals utilize setting description in WDC ? Is she effective or ineffective? Why? Cite two examples of setting description from the text. <span style="display: block; font-family: Arial,sans-serif; line-height: 1.5; text-align: justify;">Class Activities: <span style="font-family: Arial,sans-serif;">Summary Panel/Dialogue Journal Due on Friday 2/28 **<span style="font-family: Arial,sans-serif;">Wednesday, February 26, 2014 ** <span style="display: block; font-family: Arial,sans-serif; line-height: 1.5; text-align: justify;">Objectives: To identify how an author effectively uses dialogue, setting, and character. <span style="display: block; font-family: Arial,sans-serif; line-height: 1.5; text-align: justify;">SWBAT: Create a narrative utilizing dialogue and utilizing strong character and setting description <span style="display: block; font-family: Arial,sans-serif; line-height: 1.5; text-align: justify;">Bell Ringer: Read/Write “Viva L’Amour” <span style="display: block; font-family: Arial,sans-serif; line-height: 1.5; text-align: justify;">Activities: **<span style="font-family: Arial,sans-serif;">Homework: Ally Narrative Assignment—Rough Draft Due Friday, March 7 ** <span style="display: block; font-family: Arial,sans-serif; font-size: 13px; line-height: 1.5; text-align: justify;">(No Late Rough Drafts Accepted for a Grade even though you will need to write on in order to receive a grade for your final draft.) **<span style="font-family: Arial,sans-serif;">Thursday, February 27, 2014 ** <span style="display: block; font-family: Arial,sans-serif; line-height: 1.5; text-align: justify;">Objectives: To identify when to capitalize nouns and when to not capitalize nouns. SWBAT: Use proper capitalization when writing <span style="display: block; font-family: Arial,sans-serif; line-height: 1.5; text-align: justify;">Bell Ringer: Student Writing Sample <span style="display: block; font-family: Arial,sans-serif; line-height: 1.5; text-align: justify;">Class Activities <span style="font-family: Arial,sans-serif;">Homework: Capitalization Worksheet **<span style="font-family: Arial,sans-serif;">Friday, February 28, 2014 ** <span style="display: block; font-family: Arial,sans-serif; line-height: 1.5; text-align: justify;">Objectives: To identify important literary themes in WDC. SWBAT: Identify how change is effecting individuals and the Little Rock community. <span style="display: block; font-family: Arial,sans-serif; line-height: 1.5; text-align: justify;">Bell Ringer: How do individuals respond to change in WDC—whites and African-Americans? Find two specific examples from the text. Cite the passages and provide commentary. <span style="display: block; font-family: Arial,sans-serif; line-height: 1.5; text-align: justify;">Class Activity: **<span style="font-family: Arial,sans-serif;">Homework: Reading #4—Ch. 9-12 Abridged (14-20 unabridged) ** <span style="display: block; font-family: Arial,sans-serif; font-size: 13px; line-height: 1.5; text-align: justify;">Summary Panel/Dialogue Journal Due Monday 3/3
 * Friday, February 21, 2014 **
 * Present and collect 3 paragraphs/pics
 * Review Summary Panel and Dialogue Journal
 * Chap 4-6 Abridged**
 * Chap 5-9 Unabridged**
 * Summary Panel / Dialogue Journal. Due on Tuesday, 2/25**
 * <span style="font-family: Arial,sans-serif;">Collect Poetry Books
 * <span style="font-family: Arial,sans-serif;">Finish Summary Paragraph Presentations
 * <span style="font-family: Arial,sans-serif;">Summary Panel Presentations
 * <span style="font-family: Arial,sans-serif;">Review Summary Panels and Dialogue Journals
 * <span style="font-family: Arial,sans-serif;">Discuss Bellringer and Look over important passages from Chs. 1-6
 * Why Little Rock? Extended Response. Make sure your two answers are 2-3 sentences each.**
 * <span style="font-family: Arial,sans-serif; line-height: 1.5;">Tuesday, February 25, 2014 **
 * <span style="font-family: Arial,sans-serif;">Ally Narrative Introduction
 * <span style="font-family: Arial,sans-serif;">Review themes and important passages from Chs. 1-6
 * <span style="font-family: Arial,sans-serif; line-height: 1.5;">Homework: ****<span style="font-family: Arial,sans-serif; line-height: 1.5;">Reading #3—Chapters 7-8 Abridged (10-13 unabridged) **
 * <span style="font-family: Arial,sans-serif;">Begin work on Ally Narrative
 * <span style="display: block; font-family: Arial,sans-serif; line-height: 1.5; text-align: justify;">Review “Use It! Don’t Lose it” Worksheet
 * <span style="display: block; font-family: Arial,sans-serif; line-height: 1.5; text-align: justify;">Capitalization Rules Handoutt
 * <span style="display: block; font-family: Arial,sans-serif; line-height: 1.5; text-align: justify;">Capitalization PowerPoinGroup/Individual Exercises
 * <span style="font-family: Arial,sans-serif;">Review Capitalization Worksheet
 * <span style="font-family: Arial,sans-serif;">Summary Panel Presentations
 * <span style="font-family: Arial,sans-serif;">Dialogue Journals/Summary Panel Discussions
 * <span style="font-family: Arial,sans-serif;">Review Bellringer and important passages from //Warriors Don’t Cry//

7th Period: Start working on your narrative.


 * Narrative Planning Sheet**

**Warriors Don’t Cry Week Three—March 3-7** <span style="font-family: Arial,sans-serif; line-height: 0px; overflow: hidden;">

**<span style="font-family: Arial,sans-serif;">Monday, March 3, 2014 ** <span style="font-family: Arial,sans-serif;">Objectives: To discuss how the character of Melba has changed and how this symbolizes that //<span style="font-family: Arial,sans-serif;">Warriors Don’t Cry //<span style="font-family: Arial,sans-serif;"> is an initiation story. <span style="font-family: Arial,sans-serif;">SWBAT: Discuss the evolution of Melba throughout the novel. <span style="font-family: Arial,sans-serif;">Bell Ringer: Study Melba’s diary entries. How do these show how her attitude is changing? How important are small gestures- a smile, a friendly gesture- during this time? Cite evidence from the text. <span style="font-family: Arial,sans-serif;">Class Activities: **<span style="font-family: Arial,sans-serif;">Homework: **<span style="font-family: Arial,sans-serif;"> **Reading #5 (Chapters 13-16 Abridged/21-25 unabridged)** **<span style="font-family: Arial,sans-serif; font-size: 13px; line-height: 1.5;">Wiki Discussion Forum #2 ** **<span style="font-family: Arial,sans-serif; font-size: 13px; line-height: 1.5;">-1st Post Due Wednesday, March 5 at 11:59pm. ** **<span style="font-family: Arial,sans-serif; font-size: 13px; line-height: 1.5;">-2 Responses to Classmates by Sunday, March 9 at 11:59pm ** **<span style="font-family: Arial,sans-serif; font-size: 13px; line-height: 1.5;">Ally Narrative Due Friday, March 7 ** **<span style="font-family: Arial,sans-serif; font-size: 13px; line-height: 1.5;">For 1st, 2nd, 3rd Period: Reading #6 (Finish novel). This reading along with 1 Summary Panel, and 1 Dialogue Journal is due Monday, March 10. ** Tuesday, March 4, 2013-Friday, March 7 (6th and 7th Period) Tuesday BR: If you were a teacher who was assigning group work to be completed during class, what expectations would you have for your groups? If you were a student working in a group, what expectations would you have for your fellow group members. Create a list of 3-5 expectations for each scenario.
 * <span style="font-family: Arial,sans-serif;">Collect Summary Panel/Dialogue Journal
 * <span style="font-family: Arial,sans-serif;">Summary Panel Presentations (Chapters 9, 10, 11, 12)
 * <span style="font-family: Arial,sans-serif;">Discussion: Has Melba evolved as a character?
 * <span style="font-family: Arial,sans-serif;">Discuss Homework for the week and Wiki Discussion Question

-The rest of the week (except for a brief discussion of the reading on Thursday and Friday) will be spent having the students prepare for their Reader’s Theater Presentations which will take place on Friday, March 7.

Thursday BR: What does it mean to have a friend for you? How does Melba learn to accept a whole different kind of friendship in Link? Could you accept it? Explain.

Friday BR: Why are other African American individuals and community groups so negative and critical about the nine students’ efforts to integrate Central High? How does this affect Melba? Cite evidence from the text (include page numbers).

Homework: Reading #6 (Finish novel). Due Monday, 3/10.

1 Summary Panel

1 Dialogue Journal

Warriors Don’t Cry Week Four—March 10-14

Monday, March 10, 2014

Objectives: To reflect on the conclusion of Warriors Don’t Cry and evaluate its effectiveness as a piece of creative nonfiction.

SWBAT: Discuss the effects that the Little Rock Nine had on the Civil Rights Movement.

Bell Ringer: Look at Celia’s Description Paragraph. What did the writer do well?

Class Activities:


 * • Collect Summary Panel/Dialogue Journal
 * • Introduce Attribute Web
 * • Discussion About Dialogue Structure
 * • Summary Panel Presentations (Chapter 13-18)
 * • The effect of Central High integration

Homework: Attribute Web for one character and the setting in the ally narrative

Short Unit Quiz on Friday, March 14 (Quiz will be multiple choice and take 15-20 minutes.)

Tuesday, March 11, 2014

Objectives: Revise Ally Narrative

SWBAT: Improve their writing by listening to the ideas of their peers.

Bellringer: Fill out the “Peer Revision Preparation” handout

Class Activities:


 * Teach Peer Revision Procedure
 * Peer Revision Groups

Homework: Typed Final Draft of Ally Narrative Due Friday, March 14

6th and 7th Period—Read and annotate article for Jigsaw Activity Homework for Tuesday, March 11 is uploaded below:

Homework for Tuesday, March 11 is uploaded below:

Wednesday, March 12, 2014

Objective: To revisit the students’ definition of racism in order to accommodate what we have learned throughout this unit

SWBAT: Articulate their own concise and scholarly definition of racism

Bellringer: Review your bellringer from February 17 (the first day of this unit). This bellringer asked you to write your own definition of racism. Has your understanding of this term deepened over the course of this unit? Rewrite a new definition that shows how your definition has grown.

Class Activities:


 * Create refined definitions of racism
 * Reader’s Theater Class Work (1st-3rd Period)
 * Other movements jigsaw (6th and 7th Period)

Homework: Typed Final Draft of Ally Narrative Due Friday, March 14

1st-3rd Period: Read and annotate article for Jigsaw Activity

Thursday, March 13, 2014  Objective: To learn the effects that the Civil Rights Movement had on other movements for freedom and equality   SWBAT: Determine two or more central ideas in a short text and provide an objective summary of the text for their peers   Bellringer: What are some other struggles for freedom, fairness, and equality that broke out in the United States before, during, or after the Civil Rights Movement? What effect do you think the Civil Rights Movement had on these others struggles for freedom, fairness, and equality?Class Activities: Homework: Typed Final Draft of Ally Narrative Due Friday, March 14Persuasive Essay Rough Draft Due Monday, March 17
 * Other movements jigsaw (1st-3rd Period)
 * Persuasive Essay Work (6th and 7th Period)

Friday, March 14, 2014  Objective: To present a scene from Warriors Don’t CrySWBAT: To work with a team in order to dramatically present an important scene from Warriors Don’t CryBellringer: 6th and 7th Period: While working on your persuasive essay yesterday, did you run into any problems? If so, what problems did you have? How can Mr. Sarudi and I help you address those problems today? If you did not run into any problems, what type of arguments did you use to write your persuasive essay? 1st-3rd Period: No BR Homework: Persuasive Writing Rough Draft Due Monday, March 17
 * Collect final draft of Ally Narrative
 * ALL PERIODS: Unit Quiz
 * 1st-3rd Period Reader’s Theater Performances
 * 6th and 7th Period Persuasive Writing Work

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