“LETTER FROM BIRMINGHAM CITY JAIL” DR. MARTIN LUTHER KING, JR.

“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” 1963TThe 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. Multiple Reads of “Letter from Birmingham City Jail”

II. 1st & 2nd Read - Annotating the TextIII. Scratch Pad Quickwrite IV. 3rd Read - Text-dependent Questions V. Formative Paragraph

1st Read Purpose: General UnderstandingsIndependently 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 UseImportant 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 ___.

2nd Read: Key DetailsRe-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 credibilityPathos: 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?

• 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.

3rd 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)

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.

Numbered Heads

• ____ 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 ____.

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 ___.

Numbered Heads

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.