Newsela

Student Learning Objectives

Content

Students will discuss an informational article about Jim Lawson and the Nashville nonviolence training and evaluate the advantages and disadvantages of how information is shared in an informational article versus March, a graphic novel.

Language

Students will evaluate how text format shapes understanding by comparing how an informational article and a graphic memoir present nonviolent protest, using source-attribution language, comparative transitions, and academic evaluation verbs.

Foundations

Students will practice reading at an appropriate rate during a fluency activity.

Connections to

Knowledge-Building:

Students will continue to build knowledge of Jim Lawson and his leadership of the Nashville student movement.

Enduring Understanding:

People shape civic memory through storytelling.

Future Lessons:

In Lesson 28, students will begin planning a draft letter from the perspective of one of the Nashville student protestors. Then, in Lesson 29, students will write the letter.

Unit Performance Task:

Learning how to evaluate the advantages and disadvantages in how historical events are presented in two different formats will help students when analyzing and selecting sources for their Civic Memory Brief.

Lesson Flow	Purpose of Learning Experience
Launch5 Minutes	Students will engage in a turn-and-talk discussion to share the vocabulary word relationships they wrote for homework with a partner.
Literacy Lab10 Minutes	Students will practice reading at an appropriate rate using the informational article “Jim Lawson Conducts Nonviolence Workshops in Nashville.”
Learning in Action30 Minutes	Part A: Close Reading and Group Discussion (RI.8.2, SL.8.1a) Students will reread the informational article before discussing and responding to a question about the article with partners. Part B: Comparing Different Text Formats (RI.8.7) Students will compare and contrast the article with March by contributing to a class T-chart.

Lesson Flow

Purpose of Learning Experience

Launch5 Minutes

Students will engage in a turn-and-talk discussion to share the vocabulary word relationships they wrote for homework with a partner.

Literacy Lab10 Minutes

Students will practice reading at an appropriate rate using the informational article “Jim Lawson Conducts Nonviolence Workshops in Nashville.”

Learning in Action30 Minutes

Part A: Close Reading and Group Discussion (RI.8.2, SL.8.1a)

Students will reread the informational article before discussing and responding to a question about the article with partners.

Part B: Comparing Different Text Formats (RI.8.7)

Students will compare and contrast the article with March by contributing to a class T-chart.

Vocabulary

Vocabulary Addressed in Lesson

n/a

Additional Vocabulary

pacifist:: someone who believes people should not use violence to solve problems
HBCU: Historically Black College or University—a college or university that was originally created to educate Black students when many other schools would not admit them
inferiority:: the feeling that you are less important or less good than others
tactics:: specific actions or strategies used to reach a goal
conscience:: your inner sense of right and wrong; what helps you decide if something is fair or honest

Lesson 27: Jim Lawson and the Nashville Nonviolence Training

California CCSS: Focus Standards

California CCSS: Supporting Standards

ELD Standards

Student Learning Objectives

Essential Question

Connections to

Lesson Pacing

Vocabulary

Vocabulary Addressed in Lesson

Additional Vocabulary

Lesson Sequence

Lesson Texts