What is the connection between the spread of ideas and the expansion of the sugar trade? Class members continue their reading of Sugar Changed the World and use an analysis tool to identify how critical ideas in the chapters are...

Scholars read King's "Letter from Birmingham Jail" paragraphs to identify his arguments and reasoning. They discuss their ideas in pairs and small groups, complete a Model Argument Delineation Tool, and respond to a quick writing prompt.

Readers determine if this statement applies when comparing the central idea of Ahmad Shamlu's "A Blind Alley" and Martin Luther King Jr's "Letter From Birmingham Jail." Learners analyze the standard related to the central message, listen...

People should always choose their words carefully. Scholars examine the words used by Martin Luther King, Jr. in paragraphs 10 and 11 of his "Letter from Birmingham Jail." Readers answer questions about word use, think about synonyms,...

Just read between the lines. Scholars analyze rhetorical devices in Martin Luther King Jr.'s letter by first discussing them with guided questioning. They then complete a rhetorical impact tracking tool before finishing the lesson plan...

Help readers go deeper and gain an understanding of purpose and justification while analyzing a letter written by Martin Luther King, Jr. Literature lovers discuss the letter in a variety of settings, including in pairs, groups, and...

Words stir emotions and bring out feelings. As readers listen to a letter written by Martin Luther King Jr, they stop, think about, and discuss their reactions to the words they hear. They analyze the impact of King's words. A final...

Readers analyze paragraphs from the "Letter From Birmingham Jail" and determine King's purpose and how he supports it. Scholars discuss given questions with their peers, learn new vocabulary words, and complete a quick writing prompt.

How did Martin Luther King Jr. establish tone in his writing? Scholars analyze King's tone and discuss how he changes and refines his claim in "Letter from Birmingham Jail." They also define new vocabulary words, respond to a writing...

Choose your words carefully. Martin Luther King Jr. carefully chooses his words to provide evidence to support his claim about segregation. Scholars work in pairs to discuss previous lessons, complete homework assignments, determine the...

Sticks and stones may break bones, but words matter. Scholars analyze words in paragraphs from Martin Luther King Jr.'s "Letter from Birmingham Jail." They use new vocabulary words and discuss how King's words develop and support his...

Freedom is not free. Scholars write to a prompt analyzing two pieces of work that develop ideas about freedom. Readers compare “Freedom” by Rabindranath Tagore and "Letter from Birmingham Jail" by Martin Luther King Jr. Learners work...

Let's see how the story unfolds. Scholars examine paragraphs of Martin Luther King Jr.'s "Letter from Birmingham Jail" to determine how King unfolds his analysis of the church. Before arriving at an answer, learners work in pairs and...

Some things are worth doing again. Scholars take a look to see which ideas Martin Luther King Jr. revisits and refines in his "Letter from Birmingham Jail." To help with the process, readers answer guided questions, look at word...

Take your place in the world—or the text. Scholars look at how the placement of a particular paragraph adds to the meaning of "Letter from Birmingham Jail" by Martin Luther King Jr. Before working on a quick write activity; readers...

Scholars read the final paragraphs written by Martin Luther King Jr. in "Letter from Birmingham Jail." Readers work in groups to discuss King's word choice and point of view by completing graphic organizers. They also respond to a...

Examine how Martin Luther King Jr.'s final paragraphs of "Letter from Birmingham Jail" summarize the ideas throughout the piece. Readers discuss word usage and new vocabulary and complete guided questions to better understand how the...

Great minds think alike. Scholars read two texts and compare how the authors develop the same central idea. Readers analyze "Women" by Alice Walker and "Letter from Birmingham Jail" by Martin Luther King Jr. They discuss word use and new...

Readers take all the information they gained from the last 19 lessons and complete an essay describing how King develops his purpose and claim in "Letter from Birmingham Jail." Pupils use a rubric and checklist to help guide their...

What is in a word? Scholars look closely at the words from a speech by Eleanor Roosevelt. They analyze how she supports a claim without debate and without rejecting others. Learners use jigsaw discussion, guided questions, and respond to...

It is, and it is not. Scholars examine how these words impact Eleanor Roosevelt's speech, in which she tries to persuade the adoption of the Universal Declaration of Human Rights. Readers note rhetoric and figurative language. They then...

What does it mean to come undone? Scholars consider the author's use of the phrase as they read paragraphs 12–15 from Julia Alvarez's autobiographical essay "A Genetics of Justice." They complete a quick write to analyze how Alvarez...

What is a megalomaniac? Scholars discover the word's meaning as they read and analyze paragraphs seven and eight from Julia Alvarez's essay "A Genetics of Justice." They also read Mark Memmott's article "Remembering to Never Forget" and...

Rafael Trujillo was president of the Dominican Republic in the 1930s. Pupils read and analyze the first six paragraphs of Julia Alvarez's autobiographical essay "A Genetics of Justice," in which the author describes Trujillo's impact on...