Close Reading: The Montgomery Bus Boycott Speech Lesson 5 Quarter 3 Unit 2

You’ll need chrome books. Take out your Little Rock Girl 1957 structured notes, Chapters 1–2, pages 4– 27 (from Lesson 3 homework) and open to the copies of Little Rock Girl 1957. “What did you think about the photographs you saw in the first two chapters? Point out one that made an impression on you and say why.” Who can share their responses to the focus questions on the structured notes: “The photographs on pages 6 and 27 of Elizabeth Eckford heckled by Hazel Bryan shaped the world’s perception of the integration of schools in Little Rock, Arkansas. What thoughts and emotions do you think they evoked in newspaper readers around the globe?”

Based on what you’ve read in A Mighty Long Way and these two chapters in Little Rock Girl 1957, what were Governor Faubus’ motivations for opposing the integration of schools in Little Rock? On page 13 of Little Rock Girl 1957, the author describes a difference between Alabama, where Rosa Parks began the Montgomery Bus Boycott, and Little Rock. What is this difference and why is it important? Arkansas was not considered the “deep South,” where racial tensions were much worse at the time. The author, Shelley Tougas, states that Little Rock was “known as a progressive small city,” and “didn’t seem an obvious battleground in the conflict over equal access to public schools” (13). Rosa Parks’ actions affected both those in her own state of Alabama and those in other states across the United States. Even though Arkansas was not considered the “deep South,” racism and discrimination shaped the lives of the Little Rock Nine and so many other African Americans.

Learning Targets I can understand different mediums and their advantages and disadvantages when presenting information.” In the last lesson, we discussed and recorded the advantages and disadvantages of text and speeches in presenting information. Today we will continue to study the text of Dr. King’s speech and in the next lesson you will get a chance to hear the text delivered in the form of a speech. You should continue to keep in mind how the text may compare to the speech. I can use evidence from Dr. King’s Montgomery Bus Boycott speech to support my understanding of the text and build background knowledge of the civil rights movement. Your close reading of the text today will help you build a deeper understanding.

Close Reading: Montgomery Bus Boycott Speech Take out the Montgomery Bus Boycott speech and Montgomery Bus Boycott speech (Excerpt Guidance and Gist). Resource 4.3 Select two definitions from your homework to compare with a partner. Select one word they you are confident about and one word you are unsure about. Take about 3 minutes to review your chosen words with a partner, adding to your own definitions as necessary. Who can share?

Take out your Montgomery Bus Boycott speech text-dependent questions Take out your Montgomery Bus Boycott speech text-dependent questions. Resource 5.1. Notice that Key vocabulary words are defined at the end of each section of text in the form of footnotes, and the words you defined for homework should be listed in the “additional definitions” section on the right-hand side of the organizer. Refer to these notes when you hear a word you do not know as I read. I will now guide you through a close reading of the speech.

Partner Share Go back to the text and choose a line from Dr. King’s speech that you believe is particularly powerful. What struck you as important, evoked an emotion, or inspired an image or connection. Next, think about how you would deliver that line if you were asked to present it in a speech. What words would you emphasize? How would you use facial expressions or gestures? I will give you a moment to reflect on how you would deliver the line. Then, they will practice it with a partner. Deliver your line to a partner, then switch. Make sure to give one another feedback and deliver the line once or twice more. We will study Dr. King’s speaking techniques tomorrow

Homework Read Chapter 3 and complete Little Rock Girl 1957 structured notes, Chapter 3, pages 28–37.