1. HOMEROOM HI – Good Morning Quah – over PA
Grade Check/Silent Read/HW Time

2. Grab handout & a copy of UpFront by sink
Monday Madness
Please gather binder, notebook, Planner,
Grab handout & a copy of UpFront by sink
Have out your Memoir Reflection Sheet

3. Be seated and grab tape or glue the poem into your notebook.
Monday Madness
Please gather binder, notebook, Planner, & Warriors Don’t Cry
Grab handout
Be seated and grab tape or glue the poem into your notebook.

4. Warriors Don’t Cry by Melba Pattillo Beals
8th gRade Advanced ELA

5. Memoir Novel Background Information:
Memoir Novel written by Melba Pattillo Beals.
She made history as a member of “The Little Rock Nine” – among the first nine black students integrated into the all white Little Rock Central High School in Arkansas in 1957.
These students became iconic symbols of the Civil Rights Movement
Published in 1994, this novel gives a first-hand account of the trials Beals encountered from segregationists and racist students.

6. Metacognitive Reading
Overall Content Goals
Historical Knowledge
Metacognitive Reading
Vocabulary
We will be using higher order thinking as we
respond to text selections,
question events and character motives,
make predictions,
Analyze how lines of dialogue propel action and show aspects of a character
Analyze different points of view and central conflicts
We will determine the meaning of words and phrases as they are used in text.
We will utilize a combination of self- selected and targeted words.
We will develop methods to remember and use new words.
We will understand the historical context for the setting of this novel by exploring the political and social events that lead up to the integration of Central High School in Little Rock, Arksansas.

7. Civil War to Civil Rights Significant Events
Video: Brief History of the Civil Rights Movement
Civil War
Emancipation Proclamation
13th Amendment
14th Amendment
Plessy vs. Ferguson
Founding of NAACP
Brown vs. Board of Education
Integration of Central High School
Integration of University of Alabama

8. Overall Goal: Knowing Historical Context Strengthens Comprehension
In small groups, you will research significant events to provide you with better historical context of this novel. For the event you are assigned, find out:
Date(s)
Event(s)
Summary of Event
Impact of Event on our nation – short term and long term

9. Date(s)
Events
Summary
Impact
Civil War
A war fought in the U.S. from Of the 34 US states in January 1861, 11 southern slave states declared secession from the US and formed the Confederate States of America. The Union eventually won the war, which remains the bloodiest in US history.
The symbol of the Confederacy, the confederate flag, continues to be controversial even today.

10. Focus Skill: Inference Making an Educated Guess
Examine
Select Clues X X X
O OOOOOO
Interpret Clues
Draw Conclusions

11. Previewing Our Novel Text Feature Inference Evidence Title
Kids Face a Tough Challenge
“Warriors “ implies characters need to be brave
“Don’t Cry” is how they might show bravery
Cover Illustration
Author’s Note
Photos
Book Cover

12. Journal Responses: Double Entry Purpose – to show your metacognition
Quote (use ellipses as needed)
“…a furnace that consumed our youth and forged us into reluctant warriors.”
p. xx introduction
My Response
What a STRONG metaphor that really shows what their experience may have been like. A furnace tells me the students were always running hot with anger, and perhaps a touch of danger. I imagine she must have felt robbed of the normal high school experience. I wonder if she has some regrets about going to Central High School.

13. Journal Entry: Making Connections
“How could I ever forget May 17, 1954….I was twelve years old….My teacher had been called outside. When she returned, she appeared frightened and nervous.” p. 22
I was so surprised to read about this seemingly negative response to a ruling I had always been taught was an example of progress in our country. Why is this change met with such fear? I imagine this teacher knows that whites where she lives would not be happy about the ruling and worries about the implications to her daily life. Does she fear for her safety immediately?

14. Making Text to World Connections
Build a Knowledge Base:
What are some of the messages from Obama’s farewell address?
What are some messages from Warriors Don’t Cry so far?
Apply:
What connections can you make between the messages in the novel so far and the messages from Obama’s speech?
What evidence/examples can you provide that supports these questions?

15. Messages in Both
1. Good things come in time… …through effort. …when individuals continually fight for it and don’t give up. …because patience is a virtue. 2. People need to first understand others before their hearts and social attitudes can change towards each other. 3. You don’t truly understand something unless you have lived it yourself. 4. We have to bond together to end racism. 5. People must be willing to change in order for change to happen.

16. Journal Rubric
4: The writer provides plentiful inferences, predictions, comparisons, connections, and/or evaluations. Ideas are consistently supported with evidence. The writer communicates with accuracy and demonstrates elaboration and/or inquisitiveness, providing insight into the meaning of the text. 3: The writer applies some comprehension skills: inference, prediction, comparison, connections, and evaluation. Ideas are shared with one or more personal reflections and gives some evidence to support those interpretations. The writer supports with personal reflection and provides some evidence to support the interpretations. 2: The writer shares a general response but without elaboration or evidence. 1: The writer shows little to no personal reflection.

17. Sample Journal Entry
Quote: “The men chasing us were joined by another carrying a rope. At times, our pursuers were so close I could look back and see the anger in their eyes. Mama’s pace slowed, and one man came close enough to touch her…one of the men closest to me swung at me….” My thoughts: Are you kidding me? This reads like fiction! This would have been terrifying! It’s hard to believe that just a little over 50 years ago the social climate in our country allowed to black Americans to be chased in this manner. Those men might have killed them – one of the men had a rope. This incident reminds me of the police chasing criminals. The crime? Wanting to go to school. This is insanity. If those men had caught and hurt them there would have been little if any justice for the Beals family. Was it different in the north? Melba seems to think so – based on her experiences in Cincinatti, Ohio while on vacation. There the family could eat, walk on the street, and speak without fear. If I were Melba, I don’t think I would have done what she did. I would have abandoned the idea of going to Central and begged my family to move to Ohio. If these kids are treated like this outside of the school, how were they treaded INSIDE?!?!?
4: The writer provides plentiful inferences, predictions, comparisons, connections, and/or evaluations. Ideas are consistently supported with evidence. The writer communicates with accuracy and demonstrates elaboration and/or inquisitiveness, providing insight into the meaning of the text.
3: The writer applies some comprehension skills: inference, prediction, comparison, connections, and evaluation. Ideas are shared with one or more personal reflections and gives some evidence to support those interpretations. The writer supports with personal reflection and provides some evidence to support the interpretations.
2: The writer shares a general response but without elaboration or evidence.
1: The writer shows little to no personal reflection.

18. Vocabulary Development
Learning Target: Determine the meaning of words and phrases as they are used in a text.

19. Vocabulary Development Steps
Select an unknown word or a word you want to understand better how to use accurately.
Use Context Clues: Read the words around the unknown word to search for clues into the words meaning.
Look for Word Parts: prefixes, suffixes, roots
Verify the meaning by looking the word up in a dictionary or thesaurus
*Note: context clues and word parts can be used in either order and that one or both of the strategies may not work with a particular word.

20. Steps 1-4 decreed Verb: to ordain or command by force of law.
Word
Text Name
Sentence from the Text
Meaning & Part of Speech
Cartoon & Caption/Sketch
 decreed
 In 1954, the Supreme Court decreed an end to segregated schools.
Verb: to ordain or command by force of law.
Page #
My Own Sentence
Strategy I Used  1
___X Context Clues ___ X Word Parts ___X Dictionary or Thesaurus

21. How to Learn and Remember Words
Connect it to mental pictures, physical sensations, and/or emotions.
Use it to draw a picture or symbol.
Think of similar or opposite words, list examples.
Create a sentence, write a description using the word.

22. Learning to Remember Words, Continued
Text Name
Sentence from the Text
Meaning & Part of Speech
Strategy to Remember
 decreed
   In 1954, the Supreme Court decreed an end to segregated schools.
Verb: to ordain or command by force of law.
Page #
My Own Sentence
Strategy I Used  1
 My teacher decreed there would be no more eating in class.
___ Context Clues ___ Word Parts ___Dictionary or Thesaurus
 De = opposite
-ed = past tense verb

23. “A Right To Love” Upfront January 9th Edition Connecting our Novel to World Events
Discussion questions:
Based on what you read, what was the aim of state bans on mixed-race marriage?
Why didn’t the Supreme Court take on the issue of mixed-race marriage bans before 1967?
In the sidebar, “Interracial Marriage Today,” what does Rose Cuison Villazor mean by a “post-racial society?” Do you think U.S. society will ever reach that point?
What does the author mean that Loving vs. Virginia “found a second life” in 2015?

24. Connecting Novel to Poetry
THEME FOR ENGLISH B
What do you think is the intent of the poem? Describe the author’s tone, providing specific examples to support your opinion.
What is the narrator struggling with in the poem? How do you know?
What connections can you make between this poem and Melba’s life situation? Use evidence from the novel and poem in your response.

25. Chapters 9-14 Work Due Friday, 1/27
Read pages (chapter 9)- (chapter 14)
Stop for the following:
Vocabulary Words: must have a TOTAL of 10 words COMPLETED in notebook by Friday, 1/27
Some words you need to include - gauntlet (pg. 98), cavernous (pg. 109), chiding (pg. 151), meticulous (pg. 139), obscenities (pg. 134)
quotes and responses (TEN total)

26. Connecting our Novel to Poetry
Dream Deferred by Langston Hughes
What happens to a dream deferred? Does it dry up Like a raisin in the sun? Or fester like a sore-- And then run? Does it stink like rotten meat? Or crust and sugar over-- like a syrupy sweet? Maybe it just sags like a heavy load. Or does it explode?
Questions About the Poem: Dreams, Hopes, and Plans
1. Dreams come in all shapes and sizes. What kind of dreams do you think our speaker is thinking about?
2. What does it mean to defer a dream?
3. Our speaker offers several possible answers to his first question. Which of these answers do you think he believes in most?
4. Why does our speaker choose the word "deferred" over words like "ignored," "postponed," or "forgotten?“
Questions Connecting to our Novel
1. What connections can you make between this poem and Melba’s life situation? Use evidence from the novel and poem in your response.

27. Dialogue: Cause and Effect Lines of dialogue:
Dialogue: Cause and Effect Lines of dialogue: propel action + show aspects of character.
How does it propel the story?
What does it say about the people in the story?
“God’s warriors don’t cry.”
- Grandma India p. 57
Who: Grandma India says this in response to Melba’s crying. Character: It shows that she is faithful that they will get through this, that she is courageous and sees . Propel Action: It makes Melba toughen up and that she can’t give in to being sad or scared.
“Let your daughter go back to school, and she will be protected.”
- Messengers from the Office of the President p. 129
Your Job: Look back on your reading & pick lines of dialogue as you read today; add your thoughts about character and action.

28. 4 Corners: Analyze the different points of view around a central issue in text
You will be responsible for the perspective of one of four groups:
Black American students integrating in Central High
Black American neighbors choosing not to Integrate
White Segregationists
National Guard
Your job: find all the evidence you can that helps show the point of view of the group you are investigating.

29. Research the Topic: Integration of Central High School
Page #
Text Evidence that shows point of view
What does this show about the group’s point of view?
How does this create tension?
Pg. 40
“Faubus calls National Guard to Keep School Segregated.”
Shows he’s not supportive of integration.
He uses force to block the rights of others. It entitles other whites to pick up their weapons and creates fear among black Americans.

30. Corner Discussions Group Work:
Gather in your “corner.” As a group, determine 5 pieces of evidence that your group believes BEST represent the point of view of that group.
Record point of view and evidence on chart paper.
Determine a spokesperson.
Class Share:
Each spokesperson will share the group’s work.
Class Discussion:
Which group’s point of view was best developed? Why?
How did the author create tension in the book through these points of view?
Response Journal:
Describe how the different points of view create tension. Use evidence from the text in your explanation.

31. Character Analysis Understand how and why characters develop over the course of a text.
Traits, traits, traits….
Honest Persistent Loyal Stubborn Dependable Efficient
Shy Boisterous Friendly Boisterous Determined Fearless
Clever Thoughtful Anxious Brave Faithful Ignorant
Industrious Secretive Stubborn Arrogant Affectionate Industrious
Others?????
Evidence: Thinks Says Does

32. Conflict