In this final lesson of the unit, students complete the End-of-Unit Assessment that evaluates cumulative student understanding of Martin Luther King, Jr.’s “Letter from Birmingham Jail.” After sharing ideas about King’s purpose for writing the letter and claims he makes in the text, students independently complete a multi-paragraph response to the following prompt: Analyze how King develops and refines his claims to advance his purpose. In their response, students identify important claims King establishes in the letter and then analyze how he develops and refines the claims throughout the letter. Students explore structural choices, rhetoric, and word choice.
There may be cases when our downloadable resources contain hyperlinks to other websites. These hyperlinks lead to websites published or operated by third parties. UnboundEd and EngageNY are not responsible for the content, availability, or privacy policies of these websites.
Bilingual Language Progressions
These resources, developed by the New York State Education Department, provide standard-level scaffolding suggestions for English Language Learners (ELLs) to help them meet grade-level demands. Each resource contains scaffolds at multiple levels of language acquisition and describes the linguistic demands of the standards to help ELA teachers as well as ESL/bilingual teachers scaffold content for their English learning students.
- CCSS Standard:
From EngageNY.org of the New York State Education Department. Grade 10 ELA Module 2, Unit 1, Lesson 20.
Available from engageny.org/resource/grade-10-ela-module-2-unit-1-lesson-20; accessed 2015-05-29.
© 2014 Public Consulting Group. UnboundEd is not affiliated with the copyright holder of this work.