https://s3-us-west-2.amazonaws.com/secure.notion-static.com/6d38fc23-036c-4986-847c-c18ed9060e0a/Recording_13.mp4

Reading Workshop Spring 2020

This curriculum project is a 5-week course I am co-teaching during Spring 2020. Due to COVID-19, this class will be delivered completely online. In this course, students will improve their reading and vocabulary skills, expand their content knowledge, and hone their analytical and critical evaluative eyes through reading John Lewis’s trilogy of graphic novels, March, viewing the 2014 historical drama film Selma, and viewing excerpts from the PBS documentary Freedom Summer.

Lesson Spotlight

These activities are the most relevant to the digital authorship and media literacy themes of EDC 534.

Introductions Collaborative Slide Deck

Characterization Video & Characterization Collaborative Slide Deck

View & Predict: Part One

• Aug. 28, 1955 - Emmett Till, Age 14, Abducted and Murdered (Voices of the Civil Rights Movement)
• May 17, 1954 - Brown v. Board of Education (Voices of the Civil Rights Movement)
• Rosa Parks Bus Legacy | Innovation Nation (The Henry Ford's Innovation Nation with Mo Rocca)

View & Predict: Part Two:

Students will complete a Google Form after they've read page 36-88. They are encouraged to use the slide show they created for the "View & Predict: Part One" assignment to answer the following questions:

1. How did John Lewis actually react to the abduction & murder of Emmett Till? How do you know? (Use clues in the words and images as evidence)
2. How did this line up with you and your classmates' predictions?
3. How did John Lewis actually react to Brown v. Board of Education? How do you know? (Use clues in the words and images as evidence)
4. How did this line up with you and your classmates' predictions?
5. How did John Lewis actually react to Rosa Park's actions? How do you know? (Use clues in the words and images as evidence)
6. How did this line up with you and your classmates' predictions?

Inferences Collaborative Slide Deck

Collaborative Scene Annotation

Video Ant Directions & Video Annotation: The Young Witness

Image Analysis

Behind the Scenes: John Lewis's Speech at The March On Washington

• First, reread page 162-165, where John Lewis writes about having to revise his speech.
• Second, watch this video.
• Third, fill out the Google Form with the following comprehension and analysis questions:
  • Why did some people want John Lewis to change his speech? How did they want him to change it?
  • Why didn't he initially want to change his speech?
  • What convinced him to change his speech?
  • What emotions do you think John Lewis experienced while this happened? How do the illustrations and/or words on pages 162-165 reflect this?

Video Annotation: John Lewis's speech at the March on Washington

Scene Comparison Option 1: Three Missing Workers

Scene Comparison Option 2: Fannie Lou Hamer testimony