Grade 8 ELA Module 2A, Unit 1, Lesson 2

Student reviewing her work at her desk.

The writing in Module 2A, Unit 1 will build on the skills students developed in Module 1, including QuickWrites (see in particular Module 1, Unit 1, Lesson 3) and summary writing (see in particular Module 1, Unit 2, Lesson 5).
• “Equal Rights for Women” is the focus of Lessons 2–5. Be sure students hold onto their copy of the speech throughout these lessons.
• Lessons 2–5 are based heavily on the Making Evidence-Based Claims units developed by Odell Education. For the original Odell Education units, go to www.odelleducation.com/resources.
• For Lesson 2, the text needs to be broken into sections. Before giving the students their text, mark the sections as follows:
• Section A: Paragraphs 1–4
• Section B: Paragraphs 5–7
• Section C: Paragraphs 8–9
• Section D: Paragraphs 10–11
• Section E: Paragraphs 12–14
• Section F: Paragraphs 15–17
• Beginning with Module 2, lessons that involve close reading will include a new type of supporting material, a Close Reading Guide (for teacher reference). See supporting materials. Use this guide to support you in facilitating work time in this lesson.
• Students will refer to the Reading Closely: Guiding Questions handout (first introduced in Module 1, Unit 2, Lesson 1).
• In this module, beginning with Shirley Chisholm’s speech and continuing with To Kill a Mockingbird, students will encounter racially charged words and phrases. It is important to stop for a moment to address this language. Be sure to explain that people used to use language like “old darkey,” but that it isn’t acceptable to use that language anymore because it is from a time when African Americans were not afforded equal rights or protection in the United States. If students react emotionally to this language, consider giving them space to process their feelings, whether it is in writing, in an open class discussion, or in private with you.

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Common Core Learning Standards

CCLS State Standard
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly...

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