Just Mercy Unit

English 3/4 - Daylie Smith and Kacie Lee

Compelling Question(s): What does justice mean to me? What does it look like for those
who have harmed us? When and how do we decide who deserves our mercy?

Student Journal: Digital Notebook Template - Just Mercy

Final Assignment Sheet: Just Mercy Multi Genre Project

Introduction: (350-500 words with 2-4 references from the readings)

***MLA or APA formatting

This unit will focus on a novel study of the memoir Just Mercy. We chose to do the novel
study of Just Mercy because both Ms. Smith and myself recently read the novel in our
Young Adult Literature course and loved the themes that were present. When reflecting
on the validity of teaching this type of novel to our students, we have to refer back to the
article by Dejaynes & Curmi (n.d.), where it explained that "through stories, both youth
and teachers come to know one another more deeply, fostering accountability to one
another and bolstering our investment in critiquing and challenging social structures
that affect our community.” Not only does this type of novel bring a truth to the
classroom that many of our students may encounter at some time in their lives, but it
exposes ourselves and our students to the realities that shape our larger community.
Furthermore, we chose Just Mercy for its ability to act as a mirror, window, or sliding
glass door. In the article by Rudine Sims Bishop, she explains the different ways that
readers can imprint on stories, by either having their minds transformed into a new
dimension they are unfamiliar with and only view through a window; by providing a
sliding glass door for readers to walk through and emerge themselves in a context
beyond their own; and as mirrors, reflecting the lives of readers in a way that solidifies
their place in the universe. Ms. Smith and myself felt that the novel truly embodied this
reality for our students, and therefore knew that this novel fed into our whys in
education: Students MUST feel represented to help authenticate their place in their
reality. Furthermore, students who may not feel as though their experiences directly
align with the experiences in the novel can be challenged with conflicts and ideas that
are outside of their realm of experience. Interacting with stories outside of their
experiences is imperative in creating well rounded students who are empathetic and
open-minded. To fully interact with the stories, we thought it would be most beneficial
for students to create a large scale multi genre project to deepen their understanding. In
Romano’s definition of the multi genre project, he states that “in most cases, I ask
students to conduct research that requires them to gather information and insights from
beyond their experiences” (p. 91.) When students interact with the novel Just Mercy,
they should be able to find one topic or theme that they feel passionate about, and from
there begin to build a multi-genre project that is reminiscent of a passion project.

Most notably, we felt that the novel aligned with concepts from The Civically Engaged
Classroom. ***FILL IN MORE HERE LATER***

ELA Standards:
● 11-12.RI.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
● 11-12.RI.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how an author uses
and refines the meaning of a key term or terms over the course of a text.
● 11-12.RI.5 Analyze and evaluate the effectiveness of the author's choice of structural
elements and text features
● 11-12.RI.7 Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in print in order to address a
question or solve a problem.
● 11-12.RI.8 Delineate and evaluate the rhetorical effectiveness of the authors' reasoning,
premises, purpose, and argument in seminal U.S. and world texts.
● 11-12.W.6 Use technology, including the internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new
arguments or information.
● 11-12.W.8 Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and limitations of each
source in terms of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one
source and following a standard format for citation.
● 11-12.L.1 Demonstrate command of the conventions of Standard English grammar and
usage when writing or speaking. a. Apply the understanding that usage is a matter of
convention, can change over time, and is sometimes contested. b. Resolve issues of
complex or contested usage, consulting references as needed.

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 ● 11-12.L.2 Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing. a. Use hyphenation conventions. b. Use correct
spelling.
● 11-12.L.3 Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening. a. Vary syntax for effect, consulting references for
guidance as needed; apply an understanding of syntax to the study of complex texts
when reading
● 11-12.W.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade‐ specific expectations
for writing types are defined in standards 1–3 above.)
● 11-12.W.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience. (Editing for conventions should demonstrate command
of Language standards 1–3 up to and including grades 11–12.)
● 11-12.W.7 Conduct short as well as more sustained research projects to answer a question
(including a self‐generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.

Calendar:

Key: “***” indicates full lesson plan. Find lesson plan details below.

Week 1 Day 1: *** Day 2: Day 3: Day 4: Day 5:

H: Student H: Student H: Student H: Student H: Student
Chapters journal entry: journal entry: journal entry: journal entry: journal entry:
1-3 TKMB recall Predictions for Quote analysis Quote analysis Chapter 1-3
prior learning. Just Mercy after from intro. Chapter 1. reactions.
reading the
D: Reading of introduction D: D: Sixth D: Chapter 1-3
chapter 1- To Philosophical Amendment socratic
Kill a D: Read aloud of Corners Activity group activity seminar
Mockingbird- Just Mercy and group
stop & think chapter 1- stop C: Time to read presentations C: Exit ticket:
(TQEs) share and think chapter 2 (15-20 closing
with a partner. (TQEs) share minutes) C: Time to remarks &
with a partner. read chapter 3 predictions for
C: Exit Ticket: (15-20 chapters 4-6
Just Mercy C: Exit Ticket: minutes)
Predictions Responses to
chapter 1

Week 2 Day 1:*** Day 2: Day 3: Day 4: Day 5: ***

Chapters H: Student H: Student H: Student H: Student H: Student
4-6 journal entry: journal entry: Journal Entry: Journal Entry: Journal entry:
Equal Justice Stevenson Views Chapter 4 death Chapter Stevenson role
penalty 5/Chapter 4 in community.
D Part 1: D Part 1: EJI comparison

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 Equal Justice Writing Activity D Part 1: (20- D Part 1:
Initiative (EJI) - Advocacy 30mins) D Part 1: Class
research Letter Comparing TED Talk Discussion:
activity - Death Penalty activity: Ismael What do we
Research D Part 2: laws by state Nazario know about
poster/questio EJI Advocacy *Provide *Worksheet as Walter
ns about EJI Letter peer worksheet/Laws they watch McMillian right
with table review activity: now?
Round Robin Writer’s D Part 2:
(20-30 mins) checklist. *Low In class reading D Part 2: D Part 2:
stakes! Just of Chapter 5 - In class Personal
D Part 2: helping each Finish for reading of Cultural X-Ray
Time t0 catch other out with homework if we Chapter 6. Quickwrite
up on reading writing do not finish. Socratic
(20-30 mins) techniques. Stop discussion - C: Students
periodically - Children begin Cultural
C: Student C: Predictions Probing incarceration X-Ray for
journal exit for chapter 5/6 questions. discussion. Walter
ticket: Why How do we feel McMillian
does EJI exist C: Initial about this?
and why is it’s reaction to
work Chapter 5. C: Exit Ticket
important? What is a
community?
What
communities
are you a part
of? How does
this shape who
you are?

Week 3 Day 1: Day 2: Day 3: Day 4: *** Day 5:

H: Student H: Student H: Student H: Student H: Student
Chapters Journal Entry: Journal Entry: journal reaction journal entry: Journal Entry:
7-9 Questions so Victim impact to poem in Quote analysis Chapter 9
far statement? beginning of quote analysis
Chapter 8. D: New Jim
D Part 1: D Part 1: Crow activity: D Part 1:
Chapter 1-6 Discuss with a D Part 1: https:// Finish Chapter
quiz OR Mini partner: In this TPCASST of drive.google.co 9 in reading in
essay timed chapter, poem in Book m/file/d/ Class.
writing. Stevenson makes *Ian E. Manuel: 1kjupb9dG50e1
the claim that “Uncried Tears.” B0o5iXJx0KLn D Part 2:
D Part 2: “some victims D Part 2: 3-iY-8o2/view TPCASTT
Child are more Continue ***See lesson Analysis of
Incarceration protected and Chapter 8 plan for details poem ““This is
Activity - valued than Reading in class Not a Small
Group others” C: Begin Voice,” by
*Assign State (Stevenson 143). Questions to Reading Sonia Sanchez”
(AZ, NC, MI, What evidence ask: Chapter 9 **Comparison

4
 CA, OH, AL) does Stevenson In this chapter, worksheet
present to Stevenson
Research given support this presents the C: Reflect:
state - Jigsaw claim? Is the stories of three How do the
Activity: evidence children who poem and the
Answer convincing to were sentenced chapter reflect
questions on you? to die in prison. the sense of
Padlet What is the community?
D Part 2: Write author’s
C: Reaction to a claim/evidence purpose in *Begin Chapter
research exit /reasoning telling so many 10 by Monday
ticket. paragraph: stories? Why
Should victim not just focus on
impact Walter
statements be a McMillian?
regular feature
of criminal C:
trials? Begin Character
Analysis
C: Exit Ticket: worksheet for
How does each character.
hearing the
evidence from
Ralph Myers
change or
strengthen your
view on the
case?
*Begin Chapter
8 to at least page
___ (May vary
by class)

Week 4 Day 1: Day 2:*** Day 3: Day 4: Day 5:

H: Student H: Student H: Student H: Student H: Student
Chapters journal entry: Journal Entry: journal entry: journal entry: Journal Entry:
10-12 Reading Chapter 11 Chapter 11 Prison Mirrors,
progress Windows,
D: 60 Minutes D: Podcast D Part 1: Sliding Glass
D: NPR preview activity activity - In a Finish Chapter doors
Insanity (15 minutes of team, construct 12 whole class
Defense Case clip) a script and D Part 1:
activity - *Worksheet after have a D Part 2: Refer back to
Provide a watching. discussion Writing chapter 11.
worksheet for Compare to covering the key activity: You Imagine you
students to chapter - How points from the are the are a part of
complete as does narrative trial. Imagine Commissioner Walters family
they listen. help shape the you are of the Alabama (You may
argument? reporters and Department of choose which
Finish Chapter create a podcast member)

5
 10 reading: C: Letter to the explaining the Corrections,
editor timed facts of the case work with a Write a poem
Comparison writing activity: and your partner to expressing your
activity Write a CER feelings about it. determine emotions
between Avery paragraph to the *This should be throughout the
modifications
Jenkins and community an open trial, how do
Erik Clark answering the conversation in you would you feel now
following the form of a institute in that he is
C: Is the prompt: Should podcast. Tutwiler returning
insanity Walter be Prison. home? Why do
defense valid? released? Plead C: Begin you feel this
Why or why your case in the reading Chapter Create an way? Write the
not? form of an action 12 when outline poem from
letter, calling finished. Read identifying THEIR
Read Chapter your community up to page perspective.
what you
11 for to protest his _____ for (At least 3
homework continued homework.
would change stanzas, 4 lines
incarceration. and why. each)
(30 mins). (Poster board?) *Rubric
*Can also be
Finish reading adapted to D Part 2:
chapter 11. essay format. Find pieces of
figurative
C: What is the language from
point of this your poem.
chapter? Why Select images
does Stevenson and insert them
include it? Why in the poetry
not just end worksheet.
with Walter’s Why did you
release? choose these
images to
represent your
poem?

C: Exit Ticket -
Two of your
favorite lines
from your
poem.

Week 5 Day 1: *** Day 2: Day 3:*** Day 4: Day 5:

H: Student H: Student H: Student H: Student H: Student
Chapters Journal Entry: Journal Entry: Journal entry: Journal Entry: Journal Entry
13-14 What issue in What is your What is your Which book do
Just Mercy impression on chosen topic for you think is D: Just Mercy
most sticks out the U.S. prison the final more valuable Movie Day
to you? Why? system? Is it project? Why? for students to Compare and
fair/productive/ read- Just contrast the
D: Stevenson etc.? D: Writing an Mercy or How movie vs. book
TED Talk “We Introduction for to Kill a worksheet

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 Need to Talk D: Alternative the project Mockingbird?
About Approaches to Workshop C: Exit Ticket:
Injustice” Prison Systems D: Writing a Thoughts on
Activity Group Activity C: Students book review for the screen
share their work Just Mercy and version of the
C: Exit Ticket- C: Exit Ticket: with a partner - How to Kill a memoir?
students Should the U.S. provide 1 praise Mockingbird
answer the prison system and 1 polish
question “what change? What C: Exit Ticket:
is the power of should it look Reactions to
identity” based like? Just Mercy
on Stevenson’s Movie trailer
TED talk.

Week 6 Day 1: Day 2: Day 3: Day 4: Day 5:

Final H: Student H: Student H: Student H: Student H: Student
Project Journal Journal Journal Journal Journal
Week Response: Response: Quote Response: Response: Response:
Socratic Analysis Quote Analysis What 2 pieces Final reflection
Seminar will you share of the novel
brainstorm D: Persuasive D:Final Just in our gallery and unit.
Essay timed Mercy Socratic walk?
D: Final write. Seminar D: Final
Project D: Final Project Gallery
compilation C: Time to work C:Exit Ticket: project edits Walk: 2 pieces
and peer on final project closing remarks of each
reviews: or prepare for and reflection C: Submit 2 student’s work
Students socratic seminar pieces of final will be
compile their project to displayed
work into one teacher for around the
document and gallery walk room. Students
exchange with leave 1 praise
a partner and and 1 ponder
complete a on each
guided review student’s work
sheet.
C: Students
C: Exit Ticket: submit their
what will you final piece.
be working on
this week to
solidify your
project?

Lesson Plan One: Week 1/Day 1

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Standards:
● 11-12.L.3 Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening. a. Vary syntax for effect, consulting references for
guidance as needed; apply an understanding of syntax to the study of complex texts
when reading
● 11-12.RI.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how an author uses
and refines the meaning of a key term or terms over the course of a text.
● 11-12.RI.5 Analyze and evaluate the effectiveness of the author's choice of structural
elements and text features

Objectives:

● Student Objective: I will be able to identify key themes from To Kill a

Mockingbird by recalling prior knowledge to make predictions about the novel
Just Mercy.
● Language Objective: I will be able to form thoughts, questions, and epiphanies
and share them verbally with my peers.

Hook:

● Student journal entry. Students will call on prior knowledge from their Freshman year
reading of To Kill a Mockingbird.
● Students will answer the following questions in their journals, and then discuss their
responses with their table group.
○ What do you remember about the novel To Kill A Mockingbird? What themes
emerged in this text? What did you think about this text when you read it
freshman year?
● Materials Needed:
● Copy of Chapter 1 for To Kill a Mockingbird
● Access to student journal/Chromebook(?)

During:

➔ Reading of chapter 1- To Kill a Mockingbird

➔ Students will stop & think: They will complete (TQEs) & share their responses with a
partner (details below).
➔ Students will complete a TQE activity where they will move around the room. After
writing their TQE’s on a sticky note and their names on the back of said sticky notes,
students will play a “musical TQE” where they move around the room until the music

8
 stops. Students will then have 3 minutes each to share their TQE’s with a peer. Students
will then “steal” whichever one of their classmates TQE’s they found the most
compelling. After stealing, students will write their names on the back of the stolen post-
it note. Students will repeat this process 3 times before returning to their seats. After
returning to their seats, students will identify which of their sticky notes was “stolen” the
most by adding up the number of names on the back of each note. The students with the
three most stolen sticky notes will share them with the class. These will become key ideas
to revisit later, and the teacher will collect these sticky notes for reference.
➔ Materials Needed:
➔ Copy of chapter 1 for To Kill a Mockingbird
➔ Pencil/Pen or writing utensil
➔ Paper or Sticky notes (sticky notes may be provided by teacher)
➔ Great communication skills!
➔ A good attitude!

Closing:

● Students will complete an exit ticket answering the following question in their student
workbooks/interactive journals:
○ After looking at the title for Just Mercy, and the background information you
have on To Kill a Mockingbird, what do you think Just Mercy is going to be
about? Respond in 5-8 sentences and support your prediction with evidence from
the activity today.
➔ Materials Needed:
➔ Student interactive journal.
➔ Copy of Chapter 1 - To Kill a Mockingbird
➔ TQE’s from activity

Lesson Plan Two: Week 2/Day 1

Standards:
● 11-12.W.8 Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and limitations of each

9
 source in terms of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one
source and following a standard format for citation.

Objectives:

● Student Objective: I will build my background knowledge, in order to make text-

to-text connections and extend my understanding of the text.
● Language Objective: I will be able to make connections between texts and
synthesize information by working in groups and discussing with my peers.

Hook:

● Student journal entry - Students will answer the following questions:

○ What does the word “equal” mean in your own words? What about the word
“justice”?
○ What is “Equal Justice?”
○ How does adding the word “equal” to the word “justice” (i.e. “equal justice”)
change the way you think about what it means?

➔ Materials Needed:
➔ Student interactive notebook

During:

Directions:

● Research: (10-15 mins)

○ Each table will visit the Equal Justice Initiative (EJI) Website and discuss: What
kind of cases do they focus on? What is their purpose for the organization?
○ Each table will have one poster paper tabled to their table. Students will then
choose for their scribe to write down their answers to the questions above.
○ Link to EJI Website: https://eji.org/
● Round Robin Rotation: (20-30 mins)0
○ Each table will have a different question written on their poster. The team will
discuss the question and write down their responses. They can use an answer, a
quote from the book, a question, illustration, or general reaction.
○ The team will select one person to stay behind while the others move on to the
next table. The chosen person who stayed behind will summarize the last group’s

10
 conversation, then continue the conversation with the new group, adding new
responses to the poster papers.
○ This will repeat until all of the group members return to their main table.
➔ Materials Needed:
➔ Poster paper
➔ Copy of Just Mercy
➔ Access to their chromebooks/internet/wifi
➔ Colored markers/pens/etc. (provided by teacher)

Closing:

● Student journal reflection/Exit ticket:

○ Why does EJI exist and why is it’s work important?

➔ Materials Needed:
➔ Student interactive notebook

Lesson Plan Three: Week 2/Day 5

Standards:
● 11-12.RI.1 Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
● 11-12.W.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Grade ‐
specific expectations for writing types are defined in standards 1–3 above.)

Objectives:

● Student Objective: I will be able to identify assumed characteristics about

Walter McMillian as seen in the beginning chapters of Just Mercy by beginning a
cultural x-ray for Walter.
● Language Objective: I will be able to make inferences, synthesize, and present my
findings visually.

Hook: (5 minutes)

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 ● Students will recall information that they have learned about Walter McMillian from the
reading thus far in the memoir.
● Students will reflect on their understanding of Stevenson’s position in the community.
They will answer the following questions in their student journals: What responsibilities
does Stevenson have to his community? What community is he a part of? How does this
impact his connection to his job
● Materials Needed:
● Access to Student Interactive Notebook
● Copy of Just Mercy

During: (20 minutes)

● Students will complete a class discussion answering the following question: What do you
know about Walter McMillian right now?
➔ Students will be given a physical copy of the cultural x-ray handout.
➔ Students will use this time to complete their own personal x-ray. They should fill the
inside of their personal x-ray with things, places, or people that they value, believe in,
care about, etc. The area outside of the x-ray should be filled with misconceptions and
assumptions that other people may make about them. They should have at least 20
minutes to complete this.
➔ Once it is time to move on, students will be asked to share things that they included in
their personal x-rays.
➔ Materials Needed:
➔ Cultural X-ray Handout linked here.
➔ Pencil/Pen
➔ Colored pencils/crayons

Closing: (20 minutes)

● Students will be given their second blank cultural x-ray handout. Inform students that
they will complete this x-ray throughout the unit for Walter McMillian, they must keep
this handout.
● Students will be instructed to fill out only the outside of the body outline with
misconceptions and assumptions that characters in Just Mercy have made about Walter
McMillian up to this point in the memoir. Students should reference the text and provide
citations for their assumptions. Example: If they write that Walter is perceived as

12
 “intimidating,” they must include the page number where they inferred this- “(pg. ___.)”
They will use the remaining class time to work on this.
● Materials Needed:
● Cultural X-ray Handout linked here.
● Pencil/Pen
● Colored pencils/crayons
● Copy of Just Mercy

Lesson Plan Four: Week 3/Day 4

Standards:
● 11-12.RI.5 Analyze and evaluate the effectiveness of the author's choice of
structural elements and text features.
● 11-12.RI.7 Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as in print in
order to address a question or solve a problem.
● 11-12.W.7 Conduct short as well as more sustained research projects to answer a
question (including a self‐generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.

Objectives:

● I will be able to formulate a comparison between the novel Just Mercy and the
New Jim Crows to answer the questions in the worksheet.
● Language Objective: I will be able to identify unknown words and determine their
meaning through annotation and classroom discussion.

Hook: (5 minutes)

● Students will answer the following question(s) in their student journal:

○ Analyze this quote from chapter 8: “They weren’t exceptional...they were all
damaged and traumatized by our system of justice” (160). Who are they? How
are they damaged?
● Materials Needed:
● Access to novel
● Access to student notebook

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During: (30 minutes)

➔ Students will read the excerpt from the New Jim Crows (NJC) by Michelle Alexander.
(pgs. 178-185).
● Students will read the article THREE times.
○ The first time students will read for familiarity. Circle any unknown words
or ideas that are confusing.
○ Second, define the words where you were stuck. Write them in the
margins. Then, read again for clarity.
○ Finally, Read the text to answer the questions in the worksheet.
➔ Materials Needed:
➔ NJC worksheet
➔ Access to novel
➔ Dictionary or online research source (google search is fine)
➔ Writing Utensil
➔ Highlighter *if needed for color coding differentiation*

Closing: (15 minutes)

● Students will begin reading Chapter 9, and finish reading for homework.
● Materials Needed:
● Copy of novel Just Mercy

Lesson Plan Five: Week 4/Day 2

Standards:
● 11-12.RI.7 Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as in print in
order to address a question or solve a problem.
● 11-12.W.6 Use technology, including the internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including
new arguments or information.
● 11-12.L.3 Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to

14
 comprehend more fully when reading or listening. a. Vary syntax for effect,
consulting references for guidance as needed; apply an understanding of syntax
to the study of complex texts when reading
● 11-12.L.2 Demonstrate command of the conventions of Standard English
capitalization, punctuation, and spelling when writing. a. Use hyphenation
conventions. b. Use correct spelling.

Objectives:

● Student Objective: I will be able to apply my knowledge from the 60 Minutes

video to create a letter to the editor in a timed writing setting.
● Language Objective: I will be able to apply the conventions of a CER paragraph to
create a letter to the editor with evidence from the novel and the 60 minutes
video.

Hook:

● Students will answer the following question(s) in their student journals:

○ Reread the first two pages of chapter 11. How does the author start this chapter?
What is his tone? Is the writing formal/informal? Why?
● Materials Needed:
● Student journal
● Student copy of novel

During:

● Students will watch the first fifteen-twenty minutes of the 60 Minutes piece on Walter
McMillan here.
● As they watch, students will complete the following worksheet. *Link worksheet later*

➔ Materials Needed:
➔ Copy of worksheet
➔ Pen/Pencil
➔ Student copy of Just Mercy.

Closing:

● Students will engage in a timed writing activity.

● Students will write a “letter-to-the-editor” style mini-essay. Students will write a CER
paragraph to the community answering the following prompt: Should Walter be

15
 released? Plead your case in the form of an action letter, calling your community to
protest his continued incarceration. Include evidence from the text and the 60 Minutes
short.
● Materials Needed:
● Worksheet from watching the video
● Access to the video (or video transcript for differentiation)
● Student copy of Just Mercy
● Lined paper (or typed if they choose to type)
● Pen/Pencil

Lesson Plan Six: Week 5/Day 1

Standards:
● 11-12.RI.4 Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings; analyze how an
author uses and refines the meaning of a key term or terms over the course of a
text.
● 11-12.RI.6 Determine an author’s point of view or purpose in a text in which the
rhetoric is particularly effective, analyzing how style and content contribute to
the effectiveness of the text.
● 11-12.W.7 Conduct short as well as more sustained research projects to answer a
question (including a self‐generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.

Objectives:

● Student Objective: I will be able to answer today’s compelling question, “what is

the power of identity” after watching Stevenson’s TED Talk.
● Language Objective: I will be able to make inferences about Stevenson’s
presentation to form my own claim and argument about the power of identity
and the role injustice plays in society.

Hook: (5 minutes)

● Students will complete their journal entry for the day, answering the following question-
“What issue/topic in Just Mercy most sticks out to you? Why?”

16
 ● Students will open the Stevenson TED Talk “We Need to Talk About Injustice” Activity
and complete the “Before” activity- Answering the following prompt- “Write about your
experience with TED (“Technology, Entertainment, and Design”) Talks. Start by
describing one or two specific ones you have seen. What were they about? What were
the presenters like? If you have seen many, what do they have in common? What kind
of tone do they use?”
● Materials Needed:
● Student interactive notebook
● Stevenson TED Talk “We Need to Talk About Injustice” Activity linked here.

During: (30 minutes)

➔ Students will complete the “During” portion of the Stevenson TED Talk “We Need to
Talk About Injustice” Activity.
➔ While watching the TED Talk, students will track things that the speaker says about
himself and the audience in the provided graphic organizer.
➔ Materials Needed:
➔ Stevenson TED Talk “We Need to Talk About Injustice” Activity linked here.

Closing: (15 minutes)

● After watching the video, students will complete the “After” activity on the handout- the
SOAPSTone analysis graphic organizer on the worksheet.
● Students will then answer the following question- “According to Stevenson,what is “the
power of identity? And what role does injustice play in society today?”
● Materials Needed:
● Stevenson TED Talk “We Need to Talk About Injustice” Activity linked here.

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 References

Romano, Tom. (). The Many Ways of Multi-Genre. Miami University.

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