Week 4 Lesson Plans: 13th & Just Mercy

Day 1 (Tuesday)

Central Focus
This lesson is situated in the middle of a unit focusing on Just Mercy by Bryan Stevenson. The class will
take somewhat of a break reading the text in class to watch and write about the documentary 13th,
originally found on Netflix. The central focus of this lesson is to introduce (pre-literacy) 13th, to begin
watching the documentary as a whole class, and to develop writing skills to scaffold the final unit project.
Students will already have some prior knowledge regarding the themes presented in the documentary,
however the aim of the lesson is to use a different form of media (rather than text) to have the students
process and think through what is being discussed. The lesson will use the documentary to highlight key
moments in U.S. history to scaffold the reading of Just Mercy and how the 13th amendment to the
Constitution has perpetuated a new form of slavery for people of color in the United States.

Time
50 minutes.

Setting
This lesson takes place in an 11th grade honors English course at a suburban public high school. See
previous unit lesson plans & unit website for specific classroom demographics.

Conceptual/Theoretical Framework
“We see no place for neutrality and urge each member of NCTE to educate as many people as possible
about the ways that systemic racism affects all of us in negative ways” (NCTE, “There Is No Apolitical
Classroom”).
NCTE outlines the importance of specifically addressing systemic racism in the classroom, not
taking the stance of a neutral observer. The documentary 13th addresses a very specific form of systemic
racism throughout the justice system that perpetuates a new form of slavery. We strive to address and
condemn this form of systemic racism through a variety of media, film being included specifically for this
week of lessons.

“We are always teaching new students in a world rich with evolving stories and ideas” (Gallagher &
Kittle 4).
The narrative surrounding mass incarceration as new form of slavery is something that has been
in existence since the introduction of the 13th amendment to the U.S. Constitution. However, the public
understanding and knowledge of corrupt, racist, and classist structures present in America is a story that is
ever-evolving and just now being told through medias such as documentaries on Netflix. It is important to
highlight evolving stories and ideas regarding justice and truth as well as recognizing that racism is also
an evolving beast that must be recognized for what it is.

Prior Knowledge
This lesson is situated almost halfway through a unit focusing specifically on systemic racism, most
notably in the U.S. justice system. Students will have read up through Chapter 9 of Bryan Stevenson’s
memoir Just Mercy and will have already discussed the link between mass incarceration and slavery in
previous weeks.

Objectives
By the end of this lesson students will be able to:
1. Identify specific moments in 13th that correlate with moments from Just Mercy.
2. Identify how 13th employs ethos, pathos, and logos to promote ideas and social change.
3. Practice analytical writing skills regarding 13th that will align with the unit final project.

Materials
● Smartboard & projector
● Classroom journals (students have kept these writing journals from the beginning of the semester)
● Copy of Just Mercy by Bryan Stevenson
● 13th documentary (found on Netflix, permission by administration was given to unblock Netflix
on the school server specifically to show this film)

Preparation
The most important preparatory task that was implemented prior to this lesson was the requirement of
permission slips by parents/guardians (as all students are under 18) for students to view the documentary.
13th contains some graphic violence and nudity as well as discussing emotionally heavy historical
themes. Students were required to obtain permission by their parents/guardians prior to be allowed to
view the film. All students were granted permission to view the film prior to the class period.

As done previously in class when showing films, students will be required to put away all phones, other
homework, journals, etc., in order to watch the documentary without any distractions.

Procedure
● At the start of class students will be instructed to watch the trailer for 13th together as a class. At
the end of the trailer students will be instructed to briefly discuss in groups of 2-3 with their
classmates around them their initial thoughts/ideas on the trailer. Students will then be instructed
to write in their journals two questions they have before they watch the documentary. Students
will be reminded that their journal writing for the day will be graded. (10 minutes)
● Students will then be instructed to put their journals/phones/distracting materials away as we
begin to watch the documentary as a whole class on the Smartboard. We will stop the
documentary at the 30 minute mark. (20 minutes)
● Students will then return to their journals for individual, silent writing. A journal prompt will be
displayed on the Smartboard (20 minutes):
○ Students will address the two questions posed in response to the trailer. (Questions asked
out loud: Were your questions answered? Do you have any lingering questions? Do you
have any new questions?)
○ Identify two key moments in the documentary so far that use credibility (ethos), emotion
(pathos), or logic (logos) to convince the audience that mass incarceration of people of
color is a problem in the United States. Make sure you focus on two separate rhetorical
devices (not two examples of the same one).
 ○ Which rhetorical device to you think Bryan Stevenson uses well to promote similar ideas
in Just Mercy? (Give a textual example)
● At the end of class students will be reminded to read Chapter 10 of Just Mercy by Thursday.

Discussion Ideas:
● How do you anticipate 13th being different from Just Mercy? (Prior to watching the
documentary)
● How do you anticipate them being similar? (Prior to watching the documentary)
● Have you witnessed similar institutionalized injustice in your own life/community? (After
watching the first chunk of the documentary)
● Do you have any initial thoughts about what we can do as a society to prevent mass
incarceration? (After watching the first chunk of the documentary)

Planned Supports:
Journal prompts will be displayed on the Smartboard during the entire allotted journal writing time to
avoid confusion. Students will also have access to the course material/notes that have been worked on
throughout the unit so far as well.

Language Accommodations:
There are three students in the class that are fluent in AAVE. These students will be permitted to write in
AAVE if they wish in their journals. The documentary 13th also interweaves Standard English and
AAVE throughout. As AAVE is a dialect, these students are also able to understand Standard English as
it is spoken. Students will be provided help on an individual basis if further needs arise.

Two students in the class are Spanish dominant. Spanish captions for the documentary are available and
will be displayed throughout. These students will also be allowed to write in their journals in Spanish if
they wish. The ELL coordinator in the school is available for translations.

Special Education Accommodations:

There is one student with an ADD, three with varying forms of emotional disturbances/disabilities, and
three students with generalized anxiety disorder.

The student with ADD is provided a graphic organizer of the chapters read so far of Just Mercy to
reference during journal writing. The student is also seated towards the front of the classroom to allow for
less distractions away from the door/windows when watching 13th. The student is also allotted extra time
for journal writing and is allowed to visit the SPED office for further time if needed.

All six students with ED and anxiety are allowed to step outside into the hallway as needed if emotional
stress occurs. These students are also allotted extra time to complete assignments as needed and can
readily access the SPED office. For students with ED, they are given an outline at the beginning of class
that details the activities/assignments for the class period to reinforce routine.

The three students with anxiety prefer to sit closer to the door and are allowed to do so according to the
classroom seating chart.
The SPED coordinator is referenced as needed for further questions regarding IEPs and 504 plans.

Assessment:
● Formative Assessment:
○ Students will be assessed through their journal responses to 13th. Journals will be turned
in at the end of the period and assessed based on participation, thoughtfulness of
responses, and understanding of content. Students who do not turn in meaningful journal
responses will be evaluated on an individual basis to assess what is being missed in
instruction or where the lack of understanding is coming from.
○ Student journals are returned to them at the end of the week with descriptive feedback
given, as well as actionable steps students can make to improve their writing and to
scaffold their final projects.
○ Students are being assessed using CC.11-12.R.I.7 (being able to integrate their reading of
Just Mercy and understanding of 13th collectively, using multiple forms of media to
answer a question) and CC.11-12.W.10 (writing routinely over time frames--journal
writing will continue the next day).

Journal Writing Rubric:

Taken from: http://www.rcs.k12.in.us/files/Rubric%20for%20Assessing%20a%20Journal%20Entry.pdf

● Summative Assessment
○ The summative assessment will occur at the end of the week with an in-class three page
formal writing assignment responding to 13th.
○ Students will be graded on their response to the paper’s prompt, organization and
presentation of ideas, grammar, and MLA format.
○ Feedback will be given on Google Classroom in correlation to the below rubric.
○ This summative assessment aligns with CC.11-12.W.10 by allowing students to write
over extended periods of time and scaffold their thoughts to lead to this summative
assessment.
○ Paper prompt: One of the main themes throughout 13th is the way systemic racism
dehumanizes people of color. In your paper, explain how the 13th Amendment to the
U.S. Constitution is dehumanizing and what we can do about it today (call to action).
Make sure you cite two examples from the film and one example from Just Mercy, and
include how rhetorical devices (ethos, pathos, logos) are influential in this argument.

Summative Assessment Rubric:

Junior English 13th & Just Mercy Paper Rubric

Name:____________________________

Total_______________/ 30
Question _____________

A B C D-F
Claim/Thesis: Student fully develops Student identified a Theme/Position is given Theme/Position
a major thematic area of theme/position and its as a subject, and that is widely
concern/statement of position in the importance in the text. subject may be correct. speculative with
text in the topic sentence; the statement More development needed Theme needs to be more little grounds for
goes beyond characterization or plot on how this topic relates to fully developed for the answer in the
points and links to larger issues present the issue as a whole. complexity; often text.
in the text. unsupported personal
opinion or plot summary
may be present.
Support: Student’s responses are Student responses are Inaccuracy is a consistent Evidence is
consistently detailed, accurate, and accurate, but they do not problem in these vague or
insightful regarding plot details and contain the same level of responses. While some of missing. If
characterization. The specificity of specificity as seen in the A the main ideas of the text provided, it often
response shows a clear understanding responses. More plot detail are conveyed, there is a relies heavily on
and analysis of the text. Quote(s) and/or character analysis distinct lack of insight or plot summary
selected have a literary device and/or would benefit their detail in the answers. The without specific
clearly support the claim made. responses. Literary device is evidence may not be examples.
present in at least one quote, relevant to the claim or
but the quotes may focus on help support the claim
plot details rather than fully. Often a quote does
providing essential appeals. not fully support the claim
or plot summary is the
 basis of the evidence.
Analysis: Student clearly demonstrates Literary device is correctly Student incorrectly uses Student
how an understanding of literary identified, but more specific or is too general about incorrectly uses
devices contributes to a larger links to how it helps our literary device. Student or does not use
understanding of characterization and understanding of the may follow-up with quote literary
theme. Student clearly links the support character/author’s purpose with character analysis, terminology;
to the claim made in the topic sentence would benefit the writing. however, a link to the Little to no
by discussing the impact of the quote. Link to claim is present but issue is often missing. analysis of
more direct discussion of Often quotes are character and/or
the quote is needed. paraphrased rather than issue is present.
analyzed.
Organization: Topic sentence is clear Topic sentence is present Topic sentence relies The paragraph is
and precise, sophisticated internal but may be prompt mainly on plot summary; primarily plot
transitions are used, and fully dependent. Quotes may if present, claims are summary with
developed and articulate claim(s) are need work on integration, weaker and often require little to no
made. Quotes are fully integrated and but they support the reading the reader to infer their attention made to
correctly applied. Connection back to as a whole. Internal main point rather than analysis or
the claim is made at the end of the transitions are adequate, but having it stated outright. conventions of
paragraph. the closing sentence may Some support is included; the paragraph
need more development. integration is choppy. form.
Closing sentence is vague
or missing.

*Rubric taken from Centennial High School Junior English Department, courtesy of my cooperating
teacher Rebecca Fundator and her co-teacher AJ Scarlett.

Extension Ideas:
This lesson is the first of three that the class is watching the documentary 13th. Students will journal write
the next day (Wednesday), while finishing the documentary on Thursday as well as being introduced to
the paper assignment. Students will have all day in class Friday to write their assignment or read Chapter
11 of Just Mercy. The final paper must be turned in on Google Classroom by Sunday night at midnight.
Eventually students will be introduced in later weeks to the final project in which they will use the ideas
they wrote about in the journals and summative paper to enact realistic change regarding mass
incarceration as a new form of slavery and to present their ideas/research to the class.

Source of Activity:
Ideas for this lesson were inspired by my field placement and my cooperating teacher. Her class’s final
project requires using rhetoric to enact social change (from studying Frederick Douglass’s narrative and
The Hate U Give). Rhetoric are important features in both 13th and Just Mercy, leading to their
implementation in this lesson. Ideas for how to structure the writing assignments can also be partially
attributed to other members of my unit group (Madeline Decker, Emma Dazzo, Grace Park, Kevin Ho,
and Tristan Bergonio).

Resources and References:

DuVernay, Ava, director. 13th. Netflix, 2016.
Gallagher, Kelly., & Kittle, Penny. 180 Days: Two Teachers and the Quest to Engage and Empower

Adolescents. Portsmouth, NH: Heinemann, 2018.

NCTE Blog. (2017). There is no apolitical classroom.

(http://blogs.ncte.org/index.php/2017/08/there-is-no-apolitical-classroom-resources-for-

teaching-in-these-times/)

Richmond Community Schools. “Assessing a Journal Entry.” Richmond Community Schools, 2017,

www.rcs.k12.in.us/.

Stevenson, Bryan. Just Mercy: A Story of Justice and Redemption. First edition. New York: Spiegel &

Grau, 2014.

Common Core English Language Arts Standards (9-12), Addressed:

CC.11-12.R.I.7 Integration of Knowledge and Ideas: Integrate and evaluate multiple sources of
information presented in different media or formats (e.g., visually, quantitatively) as well as in words in
order to address a question or solve a problem.
● Students are integrating two different forms of media, text and film, to address the problem of
mass incarceration. Through their journal entry and eventually their summative paper, they are
required to integrate the two sources and evaluate key moments in both text and film that address
systemic racism.

CC.11-12.W.10 Range of Writing: Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
● Students are routinely writing in their classroom journals using prompts that are based off of 13th.
Eventually they will be required to reflect, revise, and summarize their arguments and viewpoints
in their summative papers at the end of the week.
Day 2 (Wednesday)

Central Focus
This lesson is situated in the middle of a unit focusing on Just Mercy by Bryan Stevenson. This is the
second day of instruction regarding the Netflix documentary 13th. Students will watch a large chunk of
the documentary and will engage with their peers in a silent discussion and journal writing activity for
homework. The focus of this lesson will be to engage with their peers regarding the documentary while
also reflecting on their own thoughts. Emphasis will be placed on more specific issues surrounding the
middle portion of the documentary.

Time
50 minutes.

Setting
This lesson takes place in an 11th grade honors English course at a suburban public high school. See
previous unit lesson plans & unit website for specific classroom demographics.

Conceptual/Theoretical Framework
“We see no place for neutrality and urge each member of NCTE to educate as many people as possible
about the ways that systemic racism affects all of us in negative ways” (NCTE, “There Is No Apolitical
Classroom”).
NCTE outlines the importance of specifically addressing systemic racism in the classroom, not
taking the stance as a neutral observer. The documentary 13th addresses a very specific form of systemic
racism throughout the justice system that perpetuates a new form of slavery. We strive to address and
condemn this form of systemic racism through a variety of media, film being included specifically for this
week of lessons.

“We are always teaching new students in a world rich with evolving stories and ideas” (Gallagher &
Kittle 4).
The narrative surrounding mass incarceration as new form of slavery is something that has been
in existence since the introduction of the 13th amendment to the U.S. Constitution. However, the public
understanding and knowledge of corrupt, racist, and classist structures present in America is a story that is
ever-evolving and just now being told through media such as documentaries on Netflix. It is important to
highlight evolving stories and ideas regarding justice and truth as well as recognizing that racism is also
an evolving beast that must be recognized for what it is.

Prior Knowledge
This lesson is situated almost halfway through a unit focusing specifically on systemic racism, most
notably in the U.S. justice system. Students will have read up through Chapter 9 of Bryan Stevenson’s
memoir Just Mercy and will have already discussed the link between mass incarceration and slavery in
previous weeks. Students will also have watched and written about the first 20 minutes of the
documentary. We will briefly highlight what the first chunk of 13th was about to refresh students’
memories.
Objectives
By the end of this lesson students will be able to:
1. Identify specific moments in 13th that correlate with moments from Just Mercy.
2. Discuss themes from 13th with a partner to discuss difficult concepts.
3. Practice analytical writing skills that will align with the unit final project.

Materials
● Smartboard & projector
● Classroom journals (students have kept these writing journals from the beginning of the semester)
● Copy of Just Mercy by Bryan Stevenson
● Chromebooks provided by the district
● 13th documentary (found on Netflix, permission by administration was given to unblock Netflix
on the school server specifically to show this film)

Preparation
The most important preparatory task that was implemented prior to this lesson was the requirement of
permission slips by parents/guardians (as all students are under 18) for students to view the documentary.
13th contains some graphic violence and nudity as well as discussing emotionally heavy historical
themes. Students were required to obtain permission by their parents/guardians prior to be allowed to
view the film. All students were granted permission to view the film prior to the class period.

Students will be required to use their Chromebooks during the latter portion of class, but will be required
to keep them put away (along with any other materials) during the viewing of the documentary to avoid
distractions.

Students will be required to participate in a silent conversation with one of their classmates regarding the
documentary. Prior to class students will be paired up with a partner that they will have a silent
conversation with on Google Docs on their Chromebooks. They will be informed of their partner during
class.

Procedure:
● Students will be briefly given a recap of the portion of the documentary we viewed as a class the
previous day to refresh ideas. We will then immediately start the documentary watching up until
the 55 minute mark on the classroom Smartboard. (35 minutes)
● Students will then be paired with a partner (list of partners will be displayed on the Smartboard)
and instructed to complete a silent discussion with their partner on Google Docs on their
Chromebooks. Students have completed silent discussions before in class and understand the
format. A list of questions to discuss will be placed on the Smartboard once students are paired
up. The teacher will actively walk around the classroom to ensure meaningful conversations are
taking place. (15 minutes)
○ Questions to Kick-Start Discussion (Not all questions have to be addressed, but a
meaningful conversation needs to be happening):
■ Discuss your initial thoughts to this middle portion of 13th. What bothered you?
What informed you?
 ■ How have U.S. leaders/officials contributed to or fought against the issue of mass
incarceration? (Richard Nixon, J. Edgar Hoover, Angela Davis, Ronald Reagan,
Martin Luther King Jr., etc.)
■ What are some of the legal reasons why we have mass incarceration (other than
the 13th Amendment)?
■ What are some problems that you foresee the Equal Justice Initiative having in
combating these issues presented in 13th?
■ What questions do you have at this point?
● At the end of class, students will be given the assignment of completing another journal entry for
homework as well as being reminded to finish Chapter 10 of Just Mercy by Thursday.
○ Journal prompt for homework:
■ Reflect on the ideas that you and your partner discussed in the silent discussion
(look back through the Google Doc for reminders about what you talked about).
For this journal prompt, simply write about your initial thoughts/feelings about
the documentary so far. It is important to sometimes just reflect on issues such as
these. What questions do you still have? Make sure to write down at least one.
Discussion Ideas:
● So far do you find 13th or Just Mercy more effective at promoting social change? Why?
● How can we make these issues known to the general public?
● What kinds of actionable steps can we take to prevent systemic racism?

Planned Supports:
The discussion questions for the silent discussion will be displayed on the Smartboard during the entire
allotted writing time. Students will conduct these conversations using Google Docs so that they can
access them again outside of class using their student Google accounts. The journal prompt assigned for
homework will also be available on Google Classroom. Students will also have access to the course
material/notes that have been worked on throughout the unit so far as well.

Language Accommodations:
There are three students in the class that are fluent in AAVE. These students will be permitted to write in
AAVE if they wish in their journals. The documentary 13th also interweaves Standard English and
AAVE throughout. As AAVE is a dialect, these students are also able to understand Standard English as
it is spoken. Students will be provided help on an individual basis if further needs arise.

Two students in the class are Spanish dominant. Spanish captions for the documentary are available and
will be displayed throughout. These students will also be allowed to write in their journals (for
homework) in Spanish if they wish. The ELL coordinator in the school is available for translations.

Special Education Accommodations:

There is one student with an ADD, three with varying forms of emotional disturbances/disabilities, and
three students with generalized anxiety disorder.

The student with ADD is provided a graphic organizer of the chapters read so far of Just Mercy to
reference during journal writing. The student is also seated towards the front of the classroom to allow for
less distractions away from the door/windows when watching 13th. The student is also allotted extra time
for journal writing and is allowed to visit the SPED office for further time if needed.

All six students with ED and anxiety are allowed to step outside into the hallway as needed if emotional
stress occurs. These students are also allotted extra time to complete assignments as needed and can
readily access the SPED office. For students with ED, they are given an outline at the beginning of class
that details the activities/assignments for the class period to reinforce routine.

The three students with anxiety prefer to sit closer to the door and are allowed to do so according to the
classroom seating chart.

The SPED coordinator is referenced as needed for further questions regarding IEPs and 504 plans.

Assessment:
● Formative Assessment:
○ Students will be assessed through both their silent conversations and their journal writing
in response to 13th. Silent discussions will be accessible for the teacher to view on
Google Docs and will be graded based on the level of meaningful conversation that
occurred. Journals prompts will be assigned for homework and will be due the following
day. They will be assessed on participation, thoughtfulness of responses, and
understanding of content. Students who do not turn in meaningful journal responses will
be evaluated on an individual basis to assess what is being missed in instruction or where
the lack of understanding is coming from.
○ Student journals are returned to them at the end of the week with descriptive feedback
given, as well as actionable steps students can make to improve their writing and to
scaffold their final projects.
○ Students are being assessed using CC.11-12.R.I.7 (being able to integrate their reading of
Just Mercy and understanding of 13th collectively, using multiple forms of media to
answer a question) and CC.11-12.W.10 (writing routinely over time frames--journal
writing will continue the next day).
Journal Writing Rubric:

Taken from: http://www.rcs.k12.in.us/files/Rubric%20for%20Assessing%20a%20Journal%20Entry.pdf

Silent Discussion Rubric:

Taken from: https://www.rcampus.com/rubricshowc.cfm?code=TX9B8BW&sp=yes&

 ● Summative Assessment
○ The summative assessment will occur at the end of the week with an in-class three page
formal writing assignment responding to 13th.
○ Students will be graded on their response to the paper’s prompt, organization and
presentation of ideas, grammar, and MLA format.
○ Feedback will be given on Google Classroom in correlation to the below rubric.
○ This summative assessment aligns with CC.11-12.W.10 by allowing students to write
over extended periods of time and scaffold their thoughts to lead to this summative
assessment.
○ Paper prompt: One of the main themes throughout 13th is the way systemic racism
dehumanizes people of color. In your paper, explain how the 13th Amendment to the
U.S. Constitution is dehumanizing and what we can do about it today (call to action).
Make sure you cite two examples from the film and one example from Just Mercy, and
include how rhetorical devices (ethos, pathos, logos) are influential in this argument.

Summative Assessment Rubric:

Junior English 13th & Just Mercy Paper Rubric

Name:____________________________

Total_______________/ 30
Question _____________

A B C D-F
Claim/Thesis: Student fully develops Student identified a Theme/Position is given Theme/Position
a major thematic area of theme/position and its as a subject, and that is widely
concern/statement of position in the importance in the text. subject may be correct. speculative with
text in the topic sentence; the statement More development needed Theme needs to be more little grounds for
goes beyond characterization or plot on how this topic relates to fully developed for the answer in the
points and links to larger issues present the issue as a whole. complexity; often text.
in the text. unsupported personal
opinion or plot summary
may be present.
Support: Student’s responses are Student responses are Inaccuracy is a consistent Evidence is
consistently detailed, accurate, and accurate, but they do not problem in these vague or
insightful regarding plot details and contain the same level of responses. While some of missing. If
characterization. The specificity of specificity as seen in the A the main ideas of the text provided, it often
response shows a clear understanding responses. More plot detail are conveyed, there is a relies heavily on
and analysis of the text. Quote(s) and/or character analysis distinct lack of insight or plot summary
selected have a literary device and/or would benefit their detail in the answers. The without specific
clearly support the claim made. responses. Literary device is evidence may not be examples.
present in at least one quote, relevant to the claim or
but the quotes may focus on help support the claim
plot details rather than fully. Often a quote does
providing essential appeals. not fully support the claim
or plot summary is the
basis of the evidence.
Analysis: Student clearly demonstrates Literary device is correctly Student incorrectly uses Student
how an understanding of literary identified, but more specific or is too general about incorrectly uses
devices contributes to a larger links to how it helps our literary device. Student or does not use
understanding of characterization and understanding of the may follow-up with quote literary
theme. Student clearly links the support character/author’s purpose with character analysis, terminology;
to the claim made in the topic sentence would benefit the writing. however, a link to the Little to no
by discussing the impact of the quote. Link to claim is present but issue is often missing. analysis of
more direct discussion of Often quotes are character and/or
the quote is needed. paraphrased rather than issue is present.
analyzed.
Organization: Topic sentence is clear Topic sentence is present Topic sentence relies The paragraph is
and precise, sophisticated internal but may be prompt mainly on plot summary; primarily plot
transitions are used, and fully dependent. Quotes may if present, claims are summary with
developed and articulate claim(s) are need work on integration, weaker and often require little to no
made. Quotes are fully integrated and but they support the reading the reader to infer their attention made to
correctly applied. Connection back to as a whole. Internal main point rather than analysis or
the claim is made at the end of the transitions are adequate, but having it stated outright. conventions of
paragraph. the closing sentence may Some support is included; the paragraph
need more development. integration is choppy. form.
Closing sentence is vague
or missing.

*Rubric taken from Centennial High School Junior English Department, courtesy of my cooperating
teacher Rebecca Fundator and her co-teacher AJ Scarlett.

Extension Ideas:
This lesson is the second of three that the class is watching the documentary 13th. Students will finish the
documentary on Thursday as well as being introduced to the paper assignment. Students will have all day
in class Friday to write their assignment or read Chapter 11 of Just Mercy. The final paper must be turned
in on Google Classroom by Sunday night at midnight. Eventually students will be introduced in later
weeks to the final project in which they will use the ideas they wrote about in the journals and summative
paper to enact realistic change regarding mass incarceration as a new form of slavery and to present their
ideas/research to the class.

Source of Activity:
Ideas for this lesson were inspired by the introduction of silent discussion in the 403 class this semester.
Further, one of my peers expressed to me previously the successful implementation of silent discussion in
her classroom especially when regarding tough subjects. Ideas for how to structure the writing
assignments can also be partially attributed to other members of my unit group (Madeline Decker, Emma
Dazzo, Grace Park, Kevin Ho, and Tristan Bergonio).

Resources and References:

DuVernay, Ava, director. 13th. Netflix, 2016.
Gallagher, Kelly., & Kittle, Penny. 180 Days: Two Teachers and the Quest to Engage and Empower

Adolescents. Portsmouth, NH: Heinemann, 2018.

NCTE Blog. (2017). There is no apolitical classroom.

(http://blogs.ncte.org/index.php/2017/08/there-is-no-apolitical-classroom-resources-for-

teaching-in-these-times/)

RCampus. “A Collaborative Learning Community.” IRubric: Kickball Skill Assessment Rubric - Q45679:

RCampus, 2018, www.rcampus.com/.

Richmond Community Schools. “Assessing a Journal Entry.” Richmond Community Schools, 2017,

www.rcs.k12.in.us/.

Stevenson, Bryan. Just Mercy: A Story of Justice and Redemption. First edition. New York: Spiegel &

Grau, 2014.

Common Core English Language Arts Standards (9-12), Addressed:

CC.11-12.R.I.7 Integration of Knowledge and Ideas: Integrate and evaluate multiple sources of
information presented in different media or formats (e.g., visually, quantitatively) as well as in words in
order to address a question or solve a problem.
● Students are integrating two different forms of media, text and film, to address the problem of
mass incarceration. Through their journal entry, silent discussion, and eventually their summative
paper, they are required to integrate the two sources and evaluate key moments in both text and
film that address systemic racism.

CC.11-12.W.10 Range of Writing: Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
● Students are routinely writing in their classroom journals using prompts that are based off of 13th
as well as writing using silent discussion. Eventually they will be required to reflect, revise, and
summarize their arguments and viewpoints in their summative papers at the end of the week.
Day 3 (Thursday)

Central Focus
This lesson is situated in the middle of a unit focusing on Just Mercy by Bryan Stevenson. This is the last
day of instruction regarding the Netflix documentary 13th. Students will watch the final portion of the
documentary and be introduced to the summative assessment. The central focus of this lesson is to
encourage students to begin to think of a call to action in response to the issues presented.

Time
50 minutes.

Setting
This lesson takes place in an 11th grade honors English course at a suburban public high school. See
previous unit lesson plans & unit website for specific classroom demographics.

Conceptual/Theoretical Framework
“We see no place for neutrality and urge each member of NCTE to educate as many people as possible
about the ways that systemic racism affects all of us in negative ways” (NCTE, “There Is No Apolitical
Classroom”).
NCTE outlines the importance of specifically addressing systemic racism in the classroom, not
taking the stance as a neutral observer. The documentary 13th addresses a very specific form of systemic
racism throughout the justice system that perpetuates a new form of slavery. We strive to address and
condemn this form of systemic racism through a variety of media, film being included specifically for this
week of lessons.

“We are always teaching new students in a world rich with evolving stories and ideas” (Gallagher &
Kittle 4).
The narrative surrounding mass incarceration as new form of slavery is something that has been
in existence since the introduction of the 13th amendment to the U.S. Constitution. However, the public
understanding and knowledge of corrupt, racist, and classist structures present in America is a story that is
ever-evolving and just now being told through media such as documentaries on Netflix. It is important to
highlight evolving stories and ideas regarding justice and truth as well as recognizing that racism is also
an evolving beast that must be recognized for what it is.

Prior Knowledge
This lesson is situated almost halfway through a unit focusing specifically on systemic racism, most
notably in the U.S. justice system. Students will have read up through Chapter 9 of Bryan Stevenson’s
memoir Just Mercy and will have already discussed the link between mass incarceration and slavery in
previous weeks. Students will also have watched and written about the first half of the documentary.
Students have briefly begun to think about a call to action in response to the issues addressed through this
documentary in preparation for the summative paper.

Objective:
By the end of this lesson students will be able to:
 1. Begin to brainstorm and think through what we can do to prevent injustice presented in both 13th
and Just Mercy.

Materials
● Smartboard & projector
● Butcher paper & post-it notes
● Chromebooks provided by the district
● 13th documentary (found on Netflix, permission by administration was given to unblock Netflix
on the school server specifically to show this film)

Preparation
The most important preparatory task that was implemented prior to this lesson was the requirement of
permission slips by parents/guardians (as all students are under 18) for students to view the documentary.
13th contains some graphic violence and nudity as well as discussing emotionally heavy historical
themes. Students were required to obtain permission by their parents/guardians prior to be allowed to
view the film. All students were granted permission to view the film prior to the class period.

Students will be required to use their Chromebooks during the latter portion of class, but will be required
to keep them put away (along with any other materials) during the viewing of the documentary to avoid
distractions.

Students will be required to participate in a brainstorming activity at the end of the class period. Butcher
paper and post-it notes will be prepared and distributed during the appropriate time in class.

Procedure:
● Students will be reminded to turn in their journals from the previous day. We will then
immediately begin watching the latter portion of the documentary displayed on the Smartboard,
stopping at the 1:36 mark, just before the credits. (40 minutes)
● After we finish the documentary, students will be placed into groups of 3-4 based on their peers
around them. A pack of post-it notes will be passed out to each group. Students will be instructed
to brainstorm in their groups about what actionable steps we could take to promote change
surrounding systemic racism in the justice system. Each group will be responsible for coming up
with three actionable steps we as a class can do (calls to action).
○ A slide displaying an example of a call to action will be displayed on the Smartboard
Taken from: http://sakusen.info/call-to-action-examples-persuasive-essay/call-to-action-examples-persuasive-essay-writing-
packet-grade-language-write-a/
● A piece of butcher paper will then be placed at the front of class and each group will
place their post-it notes on the paper. Students will have the opportunity to briefly read
through the brainstorming ideas. The butcher paper will remain at the front of the
classroom until students are finished writing their summative assignments. Students will
be reminded that the summative assessment description is up on Google Classroom and
that we will discuss it more in depth the next day as well as to bring their copies of Just
Mercy to class the next day. (10 minutes)

Discussion Ideas:
● How would the filmmakers of 13th define justice?
● How does racism change throughout time?
● Why is racism perpetuated generation after generation? What are some of the causes?

Planned Supports:
The summative assessments guidelines and rubric are available for all students on Google Classroom.
Students also are placed in groups for the brainstorming activity based on the classroom seating chart.
Students are seated based on any accommodations they need or in the area best suited for their learning.
Captions are also available for anyone who needs them when viewing the documentary.

Language Accommodations:
There are three students in the class that are fluent in AAVE. These students will be permitted to write in
AAVE if they wish in all of their writing assignments. The documentary 13th also interweaves Standard
English and AAVE throughout. As AAVE is a dialect, these students are also able to understand Standard
English as it is spoken. Students will be provided help on an individual basis if further needs arise.

Two students in the class are Spanish dominant. Spanish captions for the documentary are available and
will be displayed throughout. These students will also be allowed to write in their journals (for
homework) in Spanish if they wish. The ELL coordinator in the school is available for translations.

Special Education Accommodations:

There is one student with an ADD, three with varying forms of emotional disturbances/disabilities, and
three students with generalized anxiety disorder.

The student with ADD is provided a graphic organizer of the chapters read so far of Just Mercy to
reference during this week. The student is also seated towards the front of the classroom to allow for less
distractions away from the door/windows when watching 13th. The student is also allotted extra time for
writing assignments and is allowed to visit the SPED office for further time if needed.

All six students with ED and anxiety are allowed to step outside into the hallway as needed if emotional
stress occurs. These students are also allotted extra time to complete assignments as needed and can
readily access the SPED office. For students with ED, they are given an outline at the beginning of class
that details the activities/assignments for the class period to reinforce routine.
The three students with anxiety prefer to sit closer to the door and are allowed to do so according to the
classroom seating chart.

The SPED coordinator is referenced as needed for further questions regarding IEPs and 504 plans.

Assessment:
● Formative Assessment:
○ Students will be assessed through ability to work as a group and brainstorm different
ways to enact social change. Students will be required to each write one potential call to
action on a post-it note. They must sign their names on each note. The calls to action will
be assessed based on the reality of ideas and meaningful contribution. This will count as
an “exit slip” for the day.
○ Students are being assessed using CC.11-12.R.I.7 (being able to integrate their reading of
Just Mercy and understanding of 13th collectively, using multiple forms of media to
answer a question) and to scaffold their summative writing assignment.

Exit Slip (Call to Action) Rubric:

Taken from: http://www.northtechnical.org/emints/jimoh/rubrics/exit_rubric.pdf

● Summative Assessment
○ The summative assessment will occur at the end of the week with an in-class three page
formal writing assignment responding to 13th.
○ Students will be graded on their response to the paper’s prompt, organization and
presentation of ideas, grammar, and MLA format.
○ Feedback will be given on Google Classroom in correlation to the below rubric.
○ This summative assessment aligns with CC.11-12.W.10 by allowing students to write
over extended periods of time and scaffold their thoughts to lead to this summative
assessment.
○ Paper prompt: One of the main themes throughout 13th is the way systemic racism
dehumanizes people of color. In your paper, explain how the 13th Amendment to the
U.S. Constitution is dehumanizing and what we can do about it today (call to action).
Make sure you cite two examples from the film and one example from Just Mercy, and
include how rhetorical devices (ethos, pathos, logos) are influential in this argument.
Summative Assessment Rubric:

Junior English 13th & Just Mercy Paper Rubric

Name:____________________________

Total_______________/ 30
Question _____________

A B C D-F
Claim/Thesis: Student fully develops Student identified a Theme/Position is given Theme/Position
a major thematic area of theme/position and its as a subject, and that is widely
concern/statement of position in the importance in the text. subject may be correct. speculative with
text in the topic sentence; the statement More development needed Theme needs to be more little grounds for
goes beyond characterization or plot on how this topic relates to fully developed for the answer in the
points and links to larger issues present the issue as a whole. complexity; often text.
in the text. unsupported personal
opinion or plot summary
may be present.
Support: Student’s responses are Student responses are Inaccuracy is a consistent Evidence is
consistently detailed, accurate, and accurate, but they do not problem in these vague or
insightful regarding plot details and contain the same level of responses. While some of missing. If
characterization. The specificity of specificity as seen in the A the main ideas of the text provided, it often
response shows a clear understanding responses. More plot detail are conveyed, there is a relies heavily on
and analysis of the text. Quote(s) and/or character analysis distinct lack of insight or plot summary
selected have a literary device and/or would benefit their detail in the answers. The without specific
clearly support the claim made. responses. Literary device is evidence may not be examples.
present in at least one quote, relevant to the claim or
but the quotes may focus on help support the claim
plot details rather than fully. Often a quote does
providing essential appeals. not fully support the claim
or plot summary is the
basis of the evidence.
Analysis: Student clearly demonstrates Literary device is correctly Student incorrectly uses Student
how an understanding of literary identified, but more specific or is too general about incorrectly uses
devices contributes to a larger links to how it helps our literary device. Student or does not use
understanding of characterization and understanding of the may follow-up with quote literary
theme. Student clearly links the support character/author’s purpose with character analysis, terminology;
to the claim made in the topic sentence would benefit the writing. however, a link to the Little to no
by discussing the impact of the quote. Link to claim is present but issue is often missing. analysis of
more direct discussion of Often quotes are character and/or
the quote is needed. paraphrased rather than issue is present.
analyzed.
Organization: Topic sentence is clear Topic sentence is present Topic sentence relies The paragraph is
and precise, sophisticated internal but may be prompt mainly on plot summary; primarily plot
transitions are used, and fully dependent. Quotes may if present, claims are summary with
developed and articulate claim(s) are need work on integration, weaker and often require little to no
made. Quotes are fully integrated and but they support the reading the reader to infer their attention made to
correctly applied. Connection back to as a whole. Internal main point rather than analysis or
the claim is made at the end of the transitions are adequate, but having it stated outright. conventions of
paragraph. the closing sentence may Some support is included; the paragraph
need more development. integration is choppy. form.
Closing sentence is vague
or missing.

*Rubric taken from Centennial High School Junior English Department, courtesy of my cooperating
teacher Rebecca Fundator and her co-teacher AJ Scarlett.

Extension Ideas:
This lesson is the last day for the documentary 13th. The next day (Friday) will consist of further
explanation of the summative writing assignment and any questions will be answered. Students will have
the opportunity to write the essay in class or to continue reading for Just Mercy. Students will be
reminded that their essays must be turned into Google Classroom by Sunday night at midnight.

Source of Activity:
Ideas for this lesson were inspired by the simple usage of butcher paper and post-it notes to brainstorm in
English course from high school through college. Ideas for how to structure the writing assignments can
also be partially attributed to other members of my unit group (Madeline Decker, Emma Dazzo, Grace
Park, Kevin Ho, and Tristan Bergonio).

Resources and References:

DuVernay, Ava, director. 13th. Netflix, 2016.

Gallagher, Kelly., & Kittle, Penny. 180 Days: Two Teachers and the Quest to Engage and

Empower Adolescents. Portsmouth, NH: Heinemann, 2018.

Jimoh, Bola. “Exit Ticket Rubric.” North Technical High School, 2018,

www.northtechnical.org/emints/jimoh/rubrics/exit_rubric.pdf.

NCTE Blog. (2017). There is no apolitical classroom.

(http://blogs.ncte.org/index.php/2017/08/there-is-no-apolitical-classroom-resources-for-

teaching-in-these-times/)

Sakusen. CalltoAction, 2018.

http://sakusen.info/call-to-action-examples-persuasive-essay/call-to-action-examples-persuasive-essay-writing-packet-

grade-language-write-a/

Stevenson, Bryan. Just Mercy: A Story of Justice and Redemption. First edition. New York: Spiegel &

Grau, 2014.
Common Core English Language Arts Standards (9-12), Addressed:

CC.11-12.R.I.7 Integration of Knowledge and Ideas: Integrate and evaluate multiple sources of
information presented in different media or formats (e.g., visually, quantitatively) as well as in words in
order to address a question or solve a problem.
● Students are integrating two different forms of media, text and film, to address the problem of
mass incarceration. Through their journal entry, silent discussion, and eventually their summative
paper, they are required to integrate the two sources and evaluate key moments in both text and
film that address systemic racism.

CC.11-12.W.10 Range of Writing: Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
● Students are routinely writing in their classroom journals using prompts that are based off of 13th
as well as writing using silent discussion. Eventually they will be required to reflect, revise, and
summarize their arguments and viewpoints in their summative papers at the end of the week.