![]() We do: Create a key for our annotations with one color per item listed below.I do: Show students how to access the drawing and annotation tools on OneNote.64 minutes: Proceed with an I do, We do, Y'all do model. 2 minutes: Once all students have found the printout, have them scroll to paragraphs 1-9 for an annotation demonstration. Model the process of accessing the material as your students are also accessing the materials for those who need additional assistance.Once students have opened their digital notebooks have them navigate to the Letter from Birmingham "print out" in their class notebook.(All further instructions are geared toward OneNote digital notebooks.) 3 minutes: After reviewing the letter, have students pull out their technology and navigate to their digital notebooks. ![]() Give students 15 minutes at the beginning of the class period to conduct an initial reading of King's Letter from Birmingham.**This lesson is designed for an 86 minute class period but can be modified for longer or shorter class periods.** Offer a simplified version of the assigned paragraph/section.Strategically assign paragraphs/sections based on student skill levels.Simplify the steps involved (reduce the number of decisions needing to be made - develop a key for the students ahead of time, etc.).Provide sentence frames and examples of each rhetorical device.Offer a verbal walkthrough of the annotations that students have made (this can be a recorded walkthrough if you are submitting materials digitally).Allow students to work in groups to identify evidence and work separately to write their responses.A few ways to support diverse learners are: This lesson can be modified for diverse students in many ways. Students should also be familiar with procedures for how to tackle new vocabulary words and your expectations for their ability to access the materials (this is especially important if you are using OneNote's Classroom Notebook). Prior to this lesson, you should make sure students have a basic grasp of rhetorical devices, such as ethos, pathos, and logos, and that students have learned what the SOAPSTone elements are.
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