#BLACKLIVESMATTER: Perceptions of Racial Injustice through Media, Art, and Poetry

For my lesson plan, I wanted to highlight the fact that the students have the ability to

outside the traditional school curriculum. I wanted to work toward de-centering whiteness, not

only by including more texts about and written by people of color but also by undoing the notion

that literacy only includes reading and writing. I believe that literacy is really just a synonym for

analytical thinking and creativity of expression. Although some students do learn best by

reading the material, I recognize that every student thinks in different ways. They should not be

forced to conform to the way that the current school system wants them to think, but should

instead be able to explore their unique talents. I think that visual mediums would be particularly

helpful for a class with language learners, who are still developing their lexical and grammatical

skills. Additionally, the growth of technology and of new forms of expression on the Internet

make it very important to teach students about the wide variety of ways in which they can

communicate.

I also really wanted to get the students to engage critically with the text and with society.

I think that it is important for my future students to realize that problems may seem as though

they have been eliminated, but often they have simply changed in the ways they present

themselves. A Wreath for Emmett Till, aside from being an exquisitely written text that shows

the interaction between language and images, is perfect for this because it still applies to today,

although in a different way. Daily, people of color are subjected to similar levels of violence as

Emmett Till. I wanted the students to think about how something old can alter the way we see

something new, and I wanted to bring greater awareness for the racism that is still rampant in our

society.
 Text Set

Novels/Poems:
- A Wreath for Emmett Till (including illustrations) by Marilyn Nelson and Phillippe Lardy
- “Mississippi (To the Memory of Emmett Till)” by Langston Hughes

Political Cartoons:
- “The Boiling Point: History Lessons on Police Brutality” by M. Reid
- “National Dialogue on Race” by Jimmy Margulies
- “I’d Like to Have This Birthmark Removed” (author unknown)
- “Standing Their Ground” by Jim Morin
- “Look How Far We’ve Come” by Rob Rogers

Videos:
- “Strange Fruit” by Billie Holiday (https://www.youtube.com/watch?v=c52ElU5tQNo)
- “Emmett Till: A Poem of Sorrow, and Hope”
(https://www.npr.org/templates/story/story.php?storyId=4818586)

Websites/Articles:
- Testimony of Carolyn Bryant from the Trial Transcript, Pages 268 to 279
(https://fsu.digital.flvc.org/islandora/object/fsu
%3A390158/datastream/OBJ/view/J_W__Milam_and_Roy_Bryant_Trial_Transcript.pdf
)
- “Woman at Center of Emmett Till Case Tells Author She Fabricated Testimony”
(https://www.theguardian.com/us-news/2017/jan/27/emmett-till-book-carolyn-bryant-
confession)
 Reading & Writing Calendar
Day 1 Day 2 Day 3 Day 4 Day 5
Lesson Plan 1: Lesson Plan 2: Continue and Lesson Plan 3: Lesson Plan 4:
Intro to Emmett Explicating the finish Lesson Plan Paintings in Political Cartoons
Till, Racial Text 2: Explicating the Emmett Till Readings/Texts:
Violence, and Readings/Texts: Text Readings/Texts: “The Boiling
Multimedia A Wreath for A Wreath for Point: History
Expression Emmett Till Assign the final Emmett Till Lessons on Police
Readings/Texts: “Hear Marilyn project (choose (illustrations) Brutality”
A Wreath for Nelson Read Her groups and “National
Emmett Till Poem” sonnets) Dialogue on
“Mississippi” Race”
“Strange Fruit” “I’d Like to Have
“Emmett Till: A This Birthmark
Poem of Sorrow, Removed”
and Hope” “Standing Their
Assignments: Ground”
Read the entire “Look How Far
poem, then choose We’ve Come”
two questions and Assignments:
write a short Create a political
paragraph for each cartoon about
(HW) Emmett Till (HW)

Day 6 Day 7 Day 8 Day 9 Day 10

Share comic strips Lesson Plan 5: Final Project Students present Lesson Plan 6:
with the class and Bias in Workshop – their final projects The Final Sonnet
discuss how the Testimonies Students work on Readings/Texts:
combination of Readings/Texts: project, share A Wreath for
words and images Testimony of ideas with each Emmett Till
can be used to Carolyn Bryant other, and ask Student’s Final
express an “Woman at Center questions Projects
important message of Emmett Till Assignment:
Case Tells Author Complete unit
She Fabricated evaluation
Testimony”
Assignments:
Does it matter that
Carolyn Bryant
retracted? Why or
why not? (HW)
Lesson Plan #1 Intro to Emmett Till, Racial Violence, and Multimedia Expression
Grade Level 9th Grade
Objectives Students will be able to recognize how different forms of expression affect
the message of a text.
Students will be able to connect Emmett Till’s story to incidences of racial
violence that occur today.
Michigan State CCSS.ELA-LITERACY.RI.9-10.7
Standards Analyze various accounts of a subject told in different mediums (e.g., a
person's life story in both print and multimedia), determining which details
are emphasized in each account
Materials Individual student copies of A Wreath for Emmett Till
Photocopies with “Strange Fruit” and Langston Hughes’s “Mississippi”
Computer with Wi-Fi, speakers, and projector
Procedures 1. Ask if any of the students have heard of Emmett Till or know anything
about his story. Call on a few students and invite them to share what they
know.
2. Read “Who Was Emmett Till” from A Wreath for Emmett Till. Ask the
students how they feel after learning more about Emmett Till and the
reality of racial violence. Call on a few students to share their opinions.
3. Have the student organize themselves into groups of 4 to 5.
4. Pass out the copies of “Strange Fruit” and “Mississippi.” Play the video
of “Strange Fruit” and explain that the song was released in 1939, fifteen
years before the lynching of Emmett Till. Have the students discuss the
following questions in their small groups. Go from group to group asking
additional questions based on their discussions. Once the conversation
dies down, call on a few students to share their thoughts with the class.
 What does the song form do to change the way we perceive racial
violence? How does the specific style of music affect the message
of the song?
 How does the juxtaposition of beautiful and disturbing images
contribute to the song’s depiction of the South?
 Why do you think the song compares victims of lynching with
agriculture? What does this tell us about race relations in 1939? Is
the comparison still as powerful today?
5. Project “Mississippi” on the board. Have the students read the poem in
their groups and discuss the following questions. Go from group to group
asking follow up questions based in their discussions. Once the
conversation dies down, call on a few students to share their thoughts with
the class.
 What does the poem form do to change the way we perceive
Emmett Till’s story and racial violence?
 How does Hughes characterize terror in his poem? What does it
look like? Where is it? How does it change throughout the poem?
 Do you think this poem could be used to consider current issues or
problems? What are those issues, and how does the poem and
Emmett Till’s story affect the way you think about them?
6. Play “Emmett Till: A Poem of Sorrow, and Hope.” Have the students
discuss the following question in their small groups. Go from group to
group asking additional questions based on their discussions. Once the
conversation dies down, call on a few students to share their thoughts with
the class.
 Do you think it is important to teach children about horrors such as
Emmett Till’s death? Why or why not?
7. HW: Read the entire poem, including the section “How I Came to Write
this Poem” and the notes in the back of the book, then choose two
questions and write a short paragraph for each.
 Nelson describes the strict form of a crown of sonnets as “a kind of
insulation” against the pain of Emmett Till’s story. Do you think
that it protects the reader as well as the author? Does it contribute
to or take away from the strength of the poem?
 What do you think of the illustrations in the book? Using at least
one specific picture, explain how Lardy’s choices complement the
sonnets.
 Racial violence is not an issue that has gone away since Emmett
Till’s death. How do you think some of the details in the poem
relate to or change the way we think about racial violence today?
 Choose one of the allusions describes in the poem’s notes.
Thinking about the source of the allusion, describe how it is
appropriate (or not appropriate) that it be used in reference to
Emmett Till and racial violence.
Lesson Plan #2 Explicating the Text
Grade Level 9th Grade
Objectives Students will be able to analyze Marilyn Nelson’s A Wreath for Emmett
Till for both poetic techniques and theme.
Students will be able to discuss perceptions of racial violence and how
poetry can alter or change those ideas.
Michigan State CCSS.ELA-LITERACY.RL.9-10.4
Standards Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative
impact of specific word choices on meaning and tone.
Materials Computer with Wi-Fi and speaker
Students copies of A Wreath for Emmett Till
Procedures 1. Call on a few students to share their impressions of the poem or their
answers to the homework assignment.
2. Instruct the students to follow along with the recording in their books.
Play the title and first sonnet of the recording “Hear Marilyn Nelson read
her poem A Wreath for Emmett Till” (0:00 to 1:50). With the entire class,
lead a discussion of the following questions.
 What do you think of the birds and the humming at the beginning
of the clip? How does it contribute to the mood of the poem?
 Analyze the choice of flowers in this sonnet. How does each
flower, including those not directly connected to Emmett Till,
depict the reality of racial violence?
3. Play the second and third sonnets of the recording (1:51 to 4:08). With
the entire class, lead a discussion of the following questions.
 What text does Nelson allude to in the second sonnet? Hint: We
talked about it yesterday. Why do you think this allusion was
chosen and what is its effect?
 Who is the speaker of the third sonnet? What does the speaker say
about racial violence over time?
 What is the connection between these two sonnets? How do they
work together to convey their messages? How does the third
sonnet build off of the second?
4. Play the fourth sonnet of the recording (4:09 to 5:14). With the entire
class, lead a discussion of the following questions.
 How does this sonnet depict Emmett Till as more than a victim of
racial violence?
 What does “Some white folks have blind souls” mean? Is the
description still true today? Why or why not?
5. Play the fifth sonnet of the recording (5:15 to 6:14). With the entire
class, lead a discussion of the following questions.
 How does Nelson use questions in this sonnet?
 Who is the sonnet directed toward? What does this do to our
perceptions of the effects of racial violence?
 How does the comparison to the Virgin Mary alter our views of
Emmett Till’s impact on the world?
6. Play the sixth and seventh sonnets of the recording (6:15 to 8:18). With
the entire class, lead a discussion of the following questions.
 How does the seventh sonnet build off of the sixth sonnet’s idea of
space and alternate worlds?
 Both sonnets refer to terrorism. How does this comparison
emphasize the tragedy of Emmett Till’s death? Does it change the
way we think about race in relation to terrorism?
7. Play the eighth and ninth sonnets of the recording (8:19 to 10:24). With
the entire class, lead a discussion of the following questions.
 How does the violence described in the ninth sonnet connect to the
description of a horror film in the eighth?
 What is the effect of the single sentence in the ninth sonnet?
8. Play the tenth sonnet of the recording (10:25 to 11:28). With the entire
class, lead a discussion of the following questions.
 How do the images of nature relate to racial violence and to
Emmett Till?
9. Play the eleventh sonnet of the recording (11:29 to 12:35). With the
entire class, lead a discussion of the following questions.
 How does this sonnet challenge traditional notions of equality and
law in America?
 Why do you think Nelson added “apple blossoms” to the first line
of the sonnet? What other symbols of patriotism does it use?
10. Play the twelfth sonnet of the recording (12:36 to 13:38). With the
entire class, lead a discussion of the following questions.
 How are different colors used to stimulate conversation about race?
11. Play the thirteenth and fourteenth sonnets of the recording (13:39 to
15:52). With the entire class, lead a discussion of the following questions.
 The thirteenth sonnet refers to Steinbeck’s novel The Grapes of
Wrath, about a family migrating to California during the Great
Depression and the Dust Bowl. How are the ideas of the American
Dream in that book taken and applied to racism in the two sonnets?
 Why do you think Nelson chose the line “Rosemary for
remembrance” to open and close her poem?
12. Play the fifteenth and final sonnet of the recording (15:53 to 17:44).
With the entire class, lead a discussion of the following questions, focusing
on the crown of sonnets as a whole.
 How is listening to the poem different from reading it?
 Do you like the fact that Nelson numbers the sonnets in her
recording? Why or why not? Why do you think she does this?
 There are many allusions to biblical tales and religious figures.
Why do you think that is? How does the poem reconstruct
common ideas about religion and race?
 Does the poem present a message of hope for the future of African
Americans and other people of color? For America? The world?
Why or why not? Do you personally believe that the future can be
better? Again, why or why not?
Lesson Plan #3 Paintings in A Wreath for Emmett Till
Grade Level 9th Grade
Objectives Students will be able to analyze the choices of the illustrator for symbols
and motifs that strengthen the message about racial violence.
Michigan State CCSS.ELA-LITERACY.RL.9-10.7
Standards Analyze the representation of a subject or a key scene in two different
artistic mediums, including what is emphasized or absent in each treatment
Materials Computer with Wi-Fi and projector
Students copies of A Wreath for Emmett Till
Procedures 1. Ask the students to analyze the cover of A Wreath for Emmett Till.
Look at the font, size, and placement of the title. What does the image on
the cover tell you about the contents of the book? Call on a few students
to share their thoughts and lead a brief discussion.
2. Engage in a brief discussion about whether the students noticed the
paintings when they first read the poem. If so, what did they think about
them? What aspects of the paintings stand out?
3. Have one student read the “Artist’s Note” in the back of the book out
loud while the other students follow along in their books. Allow the
students to flip through their books and call on a few to determine which
sonnets are part of the section described as “the crime,” which go with “the
mourning,” and which go with the section “the lesson.” Lead a brief
discussion about whether the students think the divisions between sections
are accurate.
4. Have the students close their books and project the illustrations from
“the crime” on the board. Have the students discuss the following
questions with the people near them.
 What symbols and motifs (including color) do you see in the
paintings? How do they represent Emmett Till or racial violence?
 How does the title of the section alter the way you read the
paintings and Emmett Till’s story?
5. Then tell the students to reopen their books and turn to “the crime”
section. Have them discuss the following questions with the people near
them.
 How does this section take the images of nature from the sonnets
and manipulate them to make them darker? What does the contrast
between life and death shown in the paintings and sonnets do to our
understanding of Emmett Till’s death?
 Does thinking about the images in conjunction with the words
change the way you read the paintings? How so?
6. Lead a brief whole class discussion in which the students share their
thoughts from their small groups.
7. Have the students close their books and project the illustrations from
“the mourning” on the board. Have the students discuss the following
questions with the people near them.
 What symbols and motifs (including color) do you see in the
paintings? How do they represent Emmett Till or racial violence?
 How does the title of the section alter the way you read the
 paintings and Emmett Till’s story?
8. Then tell the students to reopen their books and turn to “the mourning”
section. Have them discuss the following questions with the people near
them.
 Many of the sonnets in this section include reminders that more
people beyond Emmett Till have died as a result of injustice. How
do the paintings depict injustice and violence toward all different
types of people?
 Does thinking about the images in conjunction with the words
change the way you read the paintings? How so?
9. Lead a brief whole class discussion in which the students share their
thoughts from their small groups.
10. Have the students close their books and project the illustrations from
“the lesson” on the board. Have the students discuss the following
questions with the people near them.
 What symbols and motifs (including color) do you see in the
paintings? How do they represent Emmett Till or racial violence?
 How does the title of the section alter the way you read the
paintings and Emmett Till’s story?
11. Then tell the students to reopen their books and turn to “the lesson”
section. Have them discuss the following questions with the people near
them.
 How is contrast between good and bad, life and death, etc. shown
in these paintings? Think about how the paintings interact with the
ugly images of the sonnets?
 Does thinking about the images in conjunction with the words
change the way you read the paintings? How so?
12. Lead a brief whole class discussion in which the students share their
thoughts from their small groups.
13. Discuss the green bird images with the entire class, focusing on the
symbols and their reason for inclusion.
14. Lead a whole class discussion based on the following questions.
 Do you like analyzing paintings more, less, or the same amount as
words? What details can paintings or other visual mediums
provide that writing cannot? In what situations are words more
effective?
 How do the poem and images interact to make us think critically
about Emmett Till and racial violence?
 We analyzed and judged the paintings for the colors used. In what
way is this different or similar to how some people judge others for
the color of their skin?
Lesson Plan #4 Political Cartoons
Grade Level 9th Grade
Objectives Students will be able to think critically about depictions of racial violence
in America.
Students will be able to interpret and analyze texts that use both written
and visual forms of expression.
Students will be able to use a combination of words and pictures to create
their own arguments about racial injustice.
Michigan State CCSS.ELA-LITERACY.RI.9-10.2
Standards Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
Materials Computer with Wi-Fi and projector
Photocopies of the political cartoon packet
Blank sheets of computer paper
Markers, crayons, and colored pencils
Procedures 1. Have students get into groups of 4 to 5 and pass out the political cartoon
packet.
2. Briefly connect back to the last class in which the students analyzed
visual texts. Tell the students that the combination of words and pictures
can also be an effective form of expression. Ask the students to name a
few examples of art mediums in which words and pictures are both used.
Explain that political cartoons use multiple forms of expression to
comment on social issues like racial violence.
3. Project the first cartoon (“Look How Far We’ve Come”) on the board
and instruct the students to turn to the image in their packets. Call on a
few students to describe what they see in the cartoon, including both the
image and the words/caption. Then have them discuss the following
questions in their small groups. Go from group to group asking additional
questions based on their discussions. When the students finished, call on a
few to share their ideas with the rest of the class.
 How does this cartoon employ irony to strengthen its argument?
 How does this cartoon rely upon our knowledge of history and
culture in order to get its message across?
4. Project the second cartoon (“I’d Like to Have This Birthmark
Removed”) on the board and instruct the students to turn to the image in
their packets. Call on a few students to describe what they see in the
cartoon, including both the image and the words/caption. Then have them
discuss the following questions in their small groups. Go from group to
group asking additional questions based on their discussions. When the
students finished, call on a few to share their ideas with the rest of the
class.
 What effect would the image have on its audience if it did not have
the caption?
 What do the characters’ facial expressions tell you about effect of
racial targeting?
5. Project the third cartoon (“Standing Their Ground”) on the board and
instruct the students to turn to the image in their packets. Call on a few
students to describe what they see in the cartoon, including both the image
and the words/caption. Then have them discuss the following questions in
their small groups. Go from group to group asking additional questions
based on their discussions. When the students finished, call on a few to
share their ideas with the rest of the class.
 How does this cartoon portray the vast scope of racial violence?
 What law does the caption allude to? How does it use that law’s
name in order to make it’s point?
 Can you name all of the victims that are indirectly referred to on
the headstones? How does your ability or inability to do this make
you feel?
6. Project the fourth cartoon (“The Boiling Point: History Lessons on
Police Brutality”) on the board and instruct the students to turn to the
image in their packets. Call on a few students to describe what they see in
the cartoon, including both the image and the words/caption. Then have
them discuss the following questions in their small groups. Go from group
to group asking additional questions based on their discussions. When the
students finished, call on a few to share their ideas with the rest of the
class.
 In your previous education, how has racism been addressed and/or
taught? How do you think it should be addressed/taught?
 What effect would the words in the cartoon have on its audience if
it did not have the pictures?
7. Project the fifth cartoon (“National Dialogue on Race”) on the board and
instruct the students to turn to the image in their packets. Call on a few
students to describe what they see in the cartoon, including both the image
and the words/caption. Then have them discuss the following questions in
their small groups. Go from group to group asking additional questions
based on their discussions. When the students finished, call on a few to
share their ideas with the rest of the class.
 What specific details of the cartoon convey the parallel between the
men?
 Do you think the two opposing views on racial violence depicted in
the cartoon have prevented progress? How or how not?
 Does the cartoon choose a side? If so, which side is privileged?
8. Finish as HW: Create your own political cartoon about racial violence or
Emmett Till. It can be just one panel or multiple panels. If appropriate,
incorporate components from the cartoon’s discussed today and/or from A
Wreath for Emmett Till. Do not worry about the quality of your drawings.
Instead focus on how to convey your purpose to the audience. You may
use your own art supplies if you wish, but there are markers, crayons, and
colored pencils provided. Be sure to give your cartoon a title.
Lesson Plan #5 Bias in Testimonies – Carolyn Bryant
Grade Level 9th Grade
Objectives Students will be able to identify incidences of bias in both of Carolyn
Bryant’s interviews.
Students will be able to make and support an argument about the effect of
her retraction on Emmett Till’s memory.
Michigan State CCSS.ELA-LITERACY.SL.9-10.2
Standards Integrate multiple sources of information presented in diverse media or
formats (e.g., visually, quantitatively, orally) evaluating the credibility and
accuracy of each source.
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
Materials Photocopies of Carolyn Bryant’s original testimony and “Woman at Center
of Emmett Till Case Tells Author She Fabricated Testimony”
Procedures 1. Briefly explain the context of Carolyn Bryant’s testimony.
 Examination conducted by Mr. Breland, one of the lawyers
representing Roy Bryant and J.W Milam
 The offenders were acquitted by an all-white jury
2. Pass out the photocopied packets.
3. Ask the students what kinds of bias they expect to find in the articles
based off of what they already know. Call on a few students to share their
thoughts.
4. Have all the students turn to the court testimony pages. Have one
student read Mr. Breland’s part and another read Mrs. Bryant’s out loud.
5. Begin the discussion by asking the students how they feel after reading
the testimony. Then lead a discussion of the following questions.
 Mr. Breland frequently refers to Emmett Till as a man instead of a
boy. How do you think that this could have influenced the jury’s
view of Emmett Till?
 What examples of gender inequality can you find in the transcript?
How do they help or hinder Mrs. Bryant’s argument?
 How do Mr. Breland and Mrs. Bryant use racial attitudes at the
time to increase her credibility to the jury? What are some of the
specific details brought up in her testimony that are racially biased?
 Can you find any times when Carolyn Bryant or her husband’s
lawyer contradict their story? What are they?
 Why do you think the district attorney did not cross examine Mrs.
Bryant? If he did, do you think it would have changed the verdict?
Why or why not?
 Where else in the transcript does bias appear? What do you think
is the source of this bias and how do you think it affected the jury
and ultimately the verdict?
 Do you believe any of Carolyn’s Bryant’s story? Why or why not?
6. Have all the students turn to the article from The Guardian. Ask the
students what they know about the news source. Is it usually considered
moderate, conservative, or liberal? How might this affect its credibility?
7. Call on one student to read the entire article out loud.
8. Begin the discussion by asking the students how they feel after reading
the article. Then lead a discussion of the following questions.
 Do you think the title of the article is subjective or objective? Why
or why not?
 Is Emmett Till’s story and impact on the civil rights movement told
accurately? Does the focus on his immediate impact for people
like Rosa Parks downplay the fact that racial violence still exists
today?
 What do you think of Milam’s confession? Do you think that he
actually believes that he’s “no bully”?
 Who do you think that the article focuses more on: Emmett Till or
Carolyn Bryant? How does this lens alter the article’s message?
 Does the article take a stance on racial violence and racism?
 Do you believe that Carolyn Bryant feels regretful for her falsified
testimony? What do you think made her decide to come forward
with the truth?
9. Lead a class discussion comparing the two articles and their biases.
What do they have in common, and how are they different? Which
testimony, in the students’ opinion, is the more credible one? Why?
10. HW: Write a long paragraph response to the following question.
 Does it matter that Carolyn Bryant retracted her original statement?
Why or why not?
Lesson Plan #6 Wrap-Up/The Last Sonnet
Grade Level 9th Grade
Objectives Students will be able to connect A Wreath for Emmett Till to current
situations of racial injustice.
Students will be able to write about their learning from the rest of the unit.
Michigan State CCSS.ELA-LITERACY.RL.9-10.2
Standards Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of
the text.
Materials Student copies of A Wreath for Emmett Till
Computer with Wi-Fi and projector
Procedures 1. Begin by asking the students what they thought of the final project.
They can share aspects the enjoyed, things they think could be changed, or
comment on other student’s projects. (NOTE: Instructor should have at
least browsed through all of the students’ projects.)
2. Have the students get into groups of 4 to 5 and open their books to the
last sonnet in A Wreath for Emmett Till. Ask them to do the same kind of
analysis they did for their final projects, centered around the following
questions. Travel from table to table engaging in the discussion.
 Treating the sonnet like a separate entity from the other fourteen
sonnets, how does Nelson use literary techniques to portray her
message about Emmett Till and racial violence?
 Observe that the first letters of each line spell out “EMMETT L
TILL.” What is the effect of this acrostic? Did you notice it while
reading the rest of the poem?
 What if you had read the last sonnet first? Do the lines give you a
hint about what each sonnet is includes?
 What is the effect of repeating all the previous first lines in this last
sonnet? How does it reinforce Nelson’s message about racial
violence?
3. Have the students separate from their groups. Ask whether separating
the sonnets like we did for the final project is a good or a bad thing? What
are its benefits and drawbacks? How does it change the way we read the
poem? Call on a few students to share their thoughts.
4. Spend the rest of the class discussing the following questions about
Emmett Till and racial violence.
 Is A Wreath for Emmett Till still relevant today? How has racial
violence stayed the same, and how has it changed since the 1950s?
 How can teaching students about Emmett Till and about this poem
perhaps alter the thinking of those who do not understand racial
and cultural difference?
5. HW: One paragraph evaluating the unit. What did you learn in this unit
about Emmett Till, racial violence, or multimedia expression? What do
you want to continue exploring?
Final Assignment Multimedia Analysis of A Wreath for Emmett Till
Grade 9th Grade
Due Date Day 9 of Unit
Objectives Students will perform a close reading of a sonnet from A Wreath for
Emmett Till.
Students will connect Emmett Till to current events of racial injustice.
Students will practice using multimedia expression and technology,
focusing on creativity.
Michigan State CCSS.ELA-LITERACY.SL.9-10.5
Standards Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Directions Completed in groups of one to three students.

Part 1: Class Presentation

Considering both Emmett Till’s life and the effects of his death, reate a
multimedia/non-traditional eulogy for Emmett Till. Although it can
include a written speech that we typically associate with a eulogy, it must
include some form of expression outside prose writing. Be creative in how
you will express your ideas. Some examples include writing a song or
poem, performing a skit or dance, creating painting, sculpture, social media
post, or photograph, etc. You will have two to four minutes on Day 9 to
present your eulogy to the class.

Part 2: Online Close Reading

Each group will choose one of the sonnets from A Wreath for Emmett Till,
excluding the final sonnet. Create a website/blog about your sonnet.
Wix.com and Wordpress offer free website templates that you can use to
set up your blog. It is up to you how you want to organize, but your
website must include:
 The full text of the sonnet
 A close reading of the sonnet, determining what the overall message
of the sonnet is and how Nelson uses literary devices to convey that
message.
 An image to accompany the sonnet along with a brief explanation
as to why that image was chosen. It can range from a hand drawn
illustration that you have scanned to a clip art image from the
internet. You are encouraged to explore free graphic design
softwares such as Canva.
 An explanation of how the sonnet changes the way we think about
racial violence today. Include explanations of modern day
lynchings with specific examples of victims and/or perpetrators.