8.1 Walkout Main File Rs

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Nonfiction Article of the Week Table of Contents
8-1: Walkout!
Terms of Use 2
Table of Contents 3
List of Activities, Difficulty Levels, Common Core Alignment, & TEKS 4
Digital Components/Google Classroom Guide 5
Teaching Guide, Rationale, Lesson Plans, Links, and Procedures: EVERYTHING 6-9
Article: Walkout! 10-11
*Modified Article: Walkout! 12-13
Activity 1: Basic Comprehension Quiz/Check – Multiple Choice w/Key 14-15
Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions w/Key 16-17
Activity 3: Text Evidence Activity w/Annotation Guide for Article 18-20
Activity 4: Text Evidence Activity & Answer Bank w/Key 21-23
Activity 5: Skill Focus – Development of Central Ideas w/Key 24-27
Activity 6: Integrate Sources – LA Times Video Clip & Questions w/Key 28-29
Activity 7: Skills Test Regular w/Key 30-33
Activity 8: Skills Test *Modified w/Key 34-37
©2018 erin cobb imlovinlit.com

Nonfiction Article of the Week Teacher’s Guide
8-1: Walkout!
Activities, Difficulty Levels, and Common Core Alignment

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge
Activity 1: Basic Comprehension Quiz/Check – Multiple Choice w/Key RI.8.1
Activity 2: Basic Comprehension Quiz/Check – Open-Ended w/Key RI.8.1
Activity 3: Text Evidence Activity w/Annotation Guide for Article RI.8.1
Activity 4: Text Evidence Activity & Answer Bank w/Key RI.8.1
Activity 5: Skill Focus – Development of Central Ideas w/Key RI.8.2
Activity 6: Integrate Sources – LA Times Video Clip & Questions w/Key RI.8.9
Activity 7: Skills Test Regular w/Key RI.8.1, RI.8.2
Activity 8: Skills Test *Modified w/Key RI.8.1, RI.8.2
Activities, Difficulty Levels, and TEKS Alignment

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge
Activity 1: Basic Comprehension Quiz/Check – Multiple Choice w/Key ELAR.5(F)
Activity 2: Basic Comprehension Quiz/Check – Open-Ended w/Key ELAR.5(F)
Activity 3: Text Evidence Activity w/Annotation Guide for Article ELAR.5(F)
Activity 4: Text Evidence Activity & Answer Bank w/Key ELAR.5(F)
Activity 5: Skill Focus – Development of Central Ideas w/Key ELAR.5(G)9(B)(C)
Activity 6: Integrate Sources – LA Times Video Clip & Questions w/KeyELAR.9(B), 12(F)
Activity 7: Skills Test Regular w/Key ELAR.5(F)(G)9(B)
ELAR.5(F)(G)9(B)
Activity 8: Skills Test *Modified w/Key

8-1: Walkout!
Instructions for Google Classroom Digital Components

All student activities are available in digital format compatible with Google
Classroom. They are available in two formats: Google Slides and Google Forms.
Google Slides
First, I have made all student pages (excluding assessments) in Google Slides format.
Students can simply add text boxes to any area they wish to type on. To access the
Google Slides for the article, copy and paste the link below into your browser. *Note
that you’ll need to make a copy of the folder or slide before you can use it.*
*https://goo.gl/WSgPQv
Google Forms
I have made the assessments available in Google
Forms. Here, they are self-grading, and I have set
them all up with answer keys so they are ready to go
for you. You’ll need to find these two files in your
download folder to use Google Forms. The first file
contains the links to the Forms, and the second file is
explicit instructions for use. Look inside the Google
Forms folder.

8-1: Walkout!
A Couple of Options for Teaching Article of the Week Units

Here are my favorite suggestions for organizing these units with your schedule.
*Please note that thumbnails show article 6.1 and activities.
Option A: Quickie Unit

Simply complete all lesson activities in order OR pick
and choose the activities you want to complete in order.
Time Needed: 2-3 fifty-minute class periods
Pros: Super flexible; perfect filler around your other
units; makes it easy to assign easier components for
homework; ideal no prep sub plans if you have to
be out for 2-3 days in a row.
Cons: Fitting them all in around everything else
you’ve got to do.
Option B: Daily Model

Use as a class starter or specific routine in your
classroom everyday at the same time.
Time Needed: 15-20 minutes/day, 5 days/week
Pros: IDEAL for block scheduling when you need to always
change it up; Great way to fit nonfiction articles in with what
you’re already doing. Monday
Cons: There are 25 total articles for each grade level, so some
weeks you’ll need to skip the articles (I’d skip when doing
projects, novels, during short weeks, and plan to finish up
right before testing); The schedule doesn’t provide for the FOR
FUN activity I include with each article; May be difficult to
Tuesday
commit to something rigid like this if you’re a type B teacher
like myself ;)
Here’s how the daily model works: Wednesday
Monday: Read article & complete basic comprehension

activity
Tuesday: Text evidence activity Thursday
Wednesday: Skills focus activity (based on one key skill for
each article)
Thursday: Integrate information (other sources)
Friday: Assessment
BONUS/OPTIONAL: For Fun activity Friday

8-1: Walkout!
Walkthrough
I have discussed here how I use each activity and included hints and links to help you, too. Feel
free to take or leave what you like. Even if you don’t plan to do every activity, I still
recommend reading through this section to get the most out of these activities. Looking for a
schedule to follow? Check the previous page for two suggested scheduling options.
These lessons and activities were designed to meet the needs of eighth graders during the first
half the school year. The stories, activities, questions, and assessments will become increasingly
rigorous and challenging as we progress through the year.
Activities 1-2
• *There are no higher order thinking questions
included here – only basic, literal comprehension.
• These activities are designed to be completed on
an either/or basis, meaning your students should
only complete one of them, not both. Activity 1
• Use Activity 1 for a quick cold-read assessment or
Note: Answer key included
after you’ve read the article together. I use these to but not shown.
hold students accountable for reading carefully. I
recommend having students complete activity 1
without the article as long as they’ve just read the
article (so not the next day), unless you’re
providing a testing accommodation.
• Use Activity 2 for an open-ended option for the
same exact questions. Students may have a harder
time answering this one without the article, so
choose this one if you want students to use the Activity 2
article but still prove that they’ve understood the
content.

8-1: Walkout!
Activities 3-4
• Again, these activities are either/or, so choose
one or the other but not both.
• Activity 3 requires students to annotate text
evidence in the article and includes an article
annotation key. Activity 3
• Activity 4 requires students to choose text
evidence from a bank at the bottom. This
format prepares students to choose from and
distinguish between pieces of text evidence
on a state assessment. I recommend mixing it
up and going back and forth between these
among units until your students are proficient
at both methods.
Activity 4
Activity 5
• This activity is focused around the main skill
for this article: RI.6.2 – Main idea and details,
specifically. I’ll focus on summarizing in a
later article.
• Complete answer keys included, as always.
Activity 5
Activity 6
• This activity requires students to integrate information
from another source or media.
• Here, students view a 5-minute LA Times clip about
the same topic. They’ll need to identify the central idea Activity 6
of this clip and discuss how it differs from one of the
sections in the article.
• View the video clip: https://youtu.be/0V1Y3UYdvdU
Backup: https://goo.gl/nd5ayJ

8-1: Walkout!
Activities 7-8
• What’s the best way to make sure your students
are prepared for the state assessment? Assess
them regularly with that format. I always let my
students practice for the first few before I start
counting them for a grade, and I always use the
basic comprehension assessment (activity 1 or 2) Activity 7
as an easy grade so it levels the playing field.
• Activity 8 is the regular assessment.
• Activity 9 is the modified assessment. The
modified assessment offer students only two
answer choices instead of four. Note that only
the multiple choice portion of the modified test
is different from the original. Simply put, only
page one is different. Complete keys included
as always (not shown).
• In a hurry? I always include only multiple
choice questions on the first page in case you’re
in a hurry and need to skip the open-ended
portion of the test. I don’t recommend skipping Activity 8
regularly but every now and then, I need a
grading break.

Walkout!
2018 has become the year of the student Farmville, Virginia, 1951
walkout. Frustrated with the lack of government
action around school shootings and gun control, Sixteen-year-old
students from schools across America have Barbara Johns grew
organized and participated in walkouts. A up attending
walkout is defined as leaving a meeting, schools segregated
organization, workplace or school in protest of by race. In Virginia,
something. The goal of the 2018 walkout black and white
participants is to draw attention to the issue of students were sent
guns in America and to prompt government to separate and
officials to take steps to solve problems unequal schools. By
associated with guns. the time Barbara
As a current student, you may not realize that reached high
Barbara Johns
student walkouts have a long and fascinating school, she was fed
history in America. Students may not yet be old up with inferior school conditions. Her school
enough to vote in elections, but history shows was overcrowded and underfunded. Students
that they can certainly still create meaningful didn’t have the space or the supplies they
change in society. needed to learn. Classes were held in tar paper
shacks, and the school district never fulfilled a
promise to build a better building.
Barbara organized all 450 of her classmates,
delivered a compelling speech, and convinced
Friend or Foe? them to walk out in protest of their school
conditions. This walkout led to a Supreme
Court case that eventually became part of the
historic Brown V Board of Education Supreme
Court ruling that declared school segregation
unconstitutional, or against the law.
High school students in Minneapolis, Minnesota protest for
gun legislation reform.
the 1960s to show pride in their culture. Student
Los Angeles, California, 1968
participants went on to found the Chicano
Mexican-American students in 1968 Los Studies Research Center at the University of
Angeles faced frequent mistreatment at school. California in Los Angeles.
They were not allowed to speak Spanish at
school, and the lessons and textbooks ignored Are Walkouts Allowed?
Mexican-American history and culture. Schools
As student walkouts are becoming popular
were kept in poor condition and students were
yet again, many students and teachers are
barred from using the restroom during lunch.
wondering if a walkout breaks school rules, and
Teachers and counselors did not encourage
if students can or should be punished for
Mexican-American students to go to college.
Instead, they directed them towards manual participating.
labor jobs. Students should know that the Supreme
Court-- the highest court in America-- has said
that students have the right to express their
political opinions in school as long as learning or
safety is not disrupted. However, the court did
not say students have the right to leave the
school building. So students should be aware
that leaving school for a walkout could earn them
the same consequences as just skipping class.
Regardless of the possible consequences, we
have probably not seen the end of student
Students participate in the East Los Angeles Walkouts on walkouts in America. Students will likely
March 1, 1968.
continue to use this strategy to get involved in
The students became fed up with the inferior
important political issues that affect their lives.
conditions of their school and with continued
discrimination based on their ethnic
background.
The walkouts began at Garfield High School.
Hundreds of students walked out chanting
“Viva la revolución.” The police were called
and organizers were arrested. But the walkouts
soon spread to nearby schools. 22,000 students
walked out over the course of the event and
inspired many Mexican-American youth to
become more active in the larger Mexican-
American movement for equal rights. This
movement is often referred to as the Chicano
Civil Rights Movement. Chicano is a word
some Mexican-Americans use to describe
themselves. It became a popular term during
Walkout!
2018 has become the year of the student walkout. Students from schools across America have
organized and participated in walkouts. These students have become upset with the lack of
government action after school shootings. A walkout is defined as leaving a place or event in
protest of something. The goal of the 2018 walkout is to draw attention to the issue of guns in
America. They hope to make government officials take steps to solve problems with guns.
As a current student, you may not know that student walkouts have a
long and interesting history in America. You’re probably not old enough
to vote in elections. But history shows that you can still make changes in
society.
Farmville, Virginia, 1951

Sixteen-year-old Barbara Johns grew up going to schools that
separated students by race. In Virginia, black and white students
were sent to different schools. They were not equal schools.
By the time Barbara got to high school, she was fed up with bad school
conditions. Her school had too many students and not enough money for Barbara Johns
books. Students did not have enough room or enough supplies to learn. Classes were held in tar
paper shacks, and the school district never kept its promise to build a better building.
Barbara spoke in front of all 450 of her

classmates. She convinced them to walk out
in protest of their school conditions. This
walkout led to a major Supreme Court case. The
Brown V Board of Education Supreme Court
ruling that said that sending students to
different schools based on their race is
High school students in Minneapolis, Minnesota protest for

gun legislation reform.
Los Angeles, California, 1968
Mexican-American students in 1968 Los
Angeles were not being treated fairly at
school. They were not allowed to speak
Spanish at school. Their lessons and books did
not include Mexican-American history and
culture. Schools were kept in poor condition.
Students were not allowed to use the restroom
during lunch. Teachers and counselors did not
encourage Mexican-American students to go
to college. Instead, they directed them to Students participate in the East Los Angeles Walkouts on
March 1, 1968.
manual labor jobs.
The students became fed up with these conditions. They were tired of being treated differently
based on their ethnic background.
The walkouts began at Garfield High School. Hundreds of students walked out chanting “Viva la
revolución.” The police were called. Organizers were arrested. But the walkouts soon spread to
nearby schools. 22,000 students walked out before the event was over. Many Mexican-American
youth decided to become more active in the larger Mexican-American movement for equal rights.
This movement is often referred to as the Chicano Civil Rights Movement. Chicano is a word some
Mexican-Americans use to describe themselves. It became a popular term during the 1960s to
show pride in their culture. Student participants went on to found the Chicano Studies Research
Center at the University of California in Los Angeles.
Are Walkouts Allowed?

Student walkouts are becoming popular again. Many students and teachers might be wondering if
a walkout breaks school rules, and if students
can or should be punished for participating.
Students should know that the Supreme
Court-- the highest court in America-- has said
that students have the right to express their
opinions in school as long as learning or safety
is not disrupted. However, the court did not
say students have the right to leave school. So
students should know that leaving school for a
walkout could earn them the same punishment
as just skipping class.
Regardless of the possible punishment, we
have probably not seen the end of student
walkouts in America. Students will likely
continue to use this strategy to get involved in
important political issues that affect their lives.

Nonfiction Article of the Week Informational Text
8-1: Walkout! Skill: Literal Comprehension
Comprehension Quiz
Choose the best answer.
1. What is a walkout? 6. The article discusses which group of people

a. when people show up to support an that were treated poorly in Los Angeles
event schools?
b. when people use nonviolence to a. Mexican-Americans
support an event b. Japanese-Americans
c. when people use violence to protest c. Russian-Americans
something d. Chinese-Americans
d. when people leave a place or event in
protest of something 7. What was the protest of these students
called?
2. What issue inspired students to organize a a. The Civil Rights Movement
walkout in 2018? b. The Chicano Civil Rights Movement
a. specific nutritional needs of teens c. The Los Angeles Civil Rights
b. problems associated with guns Movement
c. environmental issues d. MFRMA
d. none of these
8. What has the Supreme Court said about
3. What conditions at her school angered Barbara students’ rights to express their political
Johns? opinions in school?
a. The school lunches tasted terrible. a. Students may express their political
b. The teachers gave too much homework. rights as long as learning or safety is
c. The schools were segregated by race not disrupted.
and unequal. b. Students may not express their
d. The teachers at her school did not treat political opinions in school.
all students fairly. c. The Fourth Amendment protects
students’ rights to express their
4. What did Barbara do in response to the political opinions in school.
school’s conditions? d. Students have the right to express
a. transfer to another school their political opinions in school in
b. organize a walkout any way they see fit.
c. both of these
d. neither of these
5. Which statement describes the Supreme Court

ruling on Brown v. Board of Education?
a. School segregation is constitutional.
b. Discrimination is constitutional.
c. People of color have the right to attend
school.
d. School segregation is unconstitutional.
Activity 1 ©2018 erin cobb imlovinlit.com

Comprehension Quiz
1. What is a walkout? 6. The article discusses which group of people

a. when people show up to support an that were treated poorly in Los Angeles
event schools?
b. when people use nonviolence to a. Mexican-Americans
support an event b. Japanese-Americans
c. when people use violence to protest c. Russian-Americans
something d. Chinese-Americans
d. when people leave a place or event in
protest of something 7. What was the protest of these students
called?
2. What issue inspired students to organize a a. The Civil Rights Movement
walkout in 2018? b. The Chicano Civil Rights Movement
a. specific nutritional needs of teens c. The Los Angeles Civil Rights
b. problems associated with guns Movement
c. environmental issues d. MFRMA
d. none of these
8. What has the Supreme Court said about
3. What conditions at her school angered Barbara students’ rights to express their political
Johns? opinions in school?
a. The school lunches tasted terrible. a. Students may express their political
b. The teachers gave too much homework. beliefs as long as learning or safety is
c. The schools were segregated by race not disrupted.
and unequal. b. Students may not express their
d. The teachers at her school did not treat political opinions in school.
all students fairly. c. The Fourth Amendment protects
students’ rights to express their
4. What did Barbara do in response to the political opinions in school.
school’s conditions? d. Students have the right to express
a. transfer to another school their political opinions in school in
b. organize a walkout any way they see fit.
c. both of these
d. neither of these
5. Which statement describes the Supreme Court

ruling on Brown v. Board of Education?
a. School segregation is constitutional.
b. Discrimination is constitutional.
c. People of color have the right to attend
school.
d. School segregation is unconstitutional.

Comprehension Quiz
1. What is a walkout?
_______________________________________________________________________________
2. What issue inspired students to organize a walkout in 2018?
_______________________________________________________________________________
3. What conditions at her school angered Barbara Johns?
_______________________________________________________________________________
4. What did Barbara do in response to the school’s conditions?
_______________________________________________________________________________
5. What did the Supreme Court decide in the case of Brown v. Board of Education?
_______________________________________________________________________________
6. The article discusses which group of people that were treated poorly in Los Angeles schools?
_______________________________________________________________________________
7. What was the protest of these students called?
_______________________________________________________________________________
8. What has the Supreme Court said about students’ rights to express their political opinions in
school?
_______________________________________________________________________________
_______________________________________________________________________________

Comprehension Quiz
1. What is a walkout?
when people leave a place or event to protest something

_______________________________________________________________________________
2. What issue inspired students to organize a walkout in 2018?
problems associated with guns

_______________________________________________________________________________
3. What conditions at her school angered Barbara Johns?
the schools were segregated by race and unequal

_______________________________________________________________________________
4. What did Barbara do in response to the school’s conditions?
organize a walkout
_______________________________________________________________________________
5. What did the Supreme Court decide in the case of Brown v. Board of Education?
School segregation is unconstitutional

_______________________________________________________________________________
6. The article discusses which group of people that were treated poorly in Los Angeles schools?
Mexican-Americans
_______________________________________________________________________________
7. What was the protest of these students called?
The Chicano Civil Rights Movement

_______________________________________________________________________________
8. What has the Supreme Court said about students’ rights to express their political opinions in
school?
Students may express their political opinions as long as learning

_______________________________________________________________________________
or safety is not disrupted.
_______________________________________________________________________________

8-1: Walkout! Skill: Text Evidence
Finding Text Evidence

Find each piece of text evidence in the article and highlight OR underline it with the color specified.
For items 1-4, you’ll be citing textual evidence to support what the text says explicitly.
1. Find the sentence that explains the goal of the 2018 walkouts and highlight it in blue.
2. Find three sentences that provide details about the conditions at schools that Barbara
Johns attended. Highlight them in green.
3. Find the sentence that tells where the Los Angeles walkouts began and highlight it in
purple.
4. Find the sentence that explains what, if any, consequences students participating in
walkouts might expect. Highlight it in gray.
For items 5-8, you’ll be citing the textual evidence that most strongly supports inferences
drawn from or analysis of the text.
5. Find the text evidence that most strongly supports the idea that Barbara Johns had the
qualities of a leader. Highlight it in pink.
6. Find the text evidence that most strongly supports the idea that Barbara Johns changed
history and highlight it in orange.
7. Find the text evidence that most strongly supports the idea that many Los Angeles
teachers did not believe Mexican-American students were as capable as their American
classmates and highlight it in yellow.
8. Find the text evidence that most strongly supports the idea that the problem of
mistreatment of Mexican-American students in Los Angeles area schools was
widespread. Highlight it in red.



Finding Text Evidence

Find each piece of text in the text evidence bank and highlight OR underline it with the color specified.
Not all pieces of text evidence will be used as answers.
For items 1-4, you’ll be citing textual evidence to support what the text says explicitly.
1. Find the text evidence that explains the goal of the 2018 walkouts and highlight it in blue.
2. Find the text evidence that provides details about the conditions at schools that Barbara
Johns attended. Highlight it in green.
3. Find the text evidence that tells where the Los Angeles walkouts began and highlight it in
purple.
4. Find the text evidence that explains what, if any, consequences students participating in
walkouts might expect. Highlight it in gray.
For items 5-8, you’ll be citing the textual evidence that most strongly supports inferences
drawn from or analysis of the text.
5. Find the text evidence that most strongly supports the idea that Barbara Johns had the
qualities of a leader. Highlight it in pink.
6. Find the text evidence that most strongly supports the idea that Barbara Johns changed
history and highlight it in orange.
7. Find the text evidence that most strongly supports the idea that many Los Angeles
teachers did not believe Mexican-American students were as capable as their American
classmates and highlight it in yellow.
8. Find the text evidence that most strongly supports the idea that the problem of
mistreatment of Mexican-American students in Los Angeles area schools was
widespread. Highlight it in red.

Text Evidence Bank

For each item, find the appropriate piece(s) of text evidence and highlight or underline in the requested color.
Not all pieces of text evidence will be used.
In Virginia, black and white students were Her school was overcrowded and
sent to separate and unequal schools. underfunded. Students didn’t have the
space or the supplies they needed to learn.
Classes were held in tar paper shacks, and
the school district never fulfilled a promise
to build a better building.
However, the court did not say students Teachers and counselors did not encourage
have the right to leave the school building. Mexican-American students to go to college.
Instead, they directed them towards manual
labor jobs.
Schools were kept in poor conditions and This walkout led to a Supreme Court case
students were barred from using the that eventually became part of the historic
restroom during lunch. Brown V Board of Education Supreme Court
ruling that declared school segregation
The walkouts began at Garfield High School. The goal of the 2018 walkout participants is
to draw attention to the issue of guns in
America and to prompt government officials
to take steps to solve problems associated
with guns.
Barbara organized all 450 of her classmates, This movement is often referred to as the
delivered a compelling speech, and Chicano Civil Rights Movement. Chicano is
convinced them to walk out in protest of a word some Mexican-Americans use to
their school conditions. describe themselves.
But the walkouts soon spread to nearby So students should be aware that leaving
schools. 22,000 students walked out over the school for a walkout could earn them the
course of the event and inspired many same consequences as just skipping class.
Mexican-American youth to become more
active in the larger Mexican-American
movement for equal rights.

Text Evidence Bank

For each item, find the appropriate piece(s) of text evidence and highlight or underline in the requested color.
Not all pieces of text evidence will be used.
In Virginia, black and white students were Her school was overcrowded and
sent to separate and unequal schools. underfunded. Students didn’t have the 2
space or the supplies they needed to learn.
- Classes were held in tar paper shacks, and
the school district never fulfilled a promise
to build a better building.
However, the court did not say students Teachers and counselors did not encourage
have the right to leave the school building. Mexican-American students to go to college.
- Instead, they directed them towards manual
labor jobs. 7
Schools were kept in poor conditions and This walkout led to a Supreme Court case
students were barred from using the that eventually became part of the historic
restroom during lunch. Brown V Board of Education Supreme Court
- ruling that declared school segregation
unconstitutional, or against the law. 6
The walkouts began at Garfield High School. The goal of the 2018 walkout participants is
to draw attention to the issue of guns in 1
America and to prompt government officials
3 to take steps to solve problems associated
with guns.
Barbara organized all 450 of her classmates, This movement is often referred to as the
delivered a compelling speech, and Chicano Civil Rights Movement. Chicano is
convinced them to walk out in protest of a word some Mexican-Americans use to
their school conditions. 5 describe themselves.
But the walkouts soon spread to nearby So students should be aware that leaving
schools. 22,000 students walked out over the school for a walkout could earn them the 4
course of the event and inspired many same consequences as just skipping class.
Mexican-American youth to become more
active in the larger Mexican-American 8
movement for equal rights.

8-1: Walkout! Skill: Development of Central Ideas
Development of Central Ideas

Use the article to answer the questions and complete the graphic organizers.
1. What was the central idea of the entire article? Write it in the box below.
2. What are the names of the subheadings in the article? Write them on the lines provided.
3. What is the central idea of the first subsection? Write it in the space provided.
4. What is the central idea of the second subsection? Write it in the space provided.
5. What is the central idea of the third subsection? Write it in the space provided.
Walkout!
(1)
(2b)
(2a) ________________ (2b) ________________ (2c) ________________
(3) (4) (4) (5)
6. Let’s take a closer look at the section, Farmville, Virginia, 1951. Divide this section into two
categories and then fill in the details.
7. Now, add the major details (not sentences) in the spaces provided.
(6a) (7a)
Farmville,
Virginia,
1951 (6b) (7b)
effects of
Barbara Johns’
decision to
organize a walkout

8. In your own words, explain how the text develops the central idea you identified for the
section Farmville, Virginia, 1951. Be sure to include details from the text.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
9. How does the central idea you identified for the section Farmville, Virginia, 1951 (#3)
develop the central idea of the entire article (#1)?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
10. Analyze details to complete the graphic organizer for the section Los Angeles, California,
1968.
Los
Angeles,
California,
1968
11. How does the central idea you identified for the section Are Student Walkouts Allowed?
develop the central idea of the entire article?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Development of Central Ideas

Use the article to answer the questions and complete the graphic organizers.
1. What was the central idea of the entire article? Write it in the box below.
2. What are the names of the subheadings in the article? Write them on the lines provided.
3. What is the central idea of the first subsection? Write it in the space provided.
4. What is the central idea of the second subsection? Write it in the space provided.
5. What is the central idea of the third subsection? Write it in the space provided.
Walkout!
(1) Students have used walkouts to effect change in America for decades.
Los Angeles, California,

Farmville, Virginia, 1951 (2b) Are Walkouts Allowed?
(2a) ________________ (2b) ________________
1968 (2c) ________________
(3) (4) (4) (5)
Barbara Johns organized Mexican-American Students have the right
a student walkout that students started a to express their political
helped end segregation in walkout to bring opinions, but they may
America. awareness to their unfair face consequences.
treatment in schools.
6. Let’s take a closer look at the section, Farmville, Virginia, 1951. Divide this section into two
categories and then fill in the details.
7. Now, add the major details (not sentences) in the spaces provided.
(6a) (7a)
reasons Barbara • her schools were segregated and unequal
Johns decided to • she was fed up with inferior conditions like
organize a overcrowding, lack of supplies, and broken
Farmville, walkout promises
Virginia,
1951 (6b) (7b)
effects of • all 450 classmates participated in the walkout
Barbara Johns’ • led to Supreme Court decision that declared
decision to segregation unconstitutional
organize a walkout

8. In your own words, explain how the text develops the central idea you identified for the
section Farmville, Virginia, 1951. Be sure to include details from the text.
In order to develop the central idea that Barbara Johns organized a student
_______________________________________________________________________________
walkout that helped end segregation in America, the text first explains the
_______________________________________________________________________________
reasons that Barbara Johns organized the walkout. Johns was fed up with
_______________________________________________________________________________
inferior school conditions due to segregation. Then, the text explains how the
_______________________________________________________________________________
walkout impacted the end of segregation in the U.S.
_______________________________________________________________________________
_______________________________________________________________________________
9. How does the central idea you identified for the section Farmville, Virginia, 1951 (#3)
develop the central idea of the entire article (#1)?
The section Farmville, Virginia, 1951 gives a specific example of a student walkout
_______________________________________________________________________________
that had a major impact on American history.
_______________________________________________________________________________
_______________________________________________________________________________
10. Analyze details to complete the graphic organizer for the section Los Angeles, California,
1968.
• they faced mistreatment at school – not
allowed to speak Spanish, not allowed to use
reasons Mexican-
restroom at lunch
American
• did not have equal opportunities – teachers did
students decided
Los to walkout
not encourage them to go to college but
instead directed them towards labor jobs
Angeles,
California, • first organizers were arrested
1968 • walkouts spread, and 22,000 students walked
effects of out over the course of the event
student walkouts • known as the Chicano Civil Rights Movement
• students went on to found Chicano Studies
Research Center
11. How does the central idea you identified for the section Are Student Walkouts Allowed?
develop the central idea of the entire article?
This section explains what students could expect to happen if they decided to
_______________________________________________________________________________
organize a walkout to protest a political issue that they believe in.
_______________________________________________________________________________
_______________________________________________________________________________

8-1: Walkout! Skill: Integrate Multiple Sources
Integrate Information
View the LA Times Video Clip, “Walkout Generation.” Then, answer these questions.
1. Compare the video clip to the subsection Los Angeles, California, 1968, and answer
these questions in the spaces provided.
Identify a common central idea for this video clip and the subsection Los Angeles,
California, 1968.
2. How is this central idea developed differently in the video clip than it is in the article?
Hint: Discuss the type of information included.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

8-1: Walkout! Skill: Integrate Multiple Sources
Integrate Information
View the LA Times Video Clip, “Walkout Generation.” Then, answer these questions.
1. Compare the video clip to the subsection Los Angeles, California, 1968, and answer
these questions in the spaces provided.
Identify a common central idea for this video clip and the subsection Los Angeles,
California, 1968.
Mexican-American students staged a walkout in order to bring awareness to an issue

that was important to their community.
2. How is this central idea developed differently in the video clip than it is in the article?
Hint: Discuss the type of information included.
The central idea – Mexican-American students staged a walkout in order to

_______________________________________________________________________________
bring awareness to an issue that was important to their community - is
_______________________________________________________________________________
common to both the video and article. The article develops this central idea
_______________________________________________________________________________
simply by presenting facts about the 1968 walkouts, including background
_______________________________________________________________________________
information and reasons students decided to walk out as well as the impact
_______________________________________________________________________________
of those walkouts. The video also presents the same type of facts about
_______________________________________________________________________________
the 2006 walkouts, but the video also includes interviews of participants who
_______________________________________________________________________________
provide their personal feelings, experiences, and memories of the walkouts
_______________________________________________________________________________
that they participated in. The video clip also includes additional images and
_______________________________________________________________________________
footage of the actual walkout.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

8-1: Walkout! Skills Test
Skills Test
1. According to the article, how did many teachers feel about Mexican-American students in Los Angeles
during the 1960s?
a. Many teachers were very concerned for the welfare of their Mexican-American students.
b. Many teachers learned Spanish in order to better teach their Mexican-American students.
c. Many teachers encouraged Mexican-American students to participate in sports.
d. Many teachers did not believe their Mexican-American students were as capable as their
American classmates.
2. Which text evidence below most strongly supports your answer to the previous question?
a. This movement is often referred to as the Chicano Civil Rights Movement.
b. Teachers and counselors did not encourage Mexican-American students to go to college.
c. Students didn’t have the space or supplies they needed to learn.
d. They were tired of being treated differently based on their ethnic background.
3. Which two statements below are central ideas in the article, “Walkout!”?
a. Students have used walkouts to effect change for decades.
b. Mexican-Americans were fed up with unequal treatment.
c. Students have the right to express their political opinions, but they may face consequences.
d. Barbara Johns organized a walkout to protest unfair conditions for Mexican-Americans.
4. Which of the following details could be added to the third paragraph of the article?
a. After graduating from high school, Barbara Johns attended Speiman College.
b. The building was meant for approximately 150 students, but by the 1950s, over 400 students
attended school there.
c. For her part in the integration movement, Johns was harassed and reportedly went to live with
relatives in Alabama to protect her safety.
d. Barbara was not punished by her school for participating in the walkout.
5. What is a central idea for the subsection Los Angeles, California, 1968?
a. Their lessons and textbooks did not include their culture and history.
b. Students across America today are using walkouts to effect change.
c. Mexican-Americans organized a walkout that would help to end segregation in America.
d. Mexican-American students started a walkout to bring awareness to their unfair treatment in LA
area schools.
6. How does the author develop the central idea for the subsection Los Angeles, California, 1968 that you
identified in the previous question?
a. The author explains the reasons behind the walkout as well as what happened when the
students did walkout.
b. The author lists the many ways that this specific walkout has impacted race relations in America
today.
c. The author mentions several similar walkouts and includes a few details about each.
d. The author includes interviews from participants of the walkout.

7. Find two more details in the article to support the idea in the organizer below. Then, write
it in the appropriate place.
Students have the right to express their political

opinions, but they may face consequences.
the court did not

say that students
have the right to
leave the school
building
8. In your own words, explain how the author develops this central idea in the section Los
Angeles, California, 1968: Students have used walkouts to effect change in America for
decades. Include details from the text to support your answer.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Skills Test
during the 1960s?
b. Many teachers learned Spanish in order to better teach their Mexican-American students.
c. Many teachers encouraged Mexican-American students to participate in sports.
d. Many teachers did not believe their Mexican-American students were as capable as their
c. Students didn’t have the space or supplies they needed to learn.
d. They were tired of being treated differently based on their ethnic background.
d. Barbara Johns organized a walkout to protest unfair conditions for Mexican-Americans.
a. After graduating from high school, Barbara Johns attended Speiman College.
b. The building was meant for approximately 150 students, but by the 1950s, over 400 students
c. For her part in the integration movement, Johns was harassed and reportedly went to live with
d. Barbara was not punished by her school for participating in the walkout.
a. Their lessons and textbooks did not include their culture and history.
b. Students across America today are using walkouts to effect change.
c. Mexican-Americans organized a walkout that would help to end segregation in America.
d. Mexican-American students started a walkout to bring awareness to their unfair treatment in LA
area schools.
b. The author lists the many ways that this specific walkout has impacted race relations in America
today.
c. The author mentions several similar walkouts and includes a few details about each.
d. The author includes interviews from participants of the walkout.


the Supreme Court the court did not students may face
said that students say that students consequences for
have the right to have the right to leaving class,
express their leave the school probably the same
political opinions in building consequences
school as long as earned for skipping
learning or safety is class
not disrupted
In the section Los Angeles, California, 1968, the author gives a specific
_______________________________________________________________________________
example of a student walkout that had a major impact on American

_______________________________________________________________________________
history. The author describes how Mexican-American students in Los

_______________________________________________________________________________
Angeles, California walked out to protest poor conditions and unfair

_______________________________________________________________________________
treatment. The author further develops the idea by describing the

_______________________________________________________________________________
scope of the walkout – 22,000 students would participate - and how

_______________________________________________________________________________
the walkout improved awareness of Mexican-American issues.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Skills Test
during the 1960s?
b. Many teachers did not believe their Mexican-American students were as capable as their
a. The building was meant for approximately 150 students, but by the 1950s, over 400 students
b. For her part in the integration movement, Johns was harassed and reportedly went to live with
a. Mexican-Americans organized a walkout that would help to end segregation in America.
b. Mexican-American students started a walkout to bring awareness to their unfair treatment in LA
area schools.
b. The author mentions several similar walkouts and includes a few details about each.


the court did not

say that students
have the right to
leave the school
building
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Skills Test
during the 1960s?
b. Many teachers did not believe their Mexican-American students were as capable as their
a. The building was meant for approximately 150 students, but by the 1950s, over 400 students
b. For her part in the integration movement, Johns was harassed and reportedly went to live with
a. Mexican-Americans organized a walkout that would help to end segregation in America.
b. Mexican-American students started a walkout to bring awareness to their unfair treatment in LA
area schools.
b. The author mentions several similar walkouts and includes a few details about each.


the Supreme Court the court did not students may face
said that students say that students consequences for
have the right to have the right to leaving class,
express their leave the school probably the same
political opinions in building consequences
school as long as earned for skipping
learning or safety is class
not disrupted
In the section Los Angeles, California, 1968, the author gives a specific
_______________________________________________________________________________
example of a student walkout that had a major impact on American

_______________________________________________________________________________
history. The author describes how Mexican-American students in Los

_______________________________________________________________________________
Angeles, California walked out to protest poor conditions and unfair

_______________________________________________________________________________
treatment. The author further develops the idea by describing the

_______________________________________________________________________________
scope of the walkout – 22,000 students would participate - and how

_______________________________________________________________________________
the walkout improved awareness of Mexican-American issues.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

More Nonfiction Article Units for 8th Grade Available Here:
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8th Grade Article Units by CCSS Standard / Skill:

RI.8.1: Citing Text Evidence:
Cite the textual evidence that
most strongly supports an
analysis of what the text says
explicitly as well as inferences
drawn from the text.
Topic: High School Football
RI.8.2: Main Ideas, Details,

& Summaries:
Determine a central idea of a
text and analyze its
development over the course of
the text, including its
relationship to supporting ideas;
provide an objective summary of
the text.
Topics: Walkout!
Apartheid
RI.8.3: Analyze Relationships
& Influence: Analyze how a
text makes connections
among and distinctions
between individuals, ideas, or
events (e.g., through
comparisons, analogies, or
categories).
Topics: Modern Folklore
Video Game Violence
RI.8.4: Domain-Specific Vocabulary:

Determine the meaning of
words and phrases as they are
used in a text, including
figurative, connotative, and
technical meanings; analyze the
impact of specific word choices
on meaning and tone, including
analogies or allusions to other
texts.
Topics: Louis Zamperini
Arachnophobia
RI.8.5: Analyze Text

Structure: Analyze in detail
the structure of a specific
paragraph in a text, including
the role of particular
sentences in developing and
refining a key concept.
Topics: Edgar Allan Poe
Maggots as Medicine
RI.8.6: Point of View:

Determine an author's point of
view or purpose in a text and
analyze how the author
acknowledges and responds to
conflicting evidence or
viewpoints.
Topics: Instagram Influencer
Surviving the Holocaust
RI.8.7: Answer Questions
Using Multiple Sources:
Evaluate the advantages and
disadvantages of using different
mediums (e.g., print or digital
text, video, multimedia) to
present a particular topic or
idea.
Topic: Battle of Mogadishu
RI.8.8: Explain Evidence &

Reasons: Delineate and evaluate
the argument and specific claims in
a text, assessing whether the
reasoning is sound and the
evidence is relevant and sufficient;
recognize when irrelevant evidence
is introduced.
Topics: Insects for Dinner?
9/11 Disease
RI.8.9: Compare Multiple

Authors’ Presentation of
Events: Analyze a case in which
two or more texts provide
conflicting information on the same
topic and identify where the texts
disagree on matters of fact or
interpretation.
Topics: Don’t Eat the Dough!
Paul Revere
Multi-Standard Review Units

Test Prep End of the Year Review ESCAPE ROOM
This resource isn't simply a Students will read and analyze an article, "The Case
practice test but rather for Delayed School Start," about the reasons and
includes a second column to evidence experts cite in pushing to delay the start
help students understand and of the school day for middle and high school
analyze each test question students until after 8:30 a.m. Then they’ll analyze
before selecting an answer. the article in order to solve puzzles and unlock a
real, digital, or imagined “box.”
Assessments:

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You May… You May Not…

List of Activities, Difficulty Levels, Common Core Alignment, & TEKS 4

Digital Components/Google Classroom Guide 5

Article: Walkout! 10-11

*Modified Article: Walkout! 12-13

Activity 1: Basic Comprehension Quiz/Check – Multiple Choice w/Key 14-15

Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions w/Key 16-17

Activity 3: Text Evidence Activity w/Annotation Guide for Article 18-20

Activity 4: Text Evidence Activity & Answer Bank w/Key 21-23

Activity 5: Skill Focus – Development of Central Ideas w/Key 24-27

Activity 7: Skills Test Regular w/Key 30-33

Activity 8: Skills Test *Modified w/Key 34-37

©2018 erin cobb imlovinlit.com

Activities, Difficulty Levels, and Common Core Alignment

Activity 2: Basic Comprehension Quiz/Check – Open-Ended w/Key RI.8.1

Activity 3: Text Evidence Activity w/Annotation Guide for Article RI.8.1

Activity 4: Text Evidence Activity & Answer Bank w/Key RI.8.1

Activity 5: Skill Focus – Development of Central Ideas w/Key RI.8.2

Activity 7: Skills Test Regular w/Key RI.8.1, RI.8.2

Activity 8: Skills Test *Modified w/Key RI.8.1, RI.8.2

Activities, Difficulty Levels, and TEKS Alignment

Activity 3: Text Evidence Activity w/Annotation Guide for Article ELAR.5(F)

Activity 4: Text Evidence Activity & Answer Bank w/Key ELAR.5(F)

Activity 5: Skill Focus – Development of Central Ideas w/Key ELAR.5(G)9(B)(C)

©2018 erin cobb imlovinlit.com

Instructions for Google Classroom Digital Components

©2018 erin cobb imlovinlit.com

A Couple of Options for Teaching Article of the Week Units

Option A: Quickie Unit

Option B: Daily Model

Here’s how the daily model works: Wednesday

Monday: Read article & complete basic comprehension

©2018 erin cobb imlovinlit.com

©2018 erin cobb imlovinlit.com

©2018 erin cobb imlovinlit.com

©2018 erin cobb imlovinlit.com

Farmville, Virginia, 1951

Barbara spoke in front of all 450 of her

High school students in Minneapolis, Minnesota protest for

Are Walkouts Allowed?

©2018 erin cobb imlovinlit.com

1. What is a walkout? 6. The article discusses which group of people

5. Which statement describes the Supreme Court

Activity 1 ©2018 erin cobb imlovinlit.com

1. What is a walkout? 6. The article discusses which group of people

5. Which statement describes the Supreme Court

Activity 1 ©2018 erin cobb imlovinlit.com

2. What issue inspired students to organize a walkout in 2018?

3. What conditions at her school angered Barbara Johns?

4. What did Barbara do in response to the school’s conditions?

7. What was the protest of these students called?

Activity 2 ©2018 erin cobb imlovinlit.com

when people leave a place or event to protest something

2. What issue inspired students to organize a walkout in 2018?

problems associated with guns

3. What conditions at her school angered Barbara Johns?

the schools were segregated by race and unequal

4. What did Barbara do in response to the school’s conditions?

School segregation is unconstitutional

7. What was the protest of these students called?

The Chicano Civil Rights Movement

Students may express their political opinions as long as learning