CORE Assessment Module
Module Overview
Content Area
Title
Grade Level
Problem Type
Common Core
State
Standards
SBAC
Assessment
Claims
Task
Overview
Module
Components
English Language Arts
“Letter from Birmingham Jail” (B)
Grade 9
Constructed Response, Performance Task
RI 9.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
RI 9.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone
RI 9.6 Determine an author’s point of view or purpose in a text and analyze how
an author uses rhetoric to advance that point of view or purpose.
RI 9.9 Analyze seminal U.S. documents of historical and literary significance,
including how they address related themes and concepts.
W 9.2
Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
W 9.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W 9.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
*SL 9.1 Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on others’ ideas and
expressing their won clearly and persuasively.
Claim 1: Students can read closely and analytically to comprehend a range of
increasingly complex literary and informational texts.
Claim 2: Students can produce effective and well-grounded writing for a range of
purposes and audiences.
This assessment will be completed in two parts. The prewriting/planning in part one
will involve reading, note-taking, speaking and listening, and constructed response
questions. In part two, students will be asked to draft an informative/explanatory
text.
1) Directions to Teacher
2) Text Passage
3) Graphic Organizer
4) Constructed Response Questions
5) Writing Task
*Standard addressed but not explicitly assessed.
Module Overview
Page 1
“Letter from Birmingham Jail” (B)
Directions to Teacher
This Common Core-aligned ELA Performance Task can be given over two to three days
depending on class schedules. The directions below outline the steps to follow for a two-day
administration. For a one-day administration, give students a 5–10 minute break before starting
the writing prompt.
Teacher Preparation: In order for students to be able to effectively address the essay prompt,
the teacher will have to provide background regarding the audience King was addressing in
“Letter from Birmingham Jail.”
Text: King, Jr., Martin Luther. “Letter From Birmingham Jail” In Why We Can’t Wait. New
York: Signet Classics, 2000. (1963)
Materials:
Text Passage
Graphic Organizer
Constructed Response Questions
Writing Task
Lined paper for writing
Day 1
1. Reading:
Give students the passage “Letter From Birmingham Jail” and instruct them to read it
silently.
2. Note-taking: RI 9.1, RI 9.4, RI 9.6, RI 9.9, W 9.9
Hand out the Graphic Organizer, and ask students to reread the passage (you or a student
should read the passage out loud) and complete the “My Thoughts” and My Evidence”
sections as directed in the graphic organizer. Encourage students to expand their thinking
beyond the literal answer to the question.
3. Speaking/Listening Questions: RI 9.1, RI 9.4, RI 9.6, RI 9.9, W 9.9, *SL 9.1
In pairs or groups of three, give students time to discuss the following questions and add
information to the “My Thoughts Now” section of the graphic organizer.
• To whom is King writing this letter? Why is he writing to them?
• What is King’s main argument? What is his primary reason for going to
Birmingham?
• King compares himself to whom? How does this comparison impact the tone of the
text?
• How does this comparison support his reason for going to Birmingham?
ELA Grade 9: Directions to Teacher
Page 2
4. Constructed Response Items: RI 9.1, RI 9.4, RI 9.6, RI 9.9
Hand out the Constructed Response Questions and ask students to individually write their
responses to the questions on a separate piece of lined paper.
a. Word Meaning (RI 9.4, RI 9.6) – In paragraph one, King states that he wants to
address his audience’s statement “in what I hope will be patient and reasonable
terms.” Why does he begin his answer to his audience with these words? What tone
does it set for the piece?
b. Key Details (RI 9.1, RI 9.4, RI 9.6) – In paragraph two, what reason does King give
for being in Birmingham? What does the line “when the hour came we lived up to our
promise” imply about King’s character and beliefs? How does this line help
strengthen King’s argument?
c. Reasoning/Evaluation (RI 9.1, RI 9.4, RI 9.6, RI 9.9) – In paragraph three, what
words and/or ideas does King use to explain his reason for being in Birmingham?
What impact do these lines have on his intended audience? What can you infer about
King’s character and about his audience after reading these lines?
Day 2
Performance Task (Writing Prompt) RI 9.1, RI 9.6, W 9.2b, W 9.4, W 9.9
Provide students with the writing prompt. Let them know the amount of time they have to
respond to the prompt in writing. Encourage students to use their graphic organizer and/or
constructed response questions to inform their writing.
Analyze how effective King’s argument for traveling to Birmingham was for his intended
audience. Examine how the tone and diction of the letter shape his argument. Cite evidence from
the text to support your analysis.
Be Sure To:
• Determine and examine King’s argument
• Include relevant facts, definitions, concrete details, quotes, or other information
• Use appropriate transitions
• Use precise language and vocabulary to inform or explain your topic
• Establish and maintain a formal style
• Provide a concluding section that follows form and supports your explanation
ELA Grade 9: Directions to Teacher
Page 3
Student Name ______________________
“Letter from Birmingham Jail”
Text Passage
King, Jr., Martin Luther. “Letter from Birmingham Jail.” In Why We Can’t Wait. New
York: Signet Classics, 2000. (1963)
My Dear Fellow Clergymen:
While confined here in the Birmingham city jail, I came across your recent statement calling my
present activities “unwise and untimely.” Seldom do I pause to answer criticism of my work and
ideas. If I sought to answer all the criticisms that cross my desk, my secretaries would have little
time for anything other than such correspondence in the course of the day, and I would have no
time for constructive work. But since I feel that you are men of genuine good will and that your
criticisms are sincerely set forth, I want to try to answer your statements in what I hope will be
patient and reasonable terms.
I think I should indicate why I am here In Birmingham, since you have been influenced by the
view which argues against “outsiders coming in.” I have the honor of serving as president of
the Southern Christian Leadership Conference, an organization operating in every southern
state, with headquarters in Atlanta, Georgia. We have some eighty-five affiliated
organizations across the South, and one of them is the Alabama Christian Movement for
Human Rights. Frequently we share staff, educational and financial resources with our
affiliates. Several months ago the affiliate here in Birmingham asked us to be on call to
engage in a nonviolent direct-action program if such were deemed necessary. We readily
consented, and when the hour came we lived up to our promise. So I, along with several
members of my staff, am here because I was invited here I am here because I have
organizational ties here.
But more basically, I am in Birmingham because injustice is here. Just as the prophets of the
eighth century B.C. left their villages and carried their “thus saith the Lord” far beyond the
boundaries of their home towns, and just as the Apostle Paul left his village of Tarsus and carried
the gospel of Jesus Christ to the far corners of the Greco-Roman world, so am I. compelled to
carry the gospel of freedom beyond my own home town. Like Paul, I must constantly respond to
the Macedonian call for aid.
Moreover, I am cognizant of the interrelatedness of all communities and states. I cannot sit idly
by in Atlanta and not be concerned about what happens in Birmingham. Injustice anywhere is a
threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a
single garment of destiny. Whatever affects one directly, affects all in-directly. Never again can
we afford to live with the narrow, provincial “outside agitator” idea. Anyone who lives inside the
United States can never be considered an outsider anywhere within its bounds.
License granted by Intellectual Properties Management, Atlanta, Georgia, as exclusive licensor of the King Estate.
ELA Grade 9: “Letter from Birmingham Jail” (B)
Page 1
Student Name ______________________
“Letter from Birmingham Jail”
Graphic Organizer
Directions: Read the questions below. Reread the passage and write answers to the questions
in the “My Thoughts” section. In the “My Evidence” column, list the evidence from the text to
support your thoughts. You will then be given time to talk to a classmate and share ideas. Then
complete the “My Thoughts Now” section based on your conversation.
Questions
My Thoughts
My Evidence
My Thoughts Now
To whom is King
writing this letter?
Why is he writing to
them?
What is King’s main
argument?
What is his primary
reason for going to
Birmingham?
King compares
himself to whom?
How does this
comparison impact
the tone of the text?
How does this
comparison support
his reason for going
to Birmingham?
Additional notes or ideas about the text
ELA Grade 9: “Letter from Birmingham Jail” (B)
Page 2
Student Name ______________________
“Letter from Birmingham Jail”
Constructed Response Questions
Directions:
Answer the questions below on a separate sheet of lined paper. You may use this sheet
to make any notes or draft your response, but only your complete answers on a separate
sheet of paper will be scored. You may refer to the reading passage and your graphic
organizer to help you answer the questions.
1. In paragraph one, King states that he wants to address his audience’s statement
“in what I hope will be patient and reasonable terms.” Why does he begin his answer to
his audience with these words? What tone does it set for the piece?
2. In paragraph two, what reason does King give for being in Birmingham? What does the
line “when the hour came we lived up to our promise” imply about King’s character and
beliefs? How does this line help strengthen King’s argument?
3. In paragraph three, what words and/or ideas does King use to explain his reason for
being in Birmingham? What impact do these lines have on his intended audience? What
can you infer about King’s character and about his audience after reading these lines?
ELA Grade 9: “Letter from Birmingham Jail” (B)
Page 3
Student Name ______________________
“Letter from Birmingham Jail”
Writing Task
Directions:
Please respond to the prompt below in writing. You may use your graphic organizer
and/or constructed response questions to inform your writing. You may take notes on
this paper, but you should write your entire response on the lined paper provided by
your teacher.
Writing Prompt
Analyze how effective King’s argument for traveling to Birmingham was for his intended
audience. Examine how the tone and diction of the letter shape his argument. Cite evidence
from the text to support your analysis.
Be Sure To:
• Determine and explain King’s argument
• Include relevant facts, definitions, concrete details, quotes, or other information
• Use appropriate transitions
• Use precise language and vocabulary to inform or explain your topic
• Establish and maintain a formal style
• Provide a concluding section that follows form and supports your explanation
ELA Grade 9: “Letter from Birmingham Jail” (B)
Page 4