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Unit 4, "Hard-Won Liberty," is guided by the question, "What do we need to feel free?" Students will be reading and responding to "Letter from Birmingham Jail" by MLK. Students will also study the poem "Elsewhere" and the "from Letter to Viceroy, Lord Irwin" by Gandhi in order to analyze argument. Ultimately, students will write an argumentative essay about what freedom means to them.

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In unit 4, students will use the essential question to identify how love can bring both joy and pain. Students will analyze a personal essay, informational essay, and dramatic play to do this.

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The big picture in unit 4 is to have students think on the essential question and how love can bring both joy and pain. This essential question will be explored by reading and analyzing a personal essay, an informational essay, and a dramatic play. The key to students success is their ability to identify and analyze the use of literary devices, word choice, and organizational/structural choices within a text.

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In unit 4, students will analyze different texts in order to identify literary devices, compare poetry and themes, and perform various creative and analytical exercises.

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For Unit 4, students are answering the essential question of “What do we need to feel free?” through exploring the idea across different text genres in order to help them develop their perspectives around issues related to freedom, justice, and equality.

This unit also has students read and develop an understanding of critical leaders who have fought against  injustices and lead civil rights movements such as MLK Jr. and Gandhi and analyze their use of rhetorical devices to build their arguments.

Students will read, write, and discuss in order to explore and communicate their ideas related to the essential question.

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Students will be focusing on argumentative themes and writings. They will analyze letters, poems, and historical movements which will help them develop skills in rhetorical devices and writing argumentative essays.

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Unit 4 focuses on the fight of freedom by beginning the unit with " Letter from Birmingham Jail" by Dr. King and I think the overall focus of this unit is how to analyze argument such as 1. claim, appeals and conclusion 2. counterarguments, concession and rebuttals 3. identifiable reader/audience. I think so because all the texts in the unit argue some sort of issue through different genres. lastly, at the end of the Unit students will have to write an argumentative essay in which they have to show their understanding and overall goal of the unit.

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A focus on Author's Purpose for claim and reasoning for evidence used to support claim for Argumentative Text. We will revisit Rhetorical Devices and how to use them in delivering an Argument. Synthesizing will also be a focus.

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In unit 4, students will use the essential questions to understand the texts we will be reading, and how love can bring both joy and pain by analyzing informational text, essays, and plays. Students will need to understand author's purpose, literary devices to understand the reading and the author's stance.

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In Unit 4 students will use the essential question to explore the ways love brings both joy and pain by analyzing informational text, essays, and the structure of a play. Students will decipher use of literary devices, organizational patterns, and vocabulary to further synthesize and understand theme, characterization, and organizational design in a piece of writing.

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The entire purpose of this unit focuses on freedom through various forms of text. Not just literal freedom but the idea of freedom and what it looks like in practice. Freedom is explored through foundational TEKS previously practiced, such as the ability to analyze arguments, rhetorical devices, poetic structure, diction and syntax, character and theme, and to further explore media techniques.

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The purpose of Unit 4 is to read various genres to explore what we need in order to feel free. Students may be motivated to engage in this unit by making connections to both the world now where folks are struggling for freedom and to aspects of their own lives. The focus on argument lends itself to students truly developing their own unique perspectives on unit material and will provide plenty of opportunities for robust classroom discourse.

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In Unit 4, freshmen will read informational text and drama to engage in literary analysis in order to learn about author's purpose and how author's accomplish their purpose by using literary devices.

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In Unit 4, sophomores will focus on argument (with a little poetry:)). They study how authors make and support claims by learning the structure of arguments.