Emmett Till Warm-Up

Think about a time you heard about something unfair or unjust that happened to someone else. How did it make you feel? What, if anything, did you want to do about it?

Take a few minutes to jot down your thoughts.

March: Book One Excerpt: The Shadow of Emmett Till (Pages 56-59)

(Teacher Note: Please provide students with physical or digital copies of pages 56-59 from 'March: Book One' by John Lewis, Andrew Aydin, and Nate Powell. The following is a descriptive summary of the key panels and narrative points within these pages for context and discussion guidance.)

Summary of Key Pages (56-59)

These pages depict John Lewis's deep emotional reaction to the news of Emmett Till's brutal murder. The narrative shifts from Lewis's everyday life on the farm to a profound moment of awakening.

Page 56

• Panel 1-2: John Lewis is shown in a rural setting, perhaps doing chores, with a sense of routine. The art style might be calm, establishing his youthful innocence and the segregated world he inhabits.
• Panel 3-5: The news of Emmett Till's death begins to reach him, possibly through radio or word of mouth. The tone starts to shift, with more dramatic shading or close-ups on Lewis's face.
• Narration/Dialogue: Initial whispers or news reports about a young Black boy from Chicago murdered in Mississippi for speaking to a white woman.

Page 57

• Panel 1-4: Focus intensifies on Lewis as he grapples with the information. Visuals likely include his shocked or somber facial expressions, perhaps a tightening of the panels to create a sense of claustrophobia or internal turmoil.
• Narration/Dialogue: Details of Till's brutalized body and the injustice of the situation. Lewis's internal monologue might reveal his dawning understanding of racial violence and its widespread impact.
• Visual Elements: The art may use darker tones, stark contrasts, or distorted perspectives to convey the horror and emotional weight of the news.

Page 58

• Panel 1-5: The scene often shows Lewis in isolation, reflecting on Till's death. He might be looking out a window or sitting alone, indicating deep contemplation. The panels could be larger, emphasizing the weight of his thoughts.
• Narration/Dialogue: Lewis's reflections on how this event, though far from his immediate community, impacts him personally. The idea of

Teacher Script: Echoes of Emmett

Warm-Up: A Moment of Reflection (5 minutes)

(Teacher): "Good morning/afternoon, everyone. To start our class today, I want you to think about this question: Think about a time you heard about something unfair or unjust that happened to someone else. How did it make you feel? What, if anything, did you want to do about it? Take a few minutes to write down your thoughts on your Emmett Till Warm-Up sheet. There are no right or wrong answers, just your honest reflections."

(Allow students 3-4 minutes to write. Circulate to encourage thoughtful responses. After writing, you can ask for a few volunteers to share briefly, or just collect them to gauge initial thoughts.)

(Teacher): "Thank you for sharing your thoughts. Sometimes, hearing about injustice can spark strong emotions and a desire to act. Today, we're going to explore a moment in history where news of an injustice deeply impacted a young man who would later become a key figure in the Civil Rights Movement."

Introduction & Mini-Lesson: Seeing Emotion, Feeling Theme (15 minutes)

(Teacher): "(Display the first slide of the Echoes of Emmett Slide Deck - Title Slide) Our lesson today is called, 'Echoes of Emmett: The Story's Impact.' We'll be looking at how stories, especially difficult ones, can create lasting change."

(Teacher): "(Display the objective slide) Our objective today is: I can analyze how authors use visual elements, tone, and structure to convey emotion and theme in a graphic novel. This means we'll be looking at both the words and the pictures to understand the deeper message and feelings in the story."

(Teacher): "(Display the context slide) Today, we're going to focus on a very important scene from the graphic novel March: Book One by John Lewis, Andrew Aydin, and Nate Powell. It takes place in 1955, and it tells about a 14-year-old boy named Emmett Till who was brutally murdered. This event sent shockwaves across the country and ignited a fire in many young people, including John Lewis. We'll be looking at pages 56-59 of March: Book One. If you have your graphic novels, please turn to page 56 now."

(Teacher): "(Display the Mini-Lesson slide) Graphic novels are unique because they use both words and pictures to tell a story. We need to be like detectives, looking at everything on the page. We'll focus on three things:

• Visual Elements: What do you see in the drawings? (Things like facial expressions, how the panels are laid out, and even the shading or darkness.)
• Tone: What is the feeling or attitude the authors create with their words and pictures? (Think about the dialogue, the narration, and even the silence.)
• Structure: How is the story put together on the page? (Look at the size and arrangement of the panels, and how they lead you from one moment to the next.)"

(Teacher): "Let me show you how to do this. Look at the first panel on page 56, or follow along on the screen. (Project/display page 56 if possible) John Lewis is shown here doing chores on the farm. The lines are clean, the scene feels calm. What emotion does this panel convey? Perhaps a sense of routine, or youthful innocence. The tone is quiet, peaceful.

Now, look at how the panels change on page 57. Notice the newspaper headlines or the radio. The news of Emmett Till begins to break through. Look at John Lewis's face in these panels. (Point to specific panels on page 57) His eyes are wide, his mouth is slightly open. What emotion does this visual convey? Shock, disbelief, perhaps dawning horror. The shading might become darker, making the scene feel heavier. The structure changes too; maybe the panels become more fractured, showing the impact of the news.

(Continue modeling with page 58 or 59, pointing out specific visual details, text, and panel arrangements. For example, Lewis looking out a window, the somber mood, the internal monologue reflecting on the injustice.)

(Teacher): "So, by looking closely at the visuals – Lewis's face, the shading – and the words – the news, his thoughts – we can see how the authors convey the deep emotion of shock and sadness, and how the theme of injustice starts to become very real for John Lewis."

Guided Practice: Unpacking the Impact (15 minutes)

(Teacher): "Now it's your turn to be the detectives. You each have a copy of the graphic novel excerpt (pages 56-59) and the Analyzing Emotion and Theme Worksheet. You will also find Guided Practice Activity Cards either at your tables or displayed on the screen. These cards have specific questions to help you focus.

In your groups/pairs, I want you to reread pages 56-59. As you read, focus on:

• How John Lewis is feeling: What emotions do the authors show him experiencing?
• How the authors show the injustice of Emmett Till's death: What visual and textual clues tell you this story is about something deeply unfair?

Highlight or make notes directly on your worksheet about what you find. Be ready to share your findings with the class."

(Circulate among groups. Listen to discussions, offer guidance, and use the following sentence stems to support struggling learners or to prompt deeper thinking:)

Sentence Stems for Struggling Learners:

• "The author shows John Lewis is feeling _______ when... (point to a panel/word)."
• "The image of _______ (describe visual) makes me feel _______ because..."
• "The words, ‘_______’ (quote text), create a tone of _______ because..."
• "The way this panel is drawn/sized suggests _______ because..."
• "This scene shows injustice through _______ (visual) and _______ (text) because..."
• "What do you notice about _______ (facial expression/color/panel shape)? How does that make you feel?"

(Teacher): "Alright class, let's bring it back together. Who would like to share one piece of visual or textual evidence they found that shows John Lewis's emotions or the theme of injustice?"

(Facilitate a brief share-out using Echoes of Emmett Discussion Prompts as needed.)

Independent Task: Lewis's Motivation (10 minutes)

(Teacher): "Excellent work identifying those key details. Now, on your own, I want you to complete the independent task on your Analyzing Emotion and Theme Worksheet.

Your task is to write a paragraph analyzing how the authors portray Emmett Till's death and how it motivates John Lewis's burgeoning activism. Use specific evidence from the text and visuals to support your ideas. Remember all the observations you just made!"

(Allow students to work independently. Circulate to provide individual support as needed.)

Cool Down: The Ripple Effect (5 minutes)

(Teacher): "We're almost out of time, but before we go, I have one final task for you. On your Scene Connection Cool Down ticket, I want you to complete this sentence in just one sentence:

"This scene shows that..."

Think about the main message or impact of what we read today. Once you've written your sentence, please hold onto it for a moment."

(Allow 1-2 minutes for students to write.)

(Teacher): "Finally, as you think about John Lewis and this powerful scene, consider this question: How does this scene connect to John Lewis’s later actions in the Civil Rights Movement? We won't discuss it now, but keep this in mind as we continue our studies. You can turn in your cool-down tickets as you leave. Great work today, everyone!"

Analyzing Emotion and Theme in March: Book One

The Shadow of Emmett Till (Pages 56-59)

Name: _________________________
Date: _________________________

Part 1: Guided Close Reading (Use with March: Book One, pages 56-59)

As you reread the assigned pages, use the questions below and the Guided Practice Activity Cards to help you identify how the authors use visuals, tone, and structure to convey emotion and theme. Make notes and highlight directly on your copy of the graphic novel excerpt.

Page 56: The News Breaks

1. Look at the first few panels. How does John Lewis appear before he hears the news about Emmett Till? What does this visual suggest about his life at that moment?
   
   
   
2. How do the visuals (facial expressions, panel size, shading) change as the news of Emmett Till’s death reaches John Lewis? What emotions do these changes highlight?
   
   
   

Page 57: The Shock and Horror

1. Focus on the panels depicting John Lewis’s reaction to the details of Till’s murder. Describe his facial expression and body language. What emotions are clearly communicated here?
   
   
   
   
   
2. How do the words (narration or dialogue, if present) on this page contribute to the tone? What words stand out to you as particularly impactful?
   
   
   

Page 58-59: Reflection and Resolve

1. How do the authors use the layout of the panels on these pages to show John Lewis’s internal thoughts and feelings? Are the panels wide open or tightly closed? What does this suggest?
   
   
   
   
   
2. What is the overall mood or tone established by the end of this scene? How do the visuals and text work together to create this feeling?
   
   
   

Part 2: Independent Task: Lewis’s Motivation

In a well-developed paragraph, analyze how the authors (John Lewis, Andrew Aydin, and Nate Powell) portray Emmett Till’s death in these pages and how this event motivates John Lewis’s burgeoning activism. Use specific textual and visual evidence from the graphic novel excerpt to support your claims.

March: Book One - Pages 56-59 Analysis

Directions: Carefully reread pages 56-59 of March: Book One. As you read, answer the following questions, paying close attention to both the text and the illustrations. Use complete sentences and provide specific examples (descriptions of visuals, quotes) from the graphic novel to support your answers.

Page 56: The Weight of News

1. Describe John Lewis’s activity and general demeanor in the initial panels before he hears about Emmett Till. What visual details (e.g., body language, setting) help establish this?
   
   
   
   
   
   

2. How is the news of Emmett Till’s death communicated to John Lewis? What visual and textual clues on this page indicate a shift in the mood or tone?
   
   
   
   
   
   
   
   
   
   
   

Page 57: The Face of Horror

1. Examine John Lewis’s facial expression and body language in the panels on page 57. What specific emotions do you see conveyed? How does the artist (Nate Powell) emphasize these emotions?
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
 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#ELA #CloseReading #EmmettTill #MarchBookOne #JohnLewis