Fahrenheit 451 Guidebook Unit Second Nine Weeks English I Honors Lesson Plans Fahrenheit 451 Guidebook Unit Second Nine Weeks Week of October 22

Lesson 4: Analyzing imagery and point of view in an informational text Unit Two: Fahrenheit 451 Lesson 4: Analyzing imagery and point of view in an informational text

MONDAY, OCTOBER 22 Today we will: You will need: BELLRINGER Read and annotate an excerpt from Narrative of the Life of Frederick Douglass, an American Slave Analyze vocabulary. Identify figurative language You will need: Chapter VII from the Narrative of the Life of Frederick Douglass, an American Slave The Douglass text glossary handout Vocabulary Log Highlighters BELLRINGER Please take out your Guidebook Student Reader and tear out pages 115 – 123 Chapter VII from the Narrative of the Life of Frederick Douglass, an American Slave The Douglass text glossary handout Analyzing Language in Narrative of the Life of Frederick Douglass Analyzing and Assessing Claims in Narrative of the Life of Frederick Douglass

Prepare Please take out your Guidebook Unit Reader Tear out the following pages: Page 115 – 123 Chapter VII from the Narrative of the Life of Frederick Douglass, an American Slave The Douglass text glossary handout Analyzing Language in Narrative of the Life of Frederick Douglass Analyzing and Assessing Claims in Narrative of the Life of Frederick Douglass 2 minutes

Review We read, annotated and analyzed “Superman and Me” by Sherman Alexie to determine how an author’s claims can be used to develop a central idea. Today, we will continue to look at authors’ claims to determine author’s point of view as we read an excerpt from the Narrative of the Life of Frederick Douglass, an American Slave 1 minutes

Getting Started To prepare, we will watch a short video explaining author’s point of view. 5 minutes

Narrative of the Life of Frederick Douglass, an American Slave Frederick Douglass was a social reformer from the 1800s. He was a black man and a slave who escaped the South and became an abolitionist in the North. 1 minute

Slide 1: Read & Annotate Read your assigned section and complete the following: Highlight important details about Douglass’s experience using a yellow highlighter. Look for details that tell something about his point of view. Summarize your section in the right margin. 10 minutes

Slide 2: Share DO NOT SIMPLY SWAP PAPERS!!! Share your summary with your group Record the summary for other sections in the margin of your text DO NOT SIMPLY SWAP PAPERS!!! Discuss and then write the summary in your own words. 10 minutes

Slide 3: Annotate Reread and in another color, highlight at least three sentences with words and phrases that evoke imagery Look for figurative language (such as similes and metaphors) and words that express negative or positive connotation 10 minutes

Monday, October 22 HOMEWORK APP Literacy Article Annotation due Thursday Vocabulary Log and Sentences due next Monday

Take out your vocabulary log and add the following words: TUESDAY, OCTOBER 23 Today we will: Review rules of discussion Discuss and analyze figurative language found in Narrative of the Life of Frederick Douglass, an American Slave Determine the author’s point of view You will need: Chapter VII from the Narrative of the Life of Frederick Douglass, an American Slave Analyzing Figurative Language Reading protocol with conversation stems Reading Log Highlighters BELLRINGER Take out your vocabulary log and add the following words: abhor detest vindication console denunciation injurious bestow

Homework abhor detest vindication console denunciation injurious Add the following words from the Narrative of the Life of Frederick Douglass, an American Slave to your vocabulary log abhor detest vindication console denunciation injurious bestow Choose five words from your vocabulary log and write a sentence with each following all the standard rules. Sentences and log due one week from today. 3 minutes

Vocabulary Sentence Directions Vocabulary Sentence requirements for English I: Choose five of the vocabulary words. On a separate sheet of loose-leaf paper, write a sentence using each of the five words. Underline or highlight the correctly used vocabulary word in each sentence. Each sentence must include who, what, when, where, and why (or how). Under the sentence, identify each of the above elements. In addition, you are not to use any of the following: forms of the verb "be" (am, is, are, was, were, be, being, been) personal pronouns (I, me, you, your) contractions (use “cannot” instead of “can’t”, etc.)

Vocabulary Sentence Example 1. Because he felt anxious, the dog sat in the suitcase at the foot of the bed before his owners left for Hawaii.   Who: the dog What: sat in the suitcase Where: at the foot of the bed When: before his owners left for Hawaii Why: because he felt anxious All of the sentence should be in the five Ws and anything in the five Ws should be in the sentence. GRADING: Using correct format is worth 1 point each for a total of 5 points. Using correct grammar and writing requirements is also worth 1 point each for another 5 points. In addition, one sentence will be graded for the correctness using who, what, when, where, and why for an additional 5 points. Therefore, you have the potential to earn 15 points on your sentences. Sentences that do not meet all requirements will lose points accordingly. Any assignment that does not follow these directions, will receive a ZERO.

Review Yesterday, we read and annotated Chapter VII from the Narrative of the Life of Frederick Douglass, an American Slave concentrating on his use of figurative language. Today, we will find examples of figurative language in the text and discuss our findings to determine how they lead to the author’s point of view. 1 minute

Slide 3: Finding Figurative Language Reread and in another color, highlight at least three sentences with words and phrases that evoke imagery Look for figurative language (such as similes and metaphors) and words that express negative or positive connotation 5 minutes

Slide 4: Prepare to discuss Let’s review the conversation stems for class discussion What rules do we need to promote a respectful discussion? 5 minutes

Slide 5: Discuss Using your discussion stems, engage in a respectful group discussion regarding the following: What phrases did you highlight? What patterns or contrasts do you see? What impact do they have on the reader? What does it tell you about Douglas’s point of view? 5 minutes

Slide 6: Record results Choose three pieces of evidence to record on the analyzing language handout Paraphrase what the author is saying in your own words Explain the effect it has on the reader Does it help the reader understand the author’s perspective? How? Does it introduce a new idea to the reader? Does it give insight into the author’s feelings? 10 minutes

Slide 7: Understanding Respond to the following question in your reading log. Use evidence from your analyzing language handout to support your answer. What is Douglas’s point of view and how does he use imagery to develop this point of view? This is an individual assignment – you must work alone! 5 minutes

Tuesday, October 23 HOMEWORK Complete reading log on Douglass’s point of view (you will be asked to share with the class tomorrow) APP Literacy Article Annotation (due Thursday) Vocabulary Log and Sentences (due next Monday)

Take out your reading log and prepare to share with the class. WEDNESDAY, OCTOBER 10 You will need: Chapter VII from the Narrative of the Life of Frederick Douglass, an American Slave Analyzing Figurative Language Reading protocol with conversation stems Vocabulary Log Reading Log Today we will: Reread the Narrative of the Life of Frederick Douglass, an American Slave Analyze how the author develops claims and the central idea in the text BELLRINGER Take out your reading log and prepare to share with the class.

Prepare Please take out your homework (reading log) from last night and prepare to share your response with the class 2 minutes

Review Yesterday, we identified figurative language used in Chapter VII from the Narrative of the Life of Frederick Douglass, an American Slave to determine Douglass’s point of view. Today, we will look at the author’s claims to determine the central idea of the text. 1 minute

Slide 1: Finding Claims Look at the three statements to the left What is the author trying to say? What is the overall point he is trying to make with these statements? Why were these moments significant? What did it lead him to? Discuss with your partner/group and prepare to share with the class 10 minutes

Slide 2: Determining Claims Freedom of thought led to the aspiration of freedom from slavery Determine the claim from the text. What is the author trying to say? Reading led to thinking Reading led to hatred of being a slave Reading led to wanting a better life 5 minutes

Slide 3: Annotating Claims Write the claim in the margin. Label it Claim #1 Identify evidence Circle and label it SC#1 Claim 1: Freedom of thought led to the aspiration of freedom from slavery SC 1 5 minutes

Slide 4: Identifying Claims With your partner/group, find 2-3 more author’s claims and record them in the margin. Identify and label evidence that led you to the claim. 10 minutes

Understanding Respond to the following question in your reading log: What are the similarities between Alexie’s narrative and Douglass’s narrative? How are the authors’ claims similar and/or different? This is an individual assignment – you must work alone! 5 minutes

Wednesday, October 24 DUE TODAY HOMEWORK Turn in your reading log Complete any unfinished work on claims APP Literacy Article Annotation (due tomorrow) Vocabulary Log and Sentences (due next Monday)

THURSDAY, OCTOBER 25 You will need: Today we will: Discuss the Narrative of the Life of Frederick Douglass, an American Slave Assess the validity of an author’s reasoning Reveal the central idea You will need: Chapter VII from the Narrative of the Life of Frederick Douglass, an American Slave Analyzing and Assessing Claims handout Reading protocol with conversation stems Central Idea Theme Tracker Vocabulary Log BELLRINGER Take out the vocabulary log and complete the second column. Also, take out your reading log and prepare to share with the class.

Slide 5: Assessing Validity Let’s review the analyzing and assessing claims handout. Does it have a strong verb and clear details based on the text? Is it something you haven’t really heard of before that is not overused? Can it be supported by multiple pieces of evidence from the text? Is there another side to the claim? Could someone argue against it? What does false or fallacious mean? Sounds good but is not logical – doesn’t really make sense 5 minutes

Slide 6: Assessing Validity Let’s complete the first row of the analyzing and assessing claims handout using our first claim. Freedom of thought led to the aspiration of freedom from slavery. Yes - This claim identifies a cause and effect relationship based on the author’s experience. Yes - This claim is not one that is necessarily seen over and over again. Yes – The author provides examples of how reading helped him to articulate his thoughts and feelings which led to his decision to run away Yes – one could argue that the opposite is also true - the desire for freedom could lead to freedom of thought. The reasoning is valid because the author provides clear, reasonable evidence with a connection between learning, gaining knowledge and the desire for freedom. 5 minutes

Slide 7: Assessing Validity With your partner/group, complete the remaining rows of the analyzing and assessing claims handout using the two additional claims you found. 15 minutes

Slide 8: Finding the Central Idea Claim 1: Freedom of thought led to the aspiration of freedom from slavery. Claim 2: Humans have an innate desire to learn that cannot be stopped. Claim 3: The slaveholders view of and treatment of slaves is depraved. Based on the claims in the text, what is the central idea the author is trying to convey? Discuss with your partner/group and prepare to share. 5 minutes

Slide 9: Reveal the Central Idea No one should be deprived of their right to knowledge and/or learning/education.

Slide 10: Understanding “The more I read, the more I was led to abhor and detest my enslavers.”(103) What types of devices does the author use to express his ideas? “Mistress, in teaching me the alphabet, had given me the inch, and no precaution could prevent me from taking the ell.”(101) Negative Connotation “…a band of successful robbers, who had left their homes, gone to Africa, and stolen us from our homes” (103) Imagery and Figurative Language Emotional Rhetoric 5 minutes

Slide 11: Homework Assignment Materials you need

Thursday, October 25 DUE TODAY HOMEWORK APP Literacy Article Annotation Update Central Idea and Theme Tracker Vocabulary Log and Sentences due Monday

Take out the vocabulary log and complete the third column. FRIDAY, OCTOBER 26 You will need: Chapter VII from the Narrative of the Life of Frederick Douglass, an American Slave Central Idea Theme Tracker Analyzing Figurative Language Analyzing and Assessing Claims handout The writing an analysis paragraph handout Loose-leaf paper and standard blue or black ink pen Today we will: Write an analysis with a claim, counterclaim, and rebuttal BELLRINGER Take out the vocabulary log and complete the third column.

Review This week, we read an excerpt from the Narrative of the Life of Frederick Douglass, an American Slave and we identified the central idea of the text. Today, we will write a claim and a counterclaim using Douglass’s text. We will construct a well-written paragraph on each using text based evidence and reasoning.

Slide 1: Analyze the Prompt Determine and explain Douglass’s point of view based on his word choice, claims, and evidence. Cite strong and thorough textual evidence, including direct quotations. Use grade appropriate words and phrases, grammar, punctuation, and spelling. Read the writing prompt to the left Consider Douglass’s point of view on a subject from the text. Slavery Learning to Read Freedom

Slide 2: Create your claim Use the chart on your handout to develop your claim and support. Access the following handouts for ideas: Analyzing Figurative Language Analyzing and Assessing Claims Central Idea and Theme Tracker

Slide 3: Plan your claim paragraph Use the diagram on your handout to develop your reasoning. Develop your claim Choose your evidence Explain your reasoning

Slide 4: Write a topic sentence for your claim paragraph Use the following sentence stem to create your topic sentence Douglas uses/utilizes/employs _______________________ (type of language) and ________________ to demonstrate/develop/portray (type of claim) his point of view that ________________________________. (Douglass’s point of view)

Slide 5: Add evidence and reasoning Use sentence starters in the chart below to help write your supporting sentences from step two.

Slide 6: Plan your counterclaim Use the diagram below to help develop your reasoning and evidence

Slide 7: Create a counterclaim and rebuttal Complete the following sentence stem to create your counterclaim topic statement: Some might say/argue/claim that Douglass ____________________________________________ (counterclaim) ; however this is invalid because _________________ __________________________________________ . (evidence and reason)

Slide 8: Add evidence Use sentence starters in the chart below to help write your supporting sentences.

Slide 9: Write your claim and counterclaim Begin with the topic sentence you created Add your reasoning and evidence . Add a a closing sentence that begins with a transition

Slide 10: Submit your final paragraph Requirements Must be done in MLA format using the rules of formal writing. Must be typed or written in standard blue or black ink. Must be written in MLA format using the rules of formal writing.

Friday, October 26 DUE TODAY HOMEWORK Updated Central Idea and Theme Tracker Analyzing and Assessing Claims Handout Personal Reading Narrative Vocabulary Log and Sentences due Monday