English I Lesson Plans Second Nine Weeks Fahrenheit 451 Guidebook Unit 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: Read and annotate an excerpt from Narrative of the Life of Frederick Douglass, an American Slave Analyze vocabulary and summarize the text. 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 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 the 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

Homework 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, could receive a ZERO.

Monday, October 22 HOMEWORK Vocabulary Log and Sentences due next Monday

Take out the vocabulary log and complete 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 the vocabulary log and complete the second column.

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 discuss our findings and determine how they lead to the author’s point of view. 1 minute

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 any 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: 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) Vocabulary Log and Sentences due next Monday

WEDNESDAY, OCTOBER 24 BELLRINGER 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 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 BELLRINGER Take out the vocabulary log and complete the second column. Also, 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 the evidence Circle and label it SC#1 Claim 1: Freedom of thought led to the aspiration of freedom from slavery 5 minutes

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

Wednesday, October 24 DUE TODAY HOMEWORK Turn in your reading log on Douglass’s point of view Complete any unfinished work on claims Vocabulary Log and Sentences due next Monday

Take out the vocabulary log and complete the third column. THURSDAY, OCTOBER 25 Today we will: Discuss the Narrative of the Life of Frederick Douglass, an American Slave Assess the validity of an author’s reasoning 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 third column.

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 HOMEWORK Update Central Idea and Theme Tracker Vocabulary Log and Sentences due next Monday

Take out the vocabulary log and complete any incomplete boxes. FRIDAY, OCTOBER 26 Today we will: Write our own narrative response about learning to read using the technique of flashback. You will need: The Joy of Reading and Writing: Superman and Me by Sherman Alexie Chapter VII from the Narrative of the Life of Frederick Douglass, an American Slave Loose-leaf paper A standard blue or black ink pen BELLRINGER Take out the vocabulary log and complete any incomplete boxes.

Review Last week, we read Sherman Alexie’s “Superman and Me” and identified the central idea of the text. 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 use Alexie’s and Douglass’s narratives to help us write our own personal narrative about an experience with learning to read. 1 minute

Slide 1: Review Prompt Read the writing prompt to the left Consider a time in your life when you were still learning to read. Choose an experience that taught you something about the value of reading. It could be a positive experience It could be a negative experience We each have a story to tell about learning to read. Whether your experience is a positive or negative one, your story is unique. Tell your story of a memorable reading experience from your past. 10 minutes

Slide 2: Using Flashback Reread paragraphs three and four of “The Joy of Reading and Writing: Superman and Me” Reread page 104 of Narrative of the Life of Frederick Douglass, an American Slave Use these ideas to help form your thoughts and writing: How does the author help the reader understand the timeline of the memory What verb tense does the author use? What type of details does the author use? What impact does this have on the reader? 5 minutes

Slide 3: Writing Your Narrative Using these techniques, write your own personal narrative about an experience learning to read. Remember to do the following: Include personal thoughts, feelings, and reflection Include language that helps the reader understand the timeline of the memory Include details using vivid descriptions to create imagery for the reader Focus on a central idea or theme (give the reader a lesson learned) 5 minutes

Slide 4: Narrative Requirements Your personal narrative must be between 100-150 words (or about a page long) double-spaced Must be written in standard blue or black ink. Must be written in MLA format using the rules of formal writing. 10 minutes

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