Hook, Housekeeping & Homework Monday Periods 1, 5, 7 – Do you have your permission slip for Tuesday?! Grab a copy of the book! Have out your Critical Questions packet and review Chapters 7- 9 questions with a shoulder partner

Past, Present, Future Monday Narrative Chapter 9 Chapter 8 Quiz Narrative Chapter 10 Envisioning My Future Speakers (period 4) Entry 3

Lessons From the Past Envisioning My Future Monday/Tuesday Colorado Academic Standards 2 Reading for All Purposes Literary and historical influences determine the meaning of traditional and contemporary literary texts Objectives You will be able to read a range of literature to understand important universal themes and the human experience. Enduring Understandings/Relevance If you understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, then you will be able to envision and create your own future. Essential Questions What can I learn from the experiences of others? How can the circumstances of my life and what I’m surrounded by drive me forward or hold me back? What should I do now in my life to have the kind of future I would like?

Activities: Develop & Apply We Do Monday Purpose: to understand the circumstances of Frederick Douglass’ life (how a man is made a slave; a slave made a man) Tasks: 1.Read Chapter 10 (big group, small group, individual) 2.Stop after each paragraph to… 1.Identify and explain vocabulary in context 2.Respond to the following to guide comprehension: 1.Why does Mr. Covey whip Frederick? 2.Why are the slaves so fearful of Mr. Covey? Why does their work go on in his absence? 3.Why is it “never safe to stop a single minute”? 4.What does Frederick mean by “Mr. Covey’s forte consisted in his power to deceive”? 5.Why does Mr. Covey buy a slave to use as a breeder? 6.Why does he hire Mr. Samuel Harrison, a married man? What irony does Frederick find in this? 7.How does Mr. Covey succeed in breaking Frederick? 8.How does Frederick succeed in again becoming a man? Outcome: knowledge to respond to Critical Questions to Guide Understanding and ability to reflect upon how the circumstances of his life have shaped his future

Activities: Develop & Apply You Do Tuesday Purpose: to understand the circumstances of Frederick Douglass’ life (how a man is made a slave; a slave made a man) Tasks: 1.Read Chapter 10 (big group, small group, individual) 2.Stop after each paragraph to… 1.Identify and explain vocabulary in context 2.Respond to the following to guide comprehension: Why does Frederick go to Master Thomas Auld? Why does he return to Covey? Who convinces him to do so? What does Sandy Jenkins suggest that Frederick do? How does Frederick win the fight with Mr. Covey? Why does Frederick contend that Mr. Covey does not turn him in? What would have happened to Frederick had Mr. Covey turned him in? Why is Frederick’s battle with Mr. Covey “the turning-point in my career as a slave”? How are the holidays used to “disgust the slave with freedom”?

Activities: Develop & Apply We Do – You Do Tuesday Purpose: to understand the circumstances of Frederick Douglass’ life (how a man is made a slave; a slave made a man) Tasks: 1.Read Chapter 10 (large group, small group, individual) 2.Stop after each paragraph to… 1.Identify and explain vocabulary in context 2.Respond to the following to guide comprehension: 1.Where does Frederick go after leaving Mr. Covey’s on January 1, 1834? 2.Who is his new master and how does he treat Frederick? 3.Why does Frederick include the anecdotes about the two religious slave holders Mr. Hopkins and Mr. Weeden? What point is he attempting to make? 4.Why and where does Frederick begin a Sabbath school? Why is it essential that the slaves tell no one about it? 5.What would the slaveholders like the slaves to do on the Sabbath? Why is this ironic? 6.Why does Frederick decide to include the slaves in his Sabbath school in his plans to obtain his freedom? Why is this dangerous? 7.Frederick makes the point that many slaves would “rather bear those ills we had, than fly to others, that we knew not of.” How does this help explain why so few slaves escaped? Outcome: knowledge to respond to Critical Questions to Guide Understanding and ability to reflect upon how the circumstances of his life have shaped his future

Lessons From the Past Envisioning My Future Monday/Tuesday Colorado Academic Standards 2 Reading for All Purposes Literary and historical influences determine the meaning of traditional and contemporary literary texts Objectives You will be able to read a range of literature to understand important universal themes and the human experience. Enduring Understandings/Relevance If you understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, then you will be able to envision and create your own future. Essential Questions What can I learn from the experiences of another? How can the circumstances of my life and what I’m surrounded by drive me forward or hold me back? What should I do now in my life to have the kind of future I would like?

Wednesday/Thursday NO SCHOOL – SNOW DAY CLOSURES

Hook, Housekeeping & Homework Friday Grab a copy of the book! Have out your Critical Questions packet and review: Which questions have you/can you answer based on our reading this week? Have out your vocabulary: what words have you shared? What do you still need to share for the end of the narrative? What page are you on? Goal today: Finish Chapter 10! HOMEWORK: PERMISSION SLIP FOR THE GREAT DEBATERS MOVIE DUE MONDAY

Past, Present, Future Friday Beginning of Chapter 10 Snow Days Chapter 10 Permission Slip Chapter 11 The Great Debaters Counselors

Activities: Develop & Apply We Do – You Do Friday To which of these can you respond? 1.Where does Frederick go after leaving Mr. Covey’s on January 1, 1834?Who is his new master and how does he treat Frederick? 2.Why does Frederick include the anecdotes about the two religious slave holders Mr. Hopkins and Mr. Weeden? What point is he attempting to make? 3.Why and where does Frederick begin a Sabbath school? Why is it essential that the slaves tell no one about it? 4.What would the slaveholders like the slaves to do on the Sabbath? Why is this ironic? 5.Why does Frederick decide to include the slaves in his Sabbath school in his plans to obtain his freedom? Why is this dangerous? 6.Frederick makes the point that many slaves would “rather bear those ills we had, than fly to others, that we knew not of.” How does this help explain why so few slaves escaped?

Activities: Develop & Apply We Do – You Do Friday Purpose: to understand the circumstances of Frederick Douglass’ life (how a man is made a slave; a slave made a man) Tasks: 1.Identify and explain vocabulary in context 2.Respond to the following to guide comprehension: 1.How do the slaves plan to run away? 2.What is the purpose of the “protections” written by Frederick? 3.What happens to their plan, and how do the “protections” nearly cause their deaths? 4.What happens to each of the slaves who attempted to run away? 5.When Frederick returns to Baltimore, what does he do? 6.Frederick again decides to fight when he is attacked. What happens to him? What does Master Hugh attempt to do for Frederick? 7.What must Frederick do with the wages he earns each week as a caulker? Why? Outcome: knowledge to respond to Critical Questions to Guide Understanding and ability to reflect upon how the circumstances of his life have shaped his future