Marecha Gaines Jade Okafor Jasmine Slappey Arkeriya Woods

 Use the vocabulary words that have been picked from a book or any written piece  Must be used chronologically  Reconstruct the story by using those words as cues

 Use vocabulary to activate a story’s schema

attention!  Pay close attention!

 Slave- a person who is the legal property of someone else and is forced to obey him or her  Knowledge- information and/or skills acquired by experience or education  Infant- a baby  Alphabet- a set of letters in a fixed order  Read- look at and comprehend the meaning of written material

Frederick Douglass was born a slave who wanted to be more. He decided he would obtain the knowledge he needed to devise a plan to escape from slavery. Douglass was taken away from his mother when he was an infant, and was able to see her just a few times his entire life. He did not have any true guidance or anyone to willingly teach him things about life. When he was a young boy he was sent to live with the Auld’s and be servant for their son. Douglass had never met a white person as nice as Mrs. Auld. Mrs. Auld taught Douglass the alphabet and was going to teach him how to read, until Mr. Auld put an end to it. Douglass really wanted to learn how to read, so he came up with a plan. He convinced the poor white children to give him reading lessons for an exchange of food.

 Read the last three paragraphs of Frederick Douglass’ Fight for Freedom.  Pick at least seven descriptive words to use in chronological order as we create a story impression of the three paragraphs together.

 Okafor, J.A., Frederick Douglass’ Fight for Freedom, Valdosta State University, Valdosta, GA.  Okafor, J.A., Story Impressions Guided Practice, Valdosta State University, Valdosta, GA.  Pearson Custom Education: Developing Literacy: LITR New York: Pearson Learning Solutions, p  Wilcox Story Impressions Reading Strategies and Practices. Retrieved from ategies/story%20impressions.pdf