1. Narrative of The Life of Frederick Douglass, An American Slave
7th grade| Germantown middle module 3

2. Lesson 1:
What Gives
Stories
Their Power?

3. Do Now:
What do you think this book is about?
Why do you think that?

4. Learning Target:
I can analyze how the content, theme, images, and language in The People Could Fly give the story it’s enduring power

5. Vocabulary:
Enduring: continuing or long lasting
Power: the ability or right to control people or things
Content: in a state of peaceful happiness
Empowering: give (someone) the authority or power to do something

6. Agenda Opening Work Time Closing and Assessment Engaging the Reader
Reviewing the Learning Target
Work Time
Reading Aloud: The People Could Fly
Pair Conversation: What Gives This Story Its Power?
Closing and Assessment
Adding to the Powerful Stories Anchor Chart

7. Homework:
None

8. Lesson 2:
Introducing
Historical
Context

9. Do Now:
Answer questions 2 & 3 of Entry Task: Introduction to Module 3

10. Learning Target: I can build on others’ ideas during discussions
I can understand the historical context of a piece of nonfiction

11. Vocabulary:
Autobiography: an account of a person’s life written by that person
Biography: an account of someone’s life written by someone else
Tone: an attitude of a writer toward a subject or audience
Mood: the feeling a piece of literature arouses in the reader

12. Agenda Opening Work Time Closing and Assessment
Entry Task: Introduction to Module 3
Reviewing Learning Targets and Language
Work Time
Modified Gallery Walk
Closing and Assessment
Introducing the Guiding Questions

13. Homework:
Complete vocabulary:
“The Slave Trade” and “Abolition”

14. Lesson 3: Building Context For the Narrative
Slavery In America

15. Do Now: Review the Equity Sticks Guidelines What does equity mean?
Can you think of a word it’s related to?

16. Learning Target:
I can draw conclusions about slavery in America and cite specific textual evidence to support them

17. Vocabulary: Equity Conclusions Evidence Cite Triangular Slave Trade
System
Enforced Labor
Plantation
Crops

18. Agenda Opening Work Time Closing and Assessment
Reviewing the Learning Target and Homework
Work Time
Images: Encountering Slavery in America
Close Reading: “The Slave Trade”
Closing and Assessment
Turn and Talk
Previewing Homework

19. Homework:
Read the text of “Abolition” and answer text-dependent questions

20. The Abolition Movement
Lesson 4:
Building Context
For the Narrative
The Abolition Movement

21. Do Now:
Review notes and write down two ideas for information you might add to the slavery section of the anchor chart

22. Learning Target:
I can draw conclusions about the abolition movement in America and cite specific textual evidence to support them

23. Vocabulary:
Institution
Abolition
Abolitionist

24. Agenda Opening Work Time Closing and Assessment Entry Task
Analyzing Images: The Abolition Movement
Close Reading: “Abolition”
Closing and Assessment
Adding to the Historical Context Anchor Chart

25. Homework: Add ideas to the “Debate over Slavery” section of the
Historical Context Anchor Chart

26. Using Evidence to Support Analysis
Lesson 5:
Mid-Unit Assessment
Using Evidence to Support Analysis

27. Do Now:
Reviewing the Historical Context Anchor Chart

28. Learning Target:
I can draw conclusions about Frederick Douglass and support them with evidence from the text
I can select an independent reading book that is just right for me

29. Vocabulary:
No new vocabulary

30. Agenda Opening Work Time Closing and Assessment
Review the Historical Context Anchor Chart
Work Time
Mid—Unit Assessment: Using Evidence to Support Analysis: “Frederick Douglass”
Closing and Assessment
Exit Ticket: Independent Reading
Preview Homework

31. Homework:
Read “Renaissance Man” and complete text-dependent questions

32. Lesson 6:
Why did Douglass Write
the Narrative?

33. Do Now:
Take out your “Renaissance Man” and Text- Dependent Questions from last night’s HW
Complete the Entry Task: Frederick Douglass Timeline

34. Learning Target:
I can explain Frederick Douglass’s Purpose

35. Vocabulary:
Purpose
Position
Distinguish
Hastening
Subscribe
Throw Light On
Deliverance

36. Agenda Opening Work Time Closing and Assessment
Entry Task: Frederick Douglass Timeline
Determining Douglass’s Home Discussion Appointments
Work Time
Close Reading: Final Paragraph of the Narrative
Analyzing Frederick Douglass’s Purpose and Introducing Shining A Light Anchor Chart
Closing and Assessment
Preview Homework

37. Homework:
Complete Determining Position

38. Introducing the Process Meeting Frederick Douglass
Lesson 7:
Introducing the Process
For Close Reading
Meeting Frederick Douglass

39. Do Now: Take out your Determining Position Homework
Look under your desk for a quote card
Review the card. Be prepared to explain its meaning

40. Learning Target:
I can determine the meaning and phrases in an excerpt from Narrative of the Life of Frederick Douglass
I can use common roots, prefixes, and suffixes as clues to the meaning of words in Narrative of the Life of Frederick Douglass
I can reread a complex text to better understand it

41. Vocabulary:
Determine
Ignorant
Improper
Imitation
Cowskin
Joist
Deprived

42. Agenda Opening Work Time Closing and Assessment
Entry Task: Quote Cards
Review Learning Targets
Work Time
First Read. Excerpt 1
Second Read. Excerpt 1
Closing and Assessment
Adding to the Historical Context Anchor Chart

43. Homework:
Continue Independent Reading

44. Lesson 8:
Analyzing
Douglass’s
Purpose

45. Do Now:
Complete Reference Sheet: Roots, Prefixes, and Suffixes

46. Learning Target:
I can analyze how specific excerpts of Narrative of the Life of Frederick Douglass convey Douglass’s position on slavery
I can use common roots, prefixes, and suffixes as clues to the meaning of words in Narrative of the Life of Frederick Douglass
I can reread a complex text to better understand it

47. Vocabulary:
Convey
Position
Unmanageable
Disposition
Devoted
Purpose

48. Agenda Opening Work Time Closing and Assessment
Entry Task: Roots, Prefixes, and Suffixes
Review Learning Targets
Work Time
Third Read. Excerpt 1
Discussing Purpose
Closing and Assessment
Preview Homework

49. Homework:
Reread Excerpt 1 from Narrative of the Life of Frederick Douglass and construct a one-paragraph response to the prompt
What two things was Douglass deprived of as a child that his audience thinks every child should have?

50. Lesson 9 :
Close Reading Excerpt 2
Plantation Life

51. Do Now: Complete Constructed Response (Excerpt 1)
Once complete, share with a partner

52. Learning Target:
I can determine the meaning of words and phrases in an excerpt of Narrative of the Life of Frederick Douglass
I can use common roots, prefixes, and suffixes as clues to the meaning of words in Narrative of the Life of Frederick Douglass
I can reread a complex text to better understand it

53. Vocabulary:
Seat of Government, Allowance, Bushel, Coarse, Privation, Want, Facilities, Consumed, Driver, Summons, Profane, Profanity, Astonished, Conceive, Desolate, Prompted, Conception, Merciful Providence

54. Agenda Opening Work Time Closing and Assessment
Entry Task: Previewing Excerpt
Work Time
First Read. Excerpt 2
Second Read. Excerpt 2
Matching Game, Excerpt 2
Closing and Assessment
Debriefing Game
Preview Homework

55. Homework:
Continue independent reading

56. Lesson 10 :
Analyzing Douglass’s
Purpose in Excerpt 2

57. Do Now: Complete Constructed Response (Excerpt 1)
Once complete, share with a partner

58. Learning Target:
I can determine the meaning of words and phrases in an excerpt of Narrative of the Life of Frederick Douglass
I can use common roots, prefixes, and suffixes as clues to the meaning of words in Narrative of the Life of Frederick Douglass
I can reread a complex text to better understand it

59. Vocabulary:
Seat of Government, Allowance, Bushel, Coarse, Privation, Want, Facilities, Consumed, Driver, Summons, Profane, Profanity, Astonished, Conceive, Desolate, Prompted, Conception, Merciful Providence

60. Agenda Opening Work Time Closing and Assessment
Entry Task: Previewing Excerpt
Work Time
First Read. Excerpt 2
Second Read. Excerpt 2
Matching Game, Excerpt 2
Closing and Assessment
Debriefing Game
Preview Homework

61. Homework:
Continue independent reading

62. Lesson 11 :
Introducing Poetry

63. Do Now:
Entry Task: My Independent Reading Plan

64. Learning Target:
I can select an appropriate independent reading book and create an effective plan for completing it.
I can analyze the impact of rhymes and repetitions of sound on a specific section of poetry.
I can identify common poetic devices, especially those that have to do with structure, figurative language, and repetition.

65. Vocabulary:
Craftmanship, Figurative Language, Vivid Words, Mad, Crafts, Figurative, Literal, Ambiguous, Stanzas

66. Agenda Opening Work Time Closing and Assessment
Entry Task: My Independent Reading Plan
Work Time
Independent Reading Check-In
Introducing Poetry
Introducing the Poet’s Toolbox Anchor Chart
Closing and Assessment
Modeling Homework

67. Homework:
Revise your Found Poem from Lesson 10 to include three or more poetic tools.  Break the poem up into stanzas. Challenge yourself to add a sound tool.
Continue reading your independent reading book.

68. “The Negro Speaks Rivers”
Lesson 12 :
How to Read a Poem
“The Negro Speaks Rivers”

69. Do Now:
Entry Task: How to Read a Poem

70. Learning Target:
I can read and reread a poem to find layers of meaning
I can identify common poetic devices, especially those that have to do with structure, figurative language, and repetition.

71. Vocabulary:
Figurative
Literal

72. Agenda Opening Work Time Closing and Assessment
Entry Task: How to Read a Poem
Work Time
Reviewing the Poet’s Toolbox
Modeling How to Read a Poem
Closing and Assessment
Exit Ticket: Self-Assessment

73. Homework: Complete the Poet’s Toolbox Matching Worksheet
Continue reading your independent reading book

74. Lesson 13 : Poetic Tools in Narrative Of the Life of
Frederick Douglass

75. Do Now:
Correct Homework: Poet’s Toolbox Matching

76. Learning Target:
I can analyze the impact of rhyme and repetition in specific poems
I can analyze the use of figurative language in poetry and nonfiction text
I can analyze how figurative language, form, and sound contribute to meaning

77. Vocabulary: Highly lyrical style Blighting Dehumanizing
Crouching Servility
Impudent
Meanest
Commenced
Discord
Accord
Chattel

78. Agenda Opening Work Time Closing and Assessment Correcting homework
Reading “If We Must Die”
Analyzing Figurative Language
Closing and Assessment
Exit Ticket: Poetic Tools in the Narrative

79. Homework:
Complete Poetry Analysis Practice 1

80. Lesson 14 :
Poetry Analysis
Small—Group Practice

81. Do Now:
Entry Task: “Black Woman” by Georgia Douglas Johnson

82. Learning Target:
I can analyze the impact of rhyme and repetition in a specific section of poetry
I can determine the figurative meaning of words and phrases in a poem
I can analyze how a poem’s structure contributes to its meaning

83. Vocabulary:
Still- not moving or making a sound
Rhyme Scheme- the ordered pattern of rhymes at the ends of the lines of a poem or verse
Allusion- an expression designed to call something to mind without mentioning it explicitly; an indirect or passing reference
Apostrophe- a punctuation mark ( ’ ) used to indicate either possession (e.g., Harry's book ; or the omission of letters or numbers (e.g., can't ; he's ; class of ’99 ).

84. Agenda Opening Work Time Closing and Assessment
Entry Task: “Black Woman”
Work Time
Partner reading/annotation of “slaveships”
How to Read a Poem Anchor Chart
Closing and Assessment
Exit Ticket: Self-Assessment 2

85. Homework:
Complete Poetry Analysis Practice 2

86. Lesson 15 :
End of Unit Assessment
Poetry Analysis

87. Do Now: Entry Task: “Harriet Tubman” by Eloise Greenfield
Directions: Use the Poetry Analysis Practice Worksheet from H.W. to complete the entry task

88. Learning Target:
I can analyze the impact of rhyme and repetition in a specific section of poetry
I can determine the figurative meaning of words and phrases in a poem
I can analyze how a poem’s structure contributes to its meaning

89. Vocabulary:
No new vocabulary

90. Agenda Opening Work Time Closing and Assessment
Entry Task: “Harriet Tubman”
Work Time
End-of-Unit Assessment: Poetry Analysis
Closing and Assessment
Exit Ticket: Finish this sentence

91. Homework:
Continue reading independent work

92. Narrative of The Life of Frederick Douglass, An American Slave
Module 3: Unit 2
Narrative of The Life of Frederick Douglass, An American Slave
7th grade| Germantown middle module 3

93. Lesson 1 :
Introducing the
Narrative Arc
The Last Day of Slavery

94. Do Now:
Take out your End-of-Unit Assessment: Poetry Analysis

95. Learning Target:
I can analyze how the content, theme, images, and language in Frederick Douglass: The Last Days of Slavery give the story its enduring power
I can identify key components of the narrative arc of this story

96. Vocabulary:
Enduring: continuing or long-lasting.
Powerful: having great power or strength
Context: the circumstances that form the setting for an event, statement, or idea
Conflict: a serious disagreement or argument
Climax: the most intense, exciting, or important point of something
Conclusion: the end or finish of an event or process
Resolution: a firm decision to do or not to do something

97. Vocabulary:
Reflection: the throwing back by a body or surface of light, heat, or sound without absorbing it.
Theme: the subject of a talk, a piece of writing, a person's thoughts, or an exhibition; a topic.

98. Agenda Opening Work Time Closing and Assessment
Reviewing End-of-Unit Assessment: Poetry Analysis
Review Learning Targets
Work Time
Read aloud: Frederick Douglass: The Last Day of Slavery
Introducing the Narrative Arc
Closing and Assessment
Fist-to-Five

99. Homework:
None

100. Lesson 2 :
Understanding
Douglass’s
Words
Learning to Read

101. Do Now: Entry Task: Sentence Structure
(Anatomy of a Sentence Anchor Chart)

102. Learning Target: I can identify the main clause in a sentence
I can determine what a word, phrase, or clause modifies
I can determine the meaning of words and phrases in an excerpt
I can reread a complex text in order to understand it more deeply

103. Vocabulary:
Anatomy, Main Clause, Subject, Verb, Modify, Gratification, Inquiries, Miserable, Mere, Galling, Subsequent, Manifestation, Providence, Blighting, Dehumanizing, Crouching Servility, Impudent, Meanest, Tranquil, Commenced, Forbabe, Sentiments, Revelation, Sensible, Chattel, Divest, Injurious, Precepts, Narrowly, Mistress, Converted, Obtained, Urchin, Valuable, Prudence, Shipyard, Abhor, Detest, Reduced, Discontentment, Abolition, Afforded

104. Agenda Opening Work Time Closing and Assessment
Entry Task: Sentence Structure
Work Time
Reviewing Roots
Excerpt 3: First/Second Read
Closing and Assessment
Reviewing Homework

105. Homework:
Finish the Second Read Questions column of Text and Questions

106. Lesson 3 :
Analyzing Powerful
Language:
Learning to Read

107. Do Now:
Take out Text and Read Questions (Excerpt 3) and be prepared to discuss

108. Learning Target:
I can determine the meaning of words and phrases in an excerpt of Narrative
I can identify vivid language and analyze the impact of word choice on meaning in Narrative
I can analyze how specific sections of Narrative convey Douglass’s position on slavery

109. Tranquil: free from disturbance; calm
Vocabulary:
Powerful: having great power or strength
Bland: lacking strong features or characteristics and therefore uninteresting
Tone: a musical or vocal sound with reference to its pitch, quality, and strength
Craftsmanship: skill in a particular craft
Vivid: producing powerful feelings or strong, clear images in the mind
Obvious: easily perceived or understood; clear, self-evident, or apparent
Dislike: feel distaste for or hostility toward
Glaring Odiousness: Arousing or deserving hatred or strong dislike
Tranquil: free from disturbance; calm

110. Agenda Opening Work Time Closing and Assessment
Review 2nd read Questions in “Text and Questions” (Excerpt 3)
Work Time
Introducing the Powerful Language Word Wall
Excerpt 3: Third Read
Closing and Assessment
Powerful Language Word Wall
Previewing Homework

111. Homework:
Complete the Sentence Structure worksheet

112. Lesson 4 :
Analyzing
Douglass’s
Purpose

113. Do Now: Take out Sentence Structure Homework
Review and Correct Work as Needed

114. Learning Target: I can identify the main clause in a sentence
I can determine what is being modified in a sentence
I can analyze how the author distinguishes his/her position from that of others
I can work in a group to synthesize my understanding of an excerpt from the Narrative

115. Vocabulary:
Context, Setting, Conflict, Climbing Steps, Climax, Conclusion, Resolution, Reflection, Obstacle

116. Agenda Opening Work Time Closing and Assessment Review Homework
Prepare for Small Group Work
Excerpt Analysis Roles
Excerpt 3: Analysis
Closing and Assessment
Review short constructed response
Previewing Homework

117. Homework:
Complete the Constructed Response (Excerpt 3)

118. Lesson 5 :
The Storyteller’s
Toolbox and
Excerpt 4: First Read

119. Do Now: Independent Reading Check-In
Spend 2 minutes telling a neighbor at your group what your independent book was about

120. Learning Target:
I can compare an contrast written and performed versions of The People Could Fly
I can explain some of the ways a storyteller uses his or her voice and body to bring a story alive
I can determine the meaning of words and phrases in an excerpt of Narrative
I can reread a complex text to understand it more deeply

121. Vocabulary:
Compare, Contrast, Rekindled, Revived, Field hand, Endurance, Scarce, Saving-Fodder Time, Cunning, Detection, Dregs, Disposition, Revived, Bade, Resurrection, Render, Rejected, Epoch, Slat, Feet, Curry, Engaged, Hastily, Compensation Repelled, Wheat, Immense, Brute, Leisure

122. Agenda Opening Work Time Closing and Assessment
Independent Reading Check-In
Work Time
Learning the Tools of a Storyteller
Excerpt 4: First Read
Closing and Assessment
Review Excerpt 4 Questions

123. Homework:
Complete all Excerpt 4 Read Questions

124. “The Fight with Convey”
Lesson 6 :
Bringing Douglass’s
Words to Life:
“The Fight with Convey”

125. Do Now:
Take-Out and Review Homework

126. Learning Target:
I can determine the meaning of words and phrases in an excerpt of Narrative
I can identify and use the tools of a storyteller to make a story come alive
I can identify sentence fragments and run-on sentences, and correct them so they are complete sentences.

127. Vocabulary:
Complete Sentence, Sentence Fragment, Run-On Sentence

128. Agenda Opening Work Time Closing and Assessment
Review Excerpt 4: Second Read Questions
Work Time
“The Fight with Convey”
Review Complete Sentences
Closing and Assessment
Finish complete sentences practice worksheet

129. Homework:
Finish complete sentences practice worksheet

130. Lesson 7 :
Mid-Unit Assessment,
Part 1, and
Excerpt 4: Third Read

131. Do Now:
Review Learning Targets

132. Learning Target:
I can analyze how a storyteller uses tools unique to the medium to make a story come alive
I can reread a complex text in order to understand it more deeply
I can talk with a peer in order to understand a text more deeply

133. Vocabulary:
None

134. Agenda Opening Work Time Closing and Assessment
Review Learning Targets
Work Time
Mid-Unit Assessment, Part 1
Excerpt 4: Third Read Questions
Closing and Assessment
Revisit Learning Target

135. Homework:
Common Lit. Handout