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

2. 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

3. 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

4. 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

5. 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

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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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.)

13. 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.

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

15. 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.

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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.

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

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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

30. 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.

31. 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

32. 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

33. 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

34. 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

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

36. 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

37. Slide 11: Homework
Assignment
Materials you need

38. Thursday, October 25 HOMEWORK
Update Central Idea and Theme Tracker
Vocabulary Log and Sentences due next Monday

39. 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.

40. 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

41. 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

42. 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

43. 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

44. Slide 4: Narrative Requirements
Your personal narrative must be between 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

45. 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