1. Analyzing Douglass’s Purpose: Learning to Read

2.  Opening  Reviewing Homework (5 minutes)  Work Time  Preparing for Small Group Work (10 minutes)  Excerpt 3 Analysis (23 minutes)  Closing and Assessment  Reviewing Short Constructed Responses (7 minutes)  Homework  Excerpt 3 constructed response

3.  Document camera  Sentence Structure homework (answers, for teacher reference; from Lesson 3; one to display)  Excerpt 3 Analysis note-catcher (one per student and one to display)  Excerpt analysis roles (one per student and one to display)  Group work skits (one per student and one to display)  Group Work anchor chart (new; co-created with students during Work Time A)  Excerpt analysis group assignments (one to display)  Excerpt 3 Analysis note-catcher (answers, for teacher reference)  Excerpt 1 constructed response (from Unit 1, Lesson 8; returned this lesson with teacher feedback)  Exemplar short constructed response (from Unit 1, Lesson 8; selected by teacher from student work)  Excerpt 1 constructed response (answers, for teacher reference; an option if you do not have a student exemplar)  Short Constructed Response Rubric (from Unit 1, Lesson 8)  Excerpt 3 constructed response (one per student)  Excerpt 3 constructed response (answers, for teacher reference)

4.  Context  Setting  Conflict  Climbing steps  Climax  Conclusion  Resolution  Reflection  Obstacle

5.  Take out your Sentence Structure homework.  Review the Sentence Structure homework and correct your own as needed.  Which sentences were confusing?  Questions 4–7 are from the Narrative and may be particularly challenging  You should apply these rules in your own writing, such as the short constructed response you will complete for homework tonight

6.  Distribute the Excerpt 3 Analysis note-catcher.  Remember that you did strong analysis using this note-catcher in Unit 1  “Why might it be useful to work in small groups on this task?”  “To learn to work with others,”  “to ease the workload,”  “to build on each other’s ideas,”  “to focus on one part of the task at a time.”  Distribute the excerpt analysis roles

7.  Introduce the three roles you will take and point to the different sections that you will be responsible for  Each time you complete a note-catcher your roles will switch so you get a chance to focus on each component.  The narrative arc person is in charge of summarizing the narrative  You will identify all key parts of the story by creating a narrative arc  Since this is the first time you are independently working with the narrative arc, some parts of the graphic organizer are already filled out

8.  The other two group members are each responsible for one of Douglass’s two positions:  Slavery corrupts slave owners  Slavery is terrible for slaves.  Each person needs to explain how the excerpt supports one position, using evidence from the text and showing how this evidence disproves the position of those who defend slavery.  Use the third read purpose question to guide your thinking

9.  After you have had some time to work on your individual parts of the note-catcher, you will take turns leading a discussion on the section you completed, and getting feedback, questions, and ideas from other group members  At the end of the time, you should have an accurate answer written down on his or her own note-catcher.  Remember that these roles will help your groups be effective

10.  Review the group work skits.  Three volunteers read Scene 1  Read along as your peers perform, and underline examples of the group not working well together  After Scene 1 is over:  “What did you notice that did not go well during the small group work?  Use specific details from the text to explain your answer.  “One student did all of the work,”  “One student was stuck and no one helped him/her,”  “One student continued to talk off topic,”  “They did not use time well.”

11.  Three volunteers to read Scene 2  Read along as your peers perform, but this time underline examples of the group working well together.  After Scene 2 is over:  “What did you notice that made small group work successful?  Use specific details from the text to explain your answer.”  Share each of these ideas, record them on the Group Work anchor chart.  “One student paused to help another student get started,”  “Each student did his or her own portion of the work,”  “Students shared their work with each other,”  “One student helped another fix a mistake,”  “They spoke to each other respectfully and on topic,”  “They used their time well.”

12.  Make sure you understand the process you will use  If you are clear on your task and the different roles, give a thumbs-up  If you think you can get questions clarified by a group member, ask for a thumbs-sideways  If you need an independent check in with the teacher, ask for a thumbs-down  Review the excerpt analysis group assignments  Move to your groups

13.  Once you are finished with your individual tasks, begin sharing your work with your group members  Group members should ask clarifying questions and give feedback to each person, noting if something is missing or needs to be corrected  Share out ideas for each box on the chart and the narrative arc  Multiple examples could be used for the how column.  Focus on explaining how you analyzed your evidence.  This analysis—not just how evidence supports a position, but how it disproves another position—is complex and the foundation for the essay you will write later in the unit

14.  Review Excerpt 1 constructed response  See Excerpt 1 Constructed Response  Distribute the Short Constructed Response Rubric  For homework you are going to respond to the prompt:  “How did learning to read affect Douglass's feelings about being a slave and why?  What specific examples from the text support your thinking?”  By writing a short written response

15.  In order to write exemplary responses, you are going to look at a student exemplar that was written in Unit 1, after you had just begun reading the Narrative  Follow along silently as I read the exemplar aloud  Read the 2-point column on the rubric  Read the exemplar aloud for a second time  As read along, annotate the exemplar based on whether or not the writer:  Makes valid claims from the text that respond to the prompt

16.  Uses evidence from the text to support their claim  Writes in complete sentences  Focus on other aspects of the rubric based on the needs of your class.  Distribute the Excerpt 3 constructed response.  The prompt you respond to tonight is similar to the prompt from Unit 1 because it requires you to support your thinking with evidence from the text

17.  Excerpt 3 constructed response