| Date: Fall 2002 |
Grade: 11th |
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| Teacher Name: M. M. Delap |
Subject: English |
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1. Topic-
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| What was it like to be a slave in the United States? Slavery is
discussed in school, but it is not looked at from a personal
perspective. American Memory allows our
students to "hear" and see first hand accounts describing what life was like
as a slave. |
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2. Content-
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E3-W2.1 Demonstrate the ability to use writing to
explain and inform.
E3-W3.1 Demonstrate the ability to respond to texts both orally and in
writing.
E3-W4.2 Demonstrate the ability to use keyboarding skills to produce
texts.
E3-C1.2 Demonstrate the ability to express and explain ideas orally with
fluency and confidence.
E3-C1.5 Demonstrate the ability to choose appropriate patterns of
organization to inform and to
persuade in oral presentations.
E3-C1.10 Demonstrate the ability to use Standard American English in
formal speaking situations and
in the classroom.
E3-C3.8 Demonstrate the ability to make connections between non-print
sources and his or her prior
knowledge, other sources, and the world. |
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3. Goals: Aims/Outcomes-
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1. For students to analyze slave narratives from Born in Slavery.
2. For students to become familiar with American Memory Historical
Collections.
3. For students to better understand what life was like for the slaves
in the United States.
4. For students to be able to read, view, and evaluate information from
different sources. |
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4. Objectives-
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1. The student will read selections from the
textbook.
2. The student with a partner will complete the research "scavenger hunt."
3. The student will respond to issues, ideas, and reading by writing journal
entries.
4. The student will write a summary/response paper.
5. The student will give an oral presentation. |
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5. Materials and Aids-
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Textbook - Elements of Literature 5th Course
Computers with internet access:
Library of Congress - American Memory Historical Collections
"African American
Odyssey"
"African American
Pamphlets"
"Born in Slavery"
"First Person Narratives"
"Frederick Douglass
Papers"
Africans in America - Part 1
The Civil War -
PBS -
video clip
Amistad
(extra credit - rated R)
Television
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6. Procedures/Methods-
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A. Introduction-
1. Introduce the topic of Slavery with "What Do You Know? " (a
quick response journal entry)
2. Read and discuss historical background given in Elements of Literature
(4-5, 48) and from The
Autobiography: Declaration of Independence (115)
3. View video clip from The Civil War
4. Discuss "What Do You Know?"and what new information did
you learn today? |
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| B. Development-
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C. Practice-
1. Discuss the narrative as a genre in literature: define, discuss
characteristics
2. Have students read from The Interesting Narrative of the Life of Olaudah
Equiano (57)
3. After reading the selection, the student should respond in
his/her journal:
What did you think was the most interesting/surprising
event/fact in the selection? Describe
the event/fact and explain why you selected it. Be sure to include
enough details to
make
your point clear.
4. As a class share thoughts about the selection
5. Complete the discussion of from The Interesting Narrative of the
Life of Olaudah Equiano
6. Introduce next reading selection with K-W-L (about Frederick Douglass)
7. As a class compile a list of what we know and what we want to know.
8. Have students read from The Narrative of Frederick Douglass (425)
9. After reading the selection, the student should respond in
his/her journal:
What did you learn from this selection? Why do
you think the textbook editors selected this
excerpt? Explain.
10. Discuss from The Narrative of Frederick Douglass
11. Present the PowerPoint on Douglass (information taken from the
Frederick Douglass Papers -
American Memory). |
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D. Independent Practice-
1. Introduce American Memory Site: Born in Slavery
2. Discuss, define, and give examples of primary and secondary
sources.
3. Allow time in the library to work on WebQuest:
- Each students will select three narratives to read, summarize,
and respond to.
- Each student will turn in a
Summary/Response paper (specifications and rubric are
included in the WebQuest).
- Each student will
"introduce" one of the ex-slaves he/she read about to the class
(specifications and rubric are
included in the WebQuest).. |
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E. Accommodations (Differentiated
Instruction)-
1. Since all students do not have a computer at home, computer
time will be made available at school.
2. Students will work independently and with a partner.
3. Variety of assignments allows for different learning styles. |
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F. Checking for understanding-
1. Students will have the opportunity to work with a partner
to complete two on-line quizzes.
2. Students will complete in the Jeopardy game.
3. Discussion of completed scavenger hunt (research guide) will
allow student to check for
understanding.
4.. Journal responses at the end of each reading selection will measure
if the students understood what
they read. |
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G. Closure-
1. Students will "introduce" the individual they met through
their research and will share their
response/reaction to the information they
learned.
2. With a partner play "Jeopardy" |
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7. Evaluation-
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1. Satisfactory completion of all journal responses
2. Completion of homework and Scavenger Hunt
3. Written test over material
4. Paper (summary/response about the slave narratives)
5. Presentation
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8. Teacher Reflection-
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