Douglass 4.2

Douglass 4.2

Do now: Douglass does not describe how he escaped.  Why do you think he omitted this from his autobiography?

Objectives:

• examine the importance of education, the hypocrisy of religion, and the use of persuasion in slave narratives

Agenda:

1. do now
2. In table groups: what is Douglass’s stance on the Southern Church and its relationship with the slave trade?  Identify 2-3 quotes from which you can infer Douglass’s view of the Southern Church.
3. Individual: skeleton outline assignment
4. Summarizer

HW: Finish skeleton outline assignment.  Douglass annotations need to be uploaded to student folder by FRIDAY.

Slave Narratives

Do now: take out your 12 Years a Slave viewing guide

Objectives:

• identify similarities and differences between the two slave narratives

Agenda:

1. do now

2. Graphic Organizer- individual (15 minutes)

3. Table groups: review graphic organizer

4. Read/Annotate the remainder of the Douglass packet

5. Summarizer

HW: Finish reading/annotating Douglass excerpt.  Annotated packets must be uploaded to your GOOGLE STUDENT FOLDER by Friday, Feb 12th.

Douglass 3.2

Do now: In table groups, answer chapter 1 discussion questions for Douglass (10 minutes)

Objectives:

• identify plot details of the opening chapter of Douglass and analyze his use of rhetoric
• actively watch 12 Years a Slave  and identify similarities between text and film

Agenda:

1. do now
2. Review discussion questions
3. Preview viewing guide for film
4. Watch film
5. Summarizer

HW: Write 3-5 sentence reflection: how was watching the opening of the film?

Douglass 2.4

Douglass 2.4

Do know: Get into assigned discussion groups

Objectives:

• Use close reading skills to analyze Douglass’s use of rhetorical devices to reveal meaning
• use the medium of film to enhance understanding of the Slave Narrative

Agenda:

1. do now
2. (discussion groups): Using the "Unpacking Discussion Questions," have a conversation about the "Unpacking the Invisible Knapsack" article (10-15 minutes)
3. (Original Table groups) Review the first two paragraphs of chapter 6. How is his mistress described in the first one (highlight a quote)? In the second (highlight a quote)?
4. (individual) Write 3-5 sentences comparing and contrasting the two depictions; be sure to analyze how this enhances Douglass’s rhetoric.
5. Class discussion: Douglass’s use of rhetoric
6. Summarizer: How did the conversation on the article go?

HW: GREEN and PURPLE: Read/annotate the first 1/2 of chapter X HAVE PARENTS SIGN PERMISSION SLIPS AND RETURN BY MONDAY!!

Douglass 2.3

Do Now: Complete the survey on Socrative

Objectives:

• Use close reading skills to analyze Douglass’s use of rhetorical devices to reveal meaning

Agenda:

1. Do Now

2. Review survey

3. Invisible Knapsack article:

1. silently read
2. discuss in table groups
3. informal socratic seminar

4. how do the current events (Ferguson, Staten Island, etc.) change our discussion on race/racism in America?

5. Summarizer: (socrative) how did you feel about the socratic seminar?  

HW: GREEN: Read/annotate chapters 6&7
PURPLE: Read/annotate ½ of chapter X. Have parents sign the permission slip

Douglass 2.2

Do now: Based on our audience and the topic, what should the tone of the letter be?

Objectives:

• work collaboratively to articulate the value of watching 12 Years a Slave
• understand who Frederick Douglass was and how he fits into the curriculum

Agenda:

1. do now

2. Groups: draft paragraphs

3. Class: read and edit group letter

4. Review Rhetoric

5. Identify Douglass's use of rhetoric in chapters 1 and 2

6. Summarizer

HW: Read and annotate chapters 6 & 7

Douglass 1.2

Douglass 1.2

Do now: Based on our audience and the topic, what should the tone of the letter be?

Objectives:

• work collaboratively to articulate the value of watching 12 Years a Slave
• understand who Frederick Douglass was and how he fits into the curriculum

Agenda:

1. do now
2. Essay hand-in-- black table
3. Letter- elect a leader and as a class compose a letter to your parents articulating the key points as to why we should watch 12 Years a Slave
4. Review the unit’s objectives and essential questions, and read the bio on Frederick Douglass
5. Begin to read and annotate chapters 1&2
6. summarizer

HW: Read and annotate chapters 1&2

Douglass 1.1

Do now: How have you studied the history of slavery in America before?

Objectives:

• examine the role of prejudice in America
• understand the importance of the slave narrative in the canon of American literature
• work collaboratively to articulate the value of watching 12 Years a Slave

Agenda:

1. do now
2. Can prejudice ever be good?
3. TED Talk
4. Introduce film; read the accompanying article
5. class discussion: why should we watch it?
6. summarizer

HW: brainstorm what we should write in our class letter