Martin Luther King, Jr. Day Monday

1. Martin Luther King, Jr. Day Monday • No School

2. Hook, Housekeeping & Homework Tuesday • Grab a copy of Narrative Life of FD. • Turn your Critical Question packet into the front desk. • Have out your comp notebook (create a Chapter 5 section) • Turn to a shoulder partner and discuss the following from last week: • The stories that Douglass shares about Mr. Gore, Mr. Lanman, Mrs. Hicks, and Colonel Lloyds are all examples of what? • What is irony? • What is ironic about the prejudices that existed among the slaves from various plantations concerning their masters in Chapter 3? • In Chapter 4, why is Mr. Austin Gore a “first-rate overseer”? What is the irony of this description of him? What is ironic (symbolic) about his name?

3. Past, Present, Future Tuesday • Chapter 4 • Irony • Critical Questions to Guide Understanding (10 points, Chapters 1-3) • Vocabulary (5 points, Chapters 2 & 4 sharing) • Chapter 5 • Individual • Chapter 6 • Small group

4. Lessons From the Past Tuesday Colorado Academic Standards 2 Reading for All Purposes Literary and historical influences determine the meaning of traditional and contemporary literary texts Objective You will be able to read a range of literature to understand important universal themes and the human experience. Enduring Understandings/Relevance If you understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, then you will be able to envision and create your own future. Essential Questions What can I learn from another’s experiences? How can the circumstances of my life and what I’m surrounded by drive me forward or hold me back? What should I do now in my life to have the kind of future I would like? Homework: Chapter 5 Critical Questions to Guide Understanding (2 questions)

5. Activities: Develop & ApplyWe Do - You Do Tuesday Purpose: to understand the early circumstances of Frederick Douglass’ life (life as a slave child, leaving the plantation) Tasks: • Read Chapter 5 • Stop after each paragraph to… • Identify and explain vocabulary in context • Respond to the following to guide comprehension: • What was life like for Frederick on the plantation? • Why was Frederick so happy to be leaving the plantation? • Why did he particularly want to go to Baltimore? • What relationship did his new master have to his old master? • Why did Frederick, who was seven or eight, not know the month or year of his sailing? • What were Frederick’s initial impressions of his new mistress, Mrs. Sophia Auld? Outcome: knowledge to respond to Critical Questions to Guide Understanding and ability to reflect upon how the circumstances of his life (Chapters 1-5) have shaped his future

6. Lessons From the Past Envisioning My Future Tuesday Colorado Academic Standards 2 Reading for All Purposes Literary and historical influences determine the meaning of traditional and contemporary literary texts Objective You will be able to read a range of literature to understand important universal themes and the human experience. Enduring Understandings/Relevance If you understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, then you will be able to envision and create your own future. Essential Questions What can I learn from another’s experiences? How can the circumstances of my life and what I’m surrounded by drive me forward or hold me back? What should I do now in my life to have the kind of future I would like? Homework: Chapter 5 Critical Questions to Guide Understanding

7. Hook, Housekeeping & Homework Wednesday/Thursday • Grab a copy of Narrative Life of FD. • Turn your Critical Question packet into the front desk. • “C” for complete (C- for brief answers) • Open up your comp notebook to Chapter V (5). • Turn to a shoulder partner and discusses your responses to yesterday’s questions: • What was life like for Frederick on the plantation? • Why was Frederick so happy to be leaving the plantation? • Why did he particularly want to go to Baltimore? • What relationship did his new master have to his old master? • Why did Frederick, who was seven or eight, not know the month or year of his sailing? • What were Frederick’s initial impressions of his new mistress, Mrs. Sophia Auld?

8. Past, Present, FutureWednesday/Thursday • Chapter 4 • Review (irony etc.) • Chapter 5 • Read and Respond • Lessons From the Past: Narrative Life of Frederick Douglass • Chapters 1- 5 Review • Chapter 6 • Envisioning My Future: 2. Life Vision Statement • Chapter 7 • Key passage analysis

9. Lessons From the Past Envisioning My Future Wednesday/Thursday Colorado Academic Standards 2 Reading for All Purposes Literary and historical influences determine the meaning of traditional and contemporary literary texts 3 Writing and Composition Organizational writing patterns inform or persuade an audience 4 Research & Reasoning Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions Objective You will be able to read a range of literature to understand important universal themes and the human experience. You will be able to write effective literary and informational compositions. Cite strong and thorough textual evidence Analyze how literary components affect meaning Enduring Understandings/Relevance If you understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, then you will be able to envision and create your own future. Essential Questions What can I learn from another’s experiences? How can the circumstances of my life and what I’m surrounded by drive me forward or hold me back? What should I do now in my life to have the kind of future I would like? Homework: Life Vision Letter

10. Activities: DevelopWe Do Wednesday/Thursday 2 Reading for All Purposes: Literary and historical influences determine the meaning of traditional and contemporary literary texts Purpose: to review the early circumstances of Frederick Douglass’ life and how they may have shaped his future by reviewing events Tasks: • Working with a partner, give chapter titles/names to Chapters 1-5. • Use the details, the circumstances that positively propel him into his future and circumstances that hinder him or hold him back, from the chapter to justify each creative title. • Write your titles in your comp notebook next to each chapter section. • For example, Chapter 1 “Gateway to Slavery” Outcome: five titled chapters

11. Activities: DevelopWe Do Wednesday/Thursday 2 Reading for All Purposes: Literary and historical influences determine the meaning of traditional and contemporary literary texts Purpose: to understand the early circumstances of Frederick Douglass’ life and how they may have shaped his future by reviewing events and identifying and analyzing key passages Tasks: Working with a partner, complete the following and write response in your comp notebook. As you respond, keep in mind our Enduring Understandings/Relevance: If you understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, then you will be able to envision and create your own future. • Re-read the last three paragraphs of Chapter I (1) • Re-read the last three paragraphs of Chapter V (5) • What are these passages about (concrete events, ideas)? • How are they similar? How are the different? • Why are these two passages key (significant) to the narrative as a whole? • What does Douglass do to point out to the reader the importance of these two passages? How are these two passages “connected” to each other? Outcome: identification of the importance of two early passages in the narrative

12. Activities: Develop & ApplyWe Do – You Do Wednesday/Thursday 3 Writing and Composition: Organizational writing patterns inform an audience 4 Research & Reasoning: Collect information obtained from sources to share findings and conclusions Purpose: You will be able to write an effective informational letter by giving strong and thorough details Tasks: • Have out your Envisioning My Life Portfolio • Read the directions for Entry 2: Life Vision Letter - Questions? • Write a letter to yourself • Brief introduction, body paragraphs, conclusion • Make sure to identify, exemplify, and explain (Why? Why? Why? because… because.. because.. ) Outcome: an organized multi-paragraph letter to yourself that addresses the RAPT response questions (due no later than next ELP)

14. Instruction: ObtainI Do Dear Self, I am writing to you twenty years in the past. I am modeling a letter for my students, so I decided to write to myself like they have to do. I want to share with you where I want you to be in 20 years. Because I enjoy living in Colorado, I still see myself living here…. I envision… I imagine that I will still be in contact with…. because… For instance… In twenty years, I will be re-tired from my teaching career…. I really like to… so I will… I will still be a healthy, physically active person… For example…. While it’s hard to imagine life twenty years from now, I hope that by doing so….Take care! Love, Self

15. Lessons From the Past Envisioning My Future Wednesday/Thursday Colorado Academic Standards 2 Reading for All Purposes Literary and historical influences determine the meaning of traditional and contemporary literary texts 3 Writing and Composition Organizational writing patterns inform or persuade an audience Objective You will be able to read a range of literature to understand important universal themes and the human experience. You will be able to write effective literary and informational compositions. Cite strong and thorough textual evidence Analyze how literary components affect meaning Enduring Understandings/Relevance If you understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, then you will be able to envision and create your own future. Essential Questions What can I learn from another’s experiences? How can the circumstances of my life and what I’m surrounded by drive me forward or hold me back? What should I do now in my life to have the kind of future I would like? Homework: Life Vision Letter!

16. Hook, Housekeeping & Homework Friday • Grab a copy of Narrative Life of FD. • Open up your comp notebook to Chapter 5 notes, draw a line and create a Chapter 6 section • Chapter 6 Critical Questions to Guide Understanding (3 questions)

17. Past, Present, Future Friday • Lessons From the Past: Narrative Life of Frederick Douglass Chapters 1-5 review • Envisioning My Future: 2. Life Vision Statement • Chapter 6 • Chapter 7 • Key passage analysis 1

18. Lessons From the Past Friday Colorado Academic Standards 2 Reading for All Purposes Literary and historical influences determine the meaning of traditional and contemporary literary texts Objectives You will be able to read a range of literature to understand important universal themes and the human experience. Enduring Understandings/Relevance If you understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, then you will be able to envision and create your own future. Essential Questions What can I learn from another’s experiences? How can the circumstances of my life and what I’m surrounded by drive me forward or hold me back? What should I do now in my life to have the kind of future I would like? Homework: Chapter 6 Critical Questions to Guide Understanding (3 questions)

19. Activities: DevelopYou Do Friday Purpose: to understand the early circumstances of Frederick Douglass’ life and how the circumstances of his life may have shaped his future (invaluable lesson, importance of reading) Tasks: • Read Chapter VI (6) http://www.youtube.com/watch?v=jx-BcUmVZqg • Stop after each paragraph to… • Identify and explain vocabulary in context • Respond to the following to guide comprehension: • To what does Frederick attribute the kindness of Mrs. Auld? • What, according to Frederick, changes her? • Why is Mr. Auld angry when he finds that Mrs. Auld is teaching Frederick his letters? • Why does Frederick call Mr. Auld’s forbidding his learning how to read “invaluable instruction”? • Why does inability to read keep men enslaved according to Frederick and to Mr. Auld? • What does Frederick hope to gain by learning how to read? • Who teaches Frederick why black men are not taught to read? • Why is this lesson so important to him? • Why is the life of a city slave so much better than the life of a plantation slave? • Why does Frederick relate the story of the slaves Henrietta and Mary? Outcome: understanding Douglass’ realization of the “the pathway from slavery to freedom” and knowledge to respond to Critical Questions to Guide Understanding

20. Lessons From the Past Friday Colorado Academic Standards 2 Reading for All Purposes Literary and historical influences determine the meaning of traditional and contemporary literary texts Objectives You will be able to read a range of literature to understand important universal themes and the human experience. Enduring Understandings/Relevance If you understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, then you will be able to envision and create your own future. Essential Questions What can I learn from another’s experiences? How can the circumstances of my life and what I’m surrounded by drive me forward or hold me back? What should I do now in my life to have the kind of future I would like? Homework: Chapter 6 Critical Questions to Guide Understanding (3 questions)

21. 10th Standards 1. Oral Expression and Listening 1. Content that is gathered carefully and organized well successfully influences an audience 2. Effectively operating in small and large groups to accomplish a goal requires active listening 2. Reading for All Purposes 1. Literary and historical influences determine the meaning of traditional and contemporary literary texts 2. The development of new ideas and concepts within informational and persuasive manuscripts 3. Context, parts of speech, grammar, and word choice influence the understanding of literary, persuasive, and informational texts 3. Writing and Composition 1. Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience 2. Organizational writing patterns inform or persuade an audience 3. Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process 4.Research and Reasoning 1. Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions 2. An author’s reasoning is the essence of legitimate writing and requires evaluating text for validity and accuracy