Lyddie: Lesson two, Unit 1
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This document provides instructions and materials for a lesson on the book Lyddie. It includes: - Pictures and questions to introduce the setting of the story. - Learning objectives about analyzing how plot, character, and setting interact. - Definitions of key literary terms to copy into notebooks. - Questions about chapters 1-3 to analyze how the setting, characters, and plot develop. - Instructions for independent reading of further chapters with daily quizzes.
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Lyddie: Lesson eight, Unit 1
This document provides reading materials and discussion questions about Chapter 11 of the novel Lyddie. It includes a summary of the chapter plot, definitions of new words, and a note-catcher for analyzing quotes about working conditions in the mills and how they affected the main character Lyddie. Students are instructed to continue filling in the note-catcher by analyzing additional quotes with a partner and to prepare for a test on Chapters 12-13.
Lyddie: Lesson six, Unit 1
This document provides information about reading chapters 8 and 9 of the novel Lyddie. It includes sections for chapter summaries, character and plot details, vocabulary definitions, discussion questions, and learning objectives. For chapter 8, it summarizes the plot, characters, and setting. It also defines new words and asks questions about how characters interact. For chapter 9, it prompts close reading of passages and filling out a reader's notes chart. It introduces an anchor chart on working conditions and has students analyze quotes about the physically demanding nature of the work.
Lyddie: Lesson seven, Unit 1
This document provides instructions and materials for a literature unit on the novel Lyddie. It includes:
1) A reading assignment for Chapter 9 with discussion questions about setting, characters, and plot.
2) Vocabulary definitions for words used in Chapter 9.
3) Another reading assignment for Chapter 8 with similar discussion questions.
4) More vocabulary definitions and a learning objective about understanding working conditions in mills.
5) Instructions for a close reading activity analyzing the impact of working conditions based on passages from Chapter 10.
6) Homework assigning reading Chapter 11 and completing notes in preparation for a quiz.
Lyddie: Lesson eleven, Unit 1
This document provides guidance for students to analyze a chapter from the novel Lyddie. It includes discussion questions about the chapter's setting, characters, plot, and how they interact. It also prompts students to consider why a character brings another character to the boardinghouse and what rules make it difficult. The document defines new words from the chapter and lists learning objectives. It guides students in forming evidence-based claims by having them take quotes from the novel and analyze whether they support signing a petition or not.
Lyddie: Lesson ten, Unit 1
This document provides context and questions about Chapter 14 of the novel Lyddie. It begins with entry tasks and definitions of words from the chapter. Then, it provides a summary of the chapter's plot points, including that Lyddie has to train a new worker named Brigid and feels impatient doing so. It also notes that Betsy leaves the mill because she becomes too sick to work. Finally, the document poses questions about how the setting, characters, and plot interact in the chapter and how Lyddie feels about training Brigid. It provides space for students to answer the questions. The final pages discuss forming an evidence-based claim about whether Lyddie should sign a worker petition mentioned in the chapter and assign reading
Lyddie: Lesson ninteen, Unit 1
This document provides reading materials and discussion questions about the novel Lyddie. It includes summaries of chapters 20-23 that describe the plot, setting, and characters. It also defines vocabulary words from the chapters and provides learning objectives and discussion prompts about analyzing Lyddie's character traits over the course of the story. The document is designed to guide students in their reading, understanding, and analysis of the novel.
Lyddie: Lesson twelve, Unit 1
This document provides context and instructions for students to analyze Chapter 17 of the novel Lyddie. It includes a summary of the chapter plot, definitions of new words, and learning objectives. Students work with a partner to analyze passages from the chapter and develop claims for why Lyddie should or should not sign a petition. They synthesize evidence from the text into reasoned arguments and prepare to discuss their analysis. The document concludes with homework assigned to read additional chapters and complete notes in preparation for a quiz.
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This document provides guidance and materials for a lesson on the novel Lyddie. It includes instructions for an entry task to review for an upcoming test, as well as reader's notes templates for chapters 12 and 13 that prompt students to summarize settings, characters, plots and analyze how they interact. Definitions are also provided for vocabulary from the chapters. The document outlines learning objectives and an assessment focused on citing textual evidence from chapters 12 and 13. It concludes with assigning a reading of chapter 14 and completion of reader's notes as homework.
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This document provides reading materials and discussion questions about Chapter 11 of the novel Lyddie. It includes a summary of the chapter plot, definitions of new words, and a note-catcher for analyzing quotes about working conditions in the mills and how they affected the main character Lyddie. Students are instructed to continue filling in the note-catcher by analyzing additional quotes with a partner and to prepare for a test on Chapters 12-13.
Lyddie: Lesson six, Unit 1
This document provides information about reading chapters 8 and 9 of the novel Lyddie. It includes sections for chapter summaries, character and plot details, vocabulary definitions, discussion questions, and learning objectives. For chapter 8, it summarizes the plot, characters, and setting. It also defines new words and asks questions about how characters interact. For chapter 9, it prompts close reading of passages and filling out a reader's notes chart. It introduces an anchor chart on working conditions and has students analyze quotes about the physically demanding nature of the work.
Lyddie: Lesson seven, Unit 1
This document provides instructions and materials for a literature unit on the novel Lyddie. It includes:
1) A reading assignment for Chapter 9 with discussion questions about setting, characters, and plot.
2) Vocabulary definitions for words used in Chapter 9.
3) Another reading assignment for Chapter 8 with similar discussion questions.
4) More vocabulary definitions and a learning objective about understanding working conditions in mills.
5) Instructions for a close reading activity analyzing the impact of working conditions based on passages from Chapter 10.
6) Homework assigning reading Chapter 11 and completing notes in preparation for a quiz.
Lyddie: Lesson eleven, Unit 1
This document provides guidance for students to analyze a chapter from the novel Lyddie. It includes discussion questions about the chapter's setting, characters, plot, and how they interact. It also prompts students to consider why a character brings another character to the boardinghouse and what rules make it difficult. The document defines new words from the chapter and lists learning objectives. It guides students in forming evidence-based claims by having them take quotes from the novel and analyze whether they support signing a petition or not.
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This document provides context and questions about Chapter 14 of the novel Lyddie. It begins with entry tasks and definitions of words from the chapter. Then, it provides a summary of the chapter's plot points, including that Lyddie has to train a new worker named Brigid and feels impatient doing so. It also notes that Betsy leaves the mill because she becomes too sick to work. Finally, the document poses questions about how the setting, characters, and plot interact in the chapter and how Lyddie feels about training Brigid. It provides space for students to answer the questions. The final pages discuss forming an evidence-based claim about whether Lyddie should sign a worker petition mentioned in the chapter and assign reading
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This document provides reading materials and discussion questions about the novel Lyddie. It includes summaries of chapters 20-23 that describe the plot, setting, and characters. It also defines vocabulary words from the chapters and provides learning objectives and discussion prompts about analyzing Lyddie's character traits over the course of the story. The document is designed to guide students in their reading, understanding, and analysis of the novel.
Lyddie: Lesson twelve, Unit 1
This document provides context and instructions for students to analyze Chapter 17 of the novel Lyddie. It includes a summary of the chapter plot, definitions of new words, and learning objectives. Students work with a partner to analyze passages from the chapter and develop claims for why Lyddie should or should not sign a petition. They synthesize evidence from the text into reasoned arguments and prepare to discuss their analysis. The document concludes with homework assigned to read additional chapters and complete notes in preparation for a quiz.
Lyddie: Lesson nine, Unit 1
This document provides guidance and materials for a lesson on the novel Lyddie. It includes instructions for an entry task to review for an upcoming test, as well as reader's notes templates for chapters 12 and 13 that prompt students to summarize settings, characters, plots and analyze how they interact. Definitions are also provided for vocabulary from the chapters. The document outlines learning objectives and an assessment focused on citing textual evidence from chapters 12 and 13. It concludes with assigning a reading of chapter 14 and completion of reader's notes as homework.
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This document provides instructions and materials for a literature class discussion of the book Lyddie. It includes:
- Notes and discussion questions for chapters 3-4 of Lyddie about the plot, characters, and their interactions.
- Definitions of unfamiliar words from the text for students to add to their packets.
- Learning objectives and instructions for partner discussions to analyze an excerpt from chapter 6 in more depth.
- A worksheet for students to answer text-dependent questions about the excerpt with their partner.
- Homework assigned of finishing reading chapters 6-7 and taking notes in preparation for a quiz.
Lyddie: Lesson five, Unit 1
1) The document provides instructions for a quiz on Lyddie chapters 6-7 and definitions for vocabulary words from those chapters.
2) It also includes details about the setting, characters, and plot for chapters 6-7 of Lyddie and questions to check understanding.
3) The final part gives learning objectives and plans for an activity having partners analyze Lyddie's character and complete an acrostic poem about her.
Lyddie: Lesson three, Unit 1
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2) Students are given definitions for new words from the reading and instructed to add them to their packets.
3) The document provides guidance for partner discussions about sections of the reading, including appointment instructions and discussion prompts. It emphasizes the importance of discussion for understanding the text.
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This document provides instructions and materials for a lesson on the book Lyddie about working conditions in America. It includes:
- An introduction to making inferences from texts
- Learning objectives around analyzing evidence and synthesizing ideas
- Directions for a gallery walk activity where students will analyze evidence in groups and individually, then discuss their ideas
- An anchor chart template to categorize examples of problems and questions about fair working conditions
- A glossary of key terms and homework assigning students to categorize statements about working conditions from the book.
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This document provides an overview of a lesson on writing argument essays. It includes learning objectives, instructions for classroom activities analyzing a model argument essay about the character Lyddie going to work in the mills. Students are asked to identify the claim, reasons and evidence in the essay, discuss in partners, and explain what must be done in an argument essay for the exit ticket. The homework is to circle where the author acknowledges opposing ideas in the model essay.
Lyddie: Lesson eighteen, Unit 1
This document provides instructions for students to continue working on drafting an essay about the novel Lyddie and complete it for submission. It reminds students to use their planning pages and evidence from the novel, properly sandwiching any quotes. It notes the essay will be handed in and returned with comments that day. For early finishers, additional reading and reader's notes are assigned for homework, along with completing the book, in preparation for a quiz the next day.
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Lyddie: Lesson fifteen, Unit 1
This document provides instruction for analyzing a model argument essay about the book Lyddie. It includes:
1. Directions for students to meet with a partner and use a "quote sandwich" technique to analyze how quotes in the essay support the overall claim and paragraph topics.
2. A worksheet to guide analyzing the structure of the essay by identifying the claim, topic sentences, evidence, and analysis for two body paragraphs.
3. Homework assigned which is to read chapters from the book Lyddie and complete reader's notes on them.
Lyddie: Lesson seventeen, Unit 1
This document provides instructions for students to critique each other's work on quotes from the novel Lyddie using a "quote sandwich" format. Students are told to exchange their quote sandwiches with a partner and provide feedback based on criteria such as whether the introduction and analysis of the quote make sense. Students will then revise their own work based on the feedback before writing an essay, using quotes sandwiches to support their arguments. The learning objectives are to critique a partner's use of evidence, revise one's own work with feedback, and write an organized argument essay about the novel Lyddie.
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El documento contiene notas sobre una clase de español. Incluye una lista de adjetivos para describir a las personas y sus características físicas como altura, peso, color de ojos y pelo. También presenta actividades como escribir descripciones de personas usando los adjetivos y crear un poema acróstico sobre uno mismo con adjetivos. Por último, incluye una rúbrica para evaluar un proyecto sobre adjetivos.
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Students are introduced to close reading skills that will be used to analyze the novel Lyddie. They will read and discuss the novel, focusing on the main character Lyddie and her development. There are two assessments - a mid-unit assessment analyzing how working conditions in the mills affected Lyddie, and an end of unit assessment where students write an argumentative essay responding to a prompt about Lyddie. The lessons provide scaffolds to prepare students for the assessments, including analyzing passages, gathering evidence, and drafting and revising their essays.
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Lyddie: Lesson four, Unit 1
This document provides instructions and materials for a literature class discussion of the book Lyddie. It includes:
- Notes and discussion questions for chapters 3-4 of Lyddie about the plot, characters, and their interactions.
- Definitions of unfamiliar words from the text for students to add to their packets.
- Learning objectives and instructions for partner discussions to analyze an excerpt from chapter 6 in more depth.
- A worksheet for students to answer text-dependent questions about the excerpt with their partner.
- Homework assigned of finishing reading chapters 6-7 and taking notes in preparation for a quiz.
Lyddie: Lesson five, Unit 1
1) The document provides instructions for a quiz on Lyddie chapters 6-7 and definitions for vocabulary words from those chapters.
2) It also includes details about the setting, characters, and plot for chapters 6-7 of Lyddie and questions to check understanding.
3) The final part gives learning objectives and plans for an activity having partners analyze Lyddie's character and complete an acrostic poem about her.
Lyddie: Lesson three, Unit 1
1) The document provides instructions and learning objectives for reading chapters 1-3 of the novel Lyddie. It includes questions to check understanding of the chapters.
2) Students are given definitions for new words from the reading and instructed to add them to their packets.
3) The document provides guidance for partner discussions about sections of the reading, including appointment instructions and discussion prompts. It emphasizes the importance of discussion for understanding the text.
Lyddie: Lesson one, Unit 1
This document provides instructions and materials for a lesson on the book Lyddie about working conditions in America. It includes:
- An introduction to making inferences from texts
- Learning objectives around analyzing evidence and synthesizing ideas
- Directions for a gallery walk activity where students will analyze evidence in groups and individually, then discuss their ideas
- An anchor chart template to categorize examples of problems and questions about fair working conditions
- A glossary of key terms and homework assigning students to categorize statements about working conditions from the book.
Lyddie: Lesson fourteen, Unit 1
This document provides reading notes and discussion questions for chapters 18 and 19 of the novel Lyddie.
For chapter 18, the main characters are Lyddie Worthen, her brother Charlie Worthen, and her sister Rachel. The plot involves Charlie visiting Lyddie and informing her that he has been apprenticed and their uncle Jonah is selling their family farm. Charlie also brings a letter from Luke Stevens proposing marriage to Lyddie.
For chapter 19, the setting is the Concord factory in Lowell. Lyddie misses Rachel and finds work increasingly difficult. She attends a factory worker's association meeting but discovers she cannot sign Diana Goss's petition. Diana reveals to Lydd
Lyddie: Lesson thirteen, Unit 1
This document provides an overview of a lesson on writing argument essays. It includes learning objectives, instructions for classroom activities analyzing a model argument essay about the character Lyddie going to work in the mills. Students are asked to identify the claim, reasons and evidence in the essay, discuss in partners, and explain what must be done in an argument essay for the exit ticket. The homework is to circle where the author acknowledges opposing ideas in the model essay.
Lyddie: Lesson eighteen, Unit 1
This document provides instructions for students to continue working on drafting an essay about the novel Lyddie and complete it for submission. It reminds students to use their planning pages and evidence from the novel, properly sandwiching any quotes. It notes the essay will be handed in and returned with comments that day. For early finishers, additional reading and reader's notes are assigned for homework, along with completing the book, in preparation for a quiz the next day.
Lyddie: Lesson twenty, Unit 1
This document provides instruction and examples for students revising an essay about the book Lyddie. It begins with directions for students to review feedback on their draft and learn objectives like using feedback, grammar, and new vocabulary. Examples of common mistakes are listed, along with how to fix them. An exemplary paragraph is then shown with guidance on introducing and analyzing a quote. Students are directed to rewrite the paragraph, fixing mistakes. The homework is assigned to finish the essay draft and complete extra credit on the leader César Chavez.
Lyddie: Lesson fifteen, Unit 1
This document provides instruction for analyzing a model argument essay about the book Lyddie. It includes:
1. Directions for students to meet with a partner and use a "quote sandwich" technique to analyze how quotes in the essay support the overall claim and paragraph topics.
2. A worksheet to guide analyzing the structure of the essay by identifying the claim, topic sentences, evidence, and analysis for two body paragraphs.
3. Homework assigned which is to read chapters from the book Lyddie and complete reader's notes on them.
Lyddie: Lesson seventeen, Unit 1
This document provides instructions for students to critique each other's work on quotes from the novel Lyddie using a "quote sandwich" format. Students are told to exchange their quote sandwiches with a partner and provide feedback based on criteria such as whether the introduction and analysis of the quote make sense. Students will then revise their own work based on the feedback before writing an essay, using quotes sandwiches to support their arguments. The learning objectives are to critique a partner's use of evidence, revise one's own work with feedback, and write an organized argument essay about the novel Lyddie.
Lyddie:Lesson sixteen, Unit 1
The document provides instructions for students to improve their writing skills. It tells students to find their previous essay on Salva Survival and review the rubric and feedback. It then instructs students to meet with a partner to discuss what they did well on and want to improve for their new essay on Lyddie. The document outlines learning objectives for analyzing a model essay on Lyddie using a rubric. It directs students to use the class time to plan their Lyddie essay using provided organizers and exit ticket feedback. Homework includes finishing the essay plan and completing the book.
Lyddie: Unit3 lesson6
This document provides instructions for students for their research work. It outlines the tasks for the day which include reviewing their research questions and choosing one to focus on, reading their assigned article with a partner and taking notes, and learning how to synthesize information by reviewing a model. Students are directed to use different colored pencils to identify questions and information in their research notebook to focus on for future research. The document reminds students of homework expectations which include continuing their notebook work and independent reading.
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This document provides an overview of classroom materials and activities related to reading the novel A Long Walk to Water. It includes directions for students to take out homework, notes from previous lessons, and think about the central idea of chapters. The document outlines learning objectives, discussion questions, vocabulary work, and scenarios to help students understand the challenges faced by characters who must walk long distances to access water. It concludes with an exit ticket activity having students analyze a map of the route walked by one of the characters and list the environments encountered along the way.
Unit3 lesson1
This document provides an overview of a lesson on working conditions. It introduces the topic by having students discuss their expectations for working conditions. It then outlines the learning objectives, which are to explain differences in working conditions between developing and developed countries, participate in discussions on fair working conditions, and articulate beliefs about fair working conditions as future workers. The lesson will involve researching current working conditions, including looking at a "good" employer and the garment industry. Students will use a Four Corners protocol to express opinions on statements about wages and responsibilities regarding working conditions. The homework is independent reading for 15-20 minutes.
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This document provides an overview of the lesson plan for a class on agents of change. The lesson introduces the concept of an agent of change and focuses on the life and work of Cesar Chavez. Students will learn about Chavez through listening to a speech, analyzing quotes, and discussing how he sought to change working conditions for migrant farm workers. The lesson also defines related vocabulary words and has students complete activities where they analyze quotes and determine whether workers or the government caused changes to working conditions.
Slavery Module: Lesson fifteen
The document provides instructions for a class assignment on Harriet Tubman. Students are asked to take out their homework on Harriet Tubman and use it to complete a 6 question entry task. The document also includes a poem about Harriet Tubman and her efforts to escape slavery and help others do the same. It then provides learning objectives and texts for a poetry analysis lesson, including a poem by Paul Laurence Dunbar about wearing a mask to hide pain from slavery. Students are assigned to read independently and complete an exit ticket with questions about slavery and analyzing poetry.
Unit 1.4 week 7
El documento contiene notas sobre una clase de español. Incluye una lista de adjetivos para describir a las personas y sus características físicas como altura, peso, color de ojos y pelo. También presenta actividades como escribir descripciones de personas usando los adjetivos y crear un poema acróstico sobre uno mismo con adjetivos. Por último, incluye una rúbrica para evaluar un proyecto sobre adjetivos.
Final 07.2 a.1 lesson overview 7.16
Students are introduced to close reading skills that will be used to analyze the novel Lyddie. They will read and discuss the novel, focusing on the main character Lyddie and her development. There are two assessments - a mid-unit assessment analyzing how working conditions in the mills affected Lyddie, and an end of unit assessment where students write an argumentative essay responding to a prompt about Lyddie. The lessons provide scaffolds to prepare students for the assessments, including analyzing passages, gathering evidence, and drafting and revising their essays.
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This document summarizes a cytoscape team meeting on May 8, 2014. It discusses the OpenVis conference, which brings together practitioners in visualization including developers, designers, and analysts. The keynote speakers were introduced, including Mike Bostock who created the D3.js library. Bostock's talk focused on how D3 works and its use of data-driven documents to create interactive visualizations in web browsers. The document notes that while cytoscape uses Java for desktop apps, web technologies like cytoscape.js should be used for sharing data. It relates D3 and the team's projects, suggesting D3 could be used to visualize the cytoscape design process from Git commits.
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The Lion, The Witch, and The Wardrobe Analysis Free Essay Example. The Lion, the Witch and the Wardrobe Essay Notes. Lion The Witch And The Wardrobe Characters - Wardrobe Home. The Lion, The Witch, And the Wardrobe Script | Aslan | The Chronicles .... Buy Essay Online Cheap - essay lion wardrobe witch - 2017/10/09. the lion witch and the wardrobe copy from the book - Google Search (mit .... The Chronicles of Narnia: The Lion, the Witch and the Wardrobe (2005 .... Answer Key to The Lion, the Witch and the Wardrobe Study Guide. The Lion, the Witch & the Wardrobe Summary: Chapters 15-16 | Study.com .... The Lion,the Witch and the Wardrobe Storyboard. Lion, the Witch and the Wardrobe by C.S. Lewis, Hardcover .... The Lion, the Witch and the Wardrobe (book) - WikiNarnia - The .... 11 Magical Facts About ‘The Lion, The Witch and the Wardrobe’ | Mental .... Change of Edmund in Lion the Witch and the Wardrobe Essay Example .... The Lion, The Witch, And the Wardrobe - Annotations | Aslan | The .... The Lion, The Witch and The Wardrobe: Chapter Questions and Activitives .... The Lion, the Witch and the Wardrobe - Alchetron, the free social .... Excerpt for The Lion, The Witch, and the Wardrobe Study Guide. Essay of The lion, the witch and the wardrobe - Engelsk - Opgaver.com. The Lion, the Witch and the Wardrobe x 6 - Scholastic Shop. Excerpt for The Lion, The Witch, and the Wardrobe - 7sistershomeschool.com. Learning with The Lion, The Witch and The Wardrobe | Creekside Learning .... The Lion, the Witch & the Wardrobe (1988). The Lion, the Witch and the Wardrobe - Wikipedia. The Lion The Witch and The Wardrobe. A critical review of The Lion, the Witch, and the Wardrobe by C.S Essay. 'The Lion, The Witch and The Wardrobe': three creative writing lessons .... (PDF) Reading Through Pictures: The Lion, the Witch and the Wardrobe. Review: The Lion, The Witch, and The Wardrobe at Imagination Stage .... Analyzing the Character of The White Witch in The Lion, The Witch and ... The Lion The Witch And The Wardrobe Essay The Lion The Witch And The Wardrobe Essay
De
my name is Delly ELim , Indonesian originally and i love chocolate haha . I made this myself to gain the score of my thesis or proposal during my 7th grade to STIBA Saraswati Denpasar in November 2014. what a pity slide but that's all i could do, i tried my best to analize the phenomenon of my favorite novel UGLY by Constance Briscoe. why did Constance Briscoe or Clare, her nickname would dedicate this novel to her teacher Miss K which wriiten only for one short chapter of 25 chapters, chapter 17 for 12 pages? the whole story is about how she was abused by her mom.. but then why she came with the idea of one chapter direct interaction with miss Korchinskye for a short story and miss k deserved the dedication to this novel. ' aim high ' Miss K.
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Slavery Module: Lesson fourteen
The document provides instructions for students to complete tasks analyzing poems about slavery. It includes the poems "Black Woman" and "slaveships" by Lucille Clifton and discusses analyzing rhyme scheme, figurative language, and structure. Students are asked to re-write lines from the poems using different literary devices and provide an exit ticket answering questions about what they learned and their experience analyzing the poems. Homework includes reading and analyzing the poem "Harriet Tubman" and answering accompanying questions.
Slavery Module: Lesson thirteen
1. The document provides learning objectives and instructions for homework and a poem discussion.
2. It summarizes the poem "If We Must Die" and asks questions about poetic tools used in an excerpt from the Narrative of Frederick Douglass.
3. Students are instructed to analyze how Douglass uses poetic tools like metaphor, repetition, and vivid language to describe the change in his mistress's attitudes towards slavery.
Slavery Module: Lesson twelve
The document provides instructions for students to analyze the poem "Introduction to Poetry". It asks students to sketch three images inspired by the poem's title. It then prompts students to consider what the speaker is trying to say in the poem and to take a closer look at it. The poem is then presented, along with learning objectives about identifying poetic devices and finding layers of meaning in poems.
Slavery Module: Lesson eleven
This document provides information and instructions for students on poetry. It includes definitions of poetry, discussions of why poetry endures, and quotes about the power of rhythm in poetry. Students are instructed to analyze poetic devices in a poem excerpt, and are given a poetry toolbox defining common poetic terms like metaphor, simile, rhyme scheme, and others. The document encourages students to add poetic devices to found poems they created, and assigns revising their found poem to incorporate two new devices as homework.
Slavery Module: Lesson ten
This document provides instructions for analyzing an excerpt from Frederick Douglass's Narrative of the Life of Frederick Douglass. It directs students to take out two excerpts from the Narrative, star sentences they find powerful, and discuss them with a partner. It then gives learning objectives and guides students through close reading the second excerpt. It has them determine Douglass's position, analyze the purpose and craft of how he conveys his message, and complete a note-catcher analyzing the excerpt in relation to Douglass's positions on slavery. For homework, students are tasked with creating a found poem about slave living conditions based on excerpt 2.
Slavery Module Lesson nine
This document provides instructions and content for a lesson on Frederick Douglass's Narrative of the Life of Frederick Douglass. It includes activities for students such as taking notes, discussing vocabulary words from the text, answering comprehension questions, and analyzing excerpts in small groups or with partners. The lesson focuses on building understanding of the historical context of slavery and developing reading comprehension and analysis skills.
Slavery Module: Lesson eight
This document provides instruction and content for a lesson on Frederick Douglass's Narrative of the Life of Frederick Douglass. It includes entry tasks on roots, prefixes and suffixes. The learning objectives are to analyze how excerpts from Douglass's narrative convey his position on slavery and use word roots to understand meanings. Students are instructed to reread an excerpt and answer comprehension questions to understand Douglass's story and purpose. They are then asked to explain how the excerpt supports Douglass's two positions on slavery through specific evidence. Homework involves a constructed response using a quote sandwich to fully answer the question.
Slavery Module: Lesson seven
The document provides instructions for a classroom activity where students will place cards on an anchor chart based on categories from Frederick Douglass's Narrative of the Life of Frederick Douglass. The categories include how slavery affects slaves, how it affects slave owners, and the effects of the institution of slavery. The cards contain positions that support or oppose slavery. Students will then compare their placements with a shoulder partner.
Slavery Module: Lesson six
This document provides instructions for a lesson on Frederick Douglass's autobiography Narrative of the Life of Frederick Douglass. It includes directions for students to complete entry tasks using their homework and timeline. It lists learning objectives about explaining Douglass's purpose for writing the narrative. It outlines discussing an excerpt and vocabulary from the text. It discusses Douglass's purpose in distinguishing his views from others' ideas on the effects of slavery on slaves and society. Students work in pairs to match positions on slavery to boxes on a chart. Homework involves analyzing four quotes from the text and determining which box on the chart they fit into.
Slavery Module: Lesson five
The document provides an agenda for a lesson on slavery and abolitionists. It includes instructions for students to add to a historical context chart by discussing homework with a partner. Students will then take a mid-unit assessment by independently reading and answering questions about an excerpt from the Narrative of Frederick Douglass. If finished early, students can read a separate text and answer questions. Homework includes finishing questions on the separate text and selecting a new independent reading book.
Slavery Module: Lesson four
The document provides instructions for a class activity on the topics of slavery and abolition. Students are asked to take out an article on the slave trade from the previous day and write two ideas from it on the "Slavery" section of a historical context anchor chart. They will then view an excerpt from a PBS episode on abolition and answer additional text-dependent questions. Finally, students are assigned homework to add three more ideas to the "Debate over Slavery" section of the anchor chart.
Slavery Module: Lesson three
1. The triangular slave trade involved three main steps: slaves were brought from Africa to the Americas, cash crops like cotton and tobacco grown by slaves in the Americas were traded for manufactured goods in England, and the goods were brought back to Africa to trade for more slaves, completing the triangle.
2. Conditions on slave ships were horrific. Slaves were packed tightly into the ships in inhumane conditions where many died of disease or suffocation before reaching the Americas.
3. Southern slave owners believed blacks were racially inferior and used this belief to justify harsh treatment of slaves and the institution of slavery overall.
Slavery Modle: Lesson Two
This document provides instructions for a lesson on the book "Narrative of the Life of Frederick Douglass." Students are asked to look at images of the book cover and answer questions. They will then learn vocabulary terms and discuss the historical context of the time period through a gallery walk activity. Guiding questions and homework assignments are provided to wrap up the lesson.
Slavery Module: LessonOne
This document provides guidance for teaching a lesson about the short story "The People Could Fly" by Tobias Wolff. It includes discussion questions to analyze the story's themes of slavery and empowerment. Students are instructed to work with partners to discuss the story and complete a note-catcher identifying powerful phrases, images, the overall theme, and how the language and images create meaning. The lesson aims to examine how this folktale gave slaves a tool to cope with their situation and why its message still resonates today.
Lyddie: Unit3 lesson10
The document provides an agenda for a class on the book Lyddie. It includes instructions for students to review their work from the previous day, look over essays on Lyddie, and add their thoughts to essay packets. Students are asked to complete a reflection on working conditions using provided categories and write a book review for Lyddie answering questions and doing an optional crossword puzzle for extra credit.
Lyddie: Unit3 lesson9
The document provides instructions for students to work on creating an e-brochure about a book in the computer lab. Students are told to sit with their partner, work only on the brochure project, and complete their slides that day. They are also assigned 15-20 minutes of independent reading for homework to be finished the next day.
Lyddie: Unit3 lesson8
This document provides instructions for students to complete several tasks related to researching and creating a brochure about working conditions in the garment industry:
- Students will read a passage about working conditions and find the recommended plan of action. They will then discuss this plan with a partner.
- Students will read their research notebooks and star important information to include in the brochure.
- Working with a partner, students will fill out a brochure planning form and get feedback before sketching out the brochure layout.
- Finally, students will discuss what helped their collaboration and what to remember for finishing the brochure the next day. They also have independent reading for homework.
Lyddie: Unit3 lesson7
This document provides instructions for students on the work they will be doing in class. It includes:
- Completing a section in their researcher's notebook.
- Learning how to synthesize information from multiple sources.
- Continuing to work on their research project by paraphrasing sources to avoid plagiarism.
- Creating a rubric to evaluate a sample project on consumer advocacy about the iPhone.
Unit3 lesson6
This document provides instructions for students for their research work. It outlines the tasks for the day which include reviewing their research questions and choosing one to focus on, reading their assigned article with a partner and taking notes, and learning how to synthesize information by reviewing a model. Students are directed to use different colored pencils to identify questions and information in their research notebook to focus on for future research. The document emphasizes reading strategies and taking thorough notes to aid in the research process.
Lyddie: Unit3 lesson5
The document provides instructions for students on their research work for the day. It asks them to review questions from the previous day and identify effective ones. The learning objectives are to read sources and identify information to answer a research question, and generate supporting questions. Students are directed to review their Researcher's Roadmap Chart and select a new source, then assess their skills by reading and underlining a short article to answer questions. Homework includes continuing independent reading and starting a project.
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Lyddie: Lesson two, Unit 1
- 1. DO NOW Closely examine three pictures on next three slides. Each is a setting in the book. Answer questions on entry task!
- 5. Lyddie Setting Setting The time and place of a story • What helped you match the description with the picture? • Can you guess the time & place for Lyddie?
- 6. Lyddie Learning Objectives I can analyze how plot, character and setting interact in Lyddie. I can use context clues – in a sentence and on a page – to determine the meaning of unknown words.
- 7. Lyddie Definitions Copy into the back of your notebook: setting: the time and place of a story characters: people or animals who act in a story plot: the sequence of events in a story
- 8. Lyddie Definitions Copy into the back of your notebook: interaction: “inter” = between
- 9. Lyddie Definitions Copy into the back of your notebook: analyze: • to examine (look at) something carefully; • to understand by looking at something’s parts Whose interaction did we analyze in A Long Walk to Water?
- 10. Lyddie By Katherine Paterson Look at the book cover: What clues tell you that a person, not a place is the focus of the book?
- 11. Lyddie By Katherine Paterson Big questions for the book What are working conditions? Why do they matter? Who creates them?
- 12. Lyddie Reader’s Notes Packet Look at your Notes Packet 1. How are these similar to our notes in A Long Walk to Water? 2. How are they different?
- 13. Lyddie Reading Chapters 1-3 Chapter 1 Setting Characters Plot How do the setting, character and/ or plot interact? When Lyddie’s mother decides to go to her sister’s farm, what do Lyddie and Charlie do? What does this show about Lyddie’s relationship with her mother and with her brother?
- 14. Lyddie Read Aloud Reading the book! Some chapters read in class… some chapters you’ll have to read on your own! Will answer questions as we read!
- 15. Lyddie Read pages 1-3 Questions 1. At the bottom of page 2, a sentence says: “Could he in his frustration, take a mighty leap?” Mighty is a word in your Reader’s Notes Packet. Use the definition to restate this sentence using a different word. * * Rewrite the sentence using a synonym for “mighty.” Answers
- 16. Lyddie Reading Pages 1-3 Questions 2. Lyddie is the main character in this book. What have we learned about Lyddie from this story (so far)? Answers
- 17. Lyddie Pages 4-7 Questions 3. On page 5, Lyddie describes her mother as “queer in the head.” What does queer mean? How do context clues help you figure it out? What word(s) might we use today to describe Lyddie’s mother? Answers
- 18. Lyddie Pages 4-7 Questions 4. On page 6, the text states: “The only charity Lyddie dreaded more than Aunt Clarissa’s…” Look at your Reader’s Notes page for the definition of charity. Restate the sentence using a different word. How do we use the word charity today? How is this similar and different to how it is being used here? Answers
- 19. Lyddie Pages 4-7 Questions 5. On page 7, the text says: “She minded mightily begin beholden.” Notice the word mightily, which is the adverb form of mighty. What does beholden mean? How can you tell? What is the connection between charity and beholden? Answers
- 20. Lyddie Reader’s Packet Chapter 1 Setting Characters Plot How do the setting, character and/ or plot interact? When Lyddie’s mother decides to go to her sister’s farm, what do Lyddie and Charlie do? What does this show about Lyddie’s relationship with her mother and with her brother?
- 21. Lyddie Reader’s Packet Chapter Setting Characters Plot How do the setting, character and/ or plot interact? 1 Farm Vermont 1843 Lyddie (13) Charlie (10) Rachel (6) Agnes (4) Mama A bear comes into the cabin. When Lyddie’s mother decides to go to her sister’s farm, what do Lyddie and Charlie do? bear Clarissa Judah Mama, Rachel and Agnes leave to live with Judah and Clarissa. Lyddie keeps the family safe. What does this show about Lyddie’s relationship with her mother and with her brother?
- 22. Lyddie Independent Reading Reading Lyddie - high school style! Step 1: Read at home Step 2: Work in class to better understand what you read. Step 3: Daily Do Now quiz on last night’s reading (Can use Notes, but not the book!)
- 23. Lyddie Independent Reading What can you do to read well on your own? • • • • •
- 24. Lyddie Independent Reading How will reading carefully and having strong Reader’s Notes help you on the Do Now quizzes? • • • •
- 25. Lyddie Homework Homework • Finish reading to the end of Chapter 2 • Complete Reader’s Notes for Chapters 1-2 • Be prepared for a quiz tomorrow!