Instructional Objectives <ul><li>Students will explore the experience of free blacks in NYC in the mid 19 th  Century. </l...
[ Name ]  [ 3 Descriptive words ] _________________, __________________, ________________. [ 3 things you think this perso...
Martina Teacher, Reader, Friend. Lover of coffee, newspapers, and deep-sleep. Who fears cold, injustice, and hatred. Who w...
<ul><li>[ Name ]  </li></ul><ul><li>[ 3 Descriptive words ] </li></ul><ul><li>_________________, __________________, _____...
<ul><li>Maritcha </li></ul><ul><li>________, _______, ______ </li></ul><ul><li>Lover of ________, _______, ______ </li></u...
<ul><li>After writing a bio-poem for Maritcha, students can compare and contrast their own characteristics and experiences...
Scaffolding Strategies <ul><li>Graphic organizer  for note-taking during reading of  Maritcha . (Cluster or timeline) </li...
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Maritcha Lesson

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Maritcha Lesson

  1. 2. Instructional Objectives <ul><li>Students will explore the experience of free blacks in NYC in the mid 19 th Century. </li></ul><ul><li>Students will compare and contrast Maritcha’s experience with their own experiences. </li></ul><ul><li>Students will evaluate the extent of change in New York life for young people. </li></ul>
  2. 3. [ Name ] [ 3 Descriptive words ] _________________, __________________, ________________. [ 3 things you think this person loved ] Lover of _______________, ________________, and _____________________. [ 3 things you think this person feared ] Who fears _________________, ____________________, and _________________. [ 3 things you think this person would like to see] Who would like to see _________________ , _________________ and __________________ [Last Name]
  3. 4. Martina Teacher, Reader, Friend. Lover of coffee, newspapers, and deep-sleep. Who fears cold, injustice, and hatred. Who would like to see world-peace, kindness, and her students succeeding in life (and learning). Musich Sabree Traveler, challenger, wanderer Lover of books, people, and happiness Who fears lack of freedom, intolerance, and poverty Who would like to see balance, sharing, and communal societies Muhammad
  4. 5. <ul><li>[ Name ] </li></ul><ul><li>[ 3 Descriptive words ] </li></ul><ul><li>_________________, __________________, ________________. </li></ul><ul><li>[ 3 things you think this person loved ] </li></ul><ul><li>Lover of _______________, ________________, and _____________________. </li></ul><ul><li>[ 3 things you think this person feared ] </li></ul><ul><li>Who fears _________________, ____________________, and _________________. </li></ul><ul><li>[ 3 things you think this person would like to see] </li></ul><ul><li>Who would like to see _________________ , _________________ and __________________ </li></ul><ul><li>[Last Name] </li></ul>
  5. 6. <ul><li>Maritcha </li></ul><ul><li>________, _______, ______ </li></ul><ul><li>Lover of ________, _______, ______ </li></ul><ul><li>Who fears ________, _______, ______ </li></ul><ul><li>Who would like to see ________, _______, ______ </li></ul><ul><li>Lyons </li></ul>
  6. 7. <ul><li>After writing a bio-poem for Maritcha, students can compare and contrast their own characteristics and experiences with Maritcha’s. Teachers can use a graphic organizer (T-Chart or Venn Diagram) along with some categories to better guide the students. </li></ul>YOU MARITCHA Family Personality Experience Education Goal
  7. 8. Scaffolding Strategies <ul><li>Graphic organizer for note-taking during reading of Maritcha . (Cluster or timeline) </li></ul><ul><li>Modeling for understanding the activity </li></ul><ul><li>Fish bowl discussion for cooperative reading/evaluating bio poems </li></ul><ul><li>T-chart comparison for evaluating the extent of change in NYC adolescent life </li></ul><ul><li>Bio poem for comprehension and retention of historical figures and time periods </li></ul>

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