Hook, Housekeeping & Homework Monday Grab a copy of Narrative Life of FD. Turn your Critical Question packet into the front desk. (C, C- for complete)

Hook, Housekeeping & Homework Monday

• Grab a copy of Narrative Life of FD.• Turn your Critical Question packet into the front desk. • (C, C- for complete)

• Open up your composition notebook to Chapter 6 notes, draw a line and create a Chapter 7 section

• Turn to a shoulder partner and discuss the irony of what Mr. Auld taught Frederick when he forbid Mrs. Auld to teach him to read.

• Then, silently read the first three paragraphs of Chapter 7 in preparation for today’s activity

Homework: Chapter 7 Critical Questions to Guide Understanding (3 questions) by ELP day!

Past, Present, Future Monday

• Chapter 6

• Chapter 7• Key passage analysis 1


Lessons From the Past Monday

Colorado Academic Standards 2 Reading for All PurposesLiterary and historical influences determine the meaning of traditional and contemporary literary texts 3 Writing and CompositionOrganizational writing patterns inform or persuade an audience

ObjectivesYou 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 evidenceAnalyze how literary components affect meaning

Enduring Understandings/RelevanceIf 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 7 Critical Questions to Guide Understanding (3 questions)

Activities: Obtain & DevelopWe Do Monday

Purpose:• to explore the various beliefs and points of view Douglass experienced • to consider the emotional context of words and how diction (word

choice) affects an author’s message. Tasks:1. silently read the passage (side one only), first independently 2. re-read the passage, following along with the text 3. in small groups, reread specific passages & responded to a set of

concise, text-dependent questions to examine the meaning and structure of Douglass’s prose

Outcome/Apply: As a small group, write an explanatory paragraph using your understanding of the word choice and emotions expressed in the selection to present your opinions about what Douglass is trying to explain to the audience.

Activities: Develop Monday

Annotate your text and write additional responses in your composition notebook.1. Why is Douglass specific about making friends with little white boys?2. How did Douglass learn to read when running errands?3. In what ways does Douglass’ life differ from the white boy’s lives?4. Douglass is describing events from the past. These ‘boys” are now adult

men, so why would he avoid giving their names?5. Which of these meanings of “trouble” is Douglass using? Why did he

choose this word? How would the meaning have changed if he had chosen the word “anger”?• to agitate mentally or spiritually: worry, disturb • to produce physical disorder in : afflict• to put to exertion or inconvenience; to make an effort : be at pains • to put into confused motion

6. Why does Douglass describe the master’s response as both “desired” and “unexpected”? Why the contrast between these two words?

http://www.merriam-webster.com/dictionary/worry

http://www.merriam-webster.com/dictionary/disturb

http://www.merriam-webster.com/dictionary/afflict

Activity: Apply Monday

Write a paragraph on one of the following prompts:• Using evidence from the text, explain in detail why Douglass used

the specific words examined in questions 5 and 6 (trouble, desired, and unexpected).

• What are the denotations and connotations of the words?• Why are these words in particular used? • How do they work in the text and with each other to convey a particular

meaning and tone?

OR• Explain the irony implicit in Douglass’ observation that “it is almost

an unpardonable offence to teach slaves to read in this Christian country.”

• What is irony? • What type of irony is used here? • What is said vs. what is expected? • Why is it used?

Reminders Monday

In pairs, write an explanatory paragraph using your understanding of the word choice and emotions expressed in the selection to present your opinions about what Douglass is trying to explain to the audience. • Topic Sentence (subject, assertion)• Identify• Exemplify • Explain• Repeat• Concluding Sentence (What is the main point you want to

leave with your reader that addresses the prompt? Why is this a key passage to the narrative as a whole?)

Lessons From the Past Monday

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

ObjectivesYou 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 evidenceAnalyze how literary components affect meaning


Homework: Critical Questions to Guide Understanding

Hook, Housekeeping & Homework- LATE START Tuesday

Discuss the quotes below with a shoulder partner. • What do they mean in the context to Chapter 7? • Identify the 3 metaphors. What is being compared to what? What

feeling do these comparative images create?

“Slavery soon proved its ability to divest her [Mrs. Auld] of these heavenly qualities. Under its influence, the tender heart became stone, and the lamblike disposition gave way to one of tiger-like fierceness.”

“The first step had been taken. Mistress, in teaching me the alphabet, had given me the inch, and no precaution could prevent me from taking the ell.”

Past, Present, Future Tuesday


• Chapter 7 – Key passage analysis 2 - LATE START MOVE TO ELP• Review

• Envisioning My Future Entry 3• Chapters 8 & 9

Lessons From the Past Tuesday


Literary and historical influences determine the meaning of traditional and contemporary literary texts

ObjectivesYou will be able to read a range of literature to understand important universal themes and the human experience.


Yesterday's ResponsesDouglass’ observation that

“it is almost an unpardonable offence to teach slaves to read in this Christian country” is situational irony because situation irony is a contrast between what happens and what is expected. This statement is ironic because the Christian religion is stereotypically supportive of everyone’s equality. However, the slaves are not treated with equality in relation to amount of education. This irony is used because it is the most subtle of the three types of sarcasm, and also because it expresses hypocrisy and corruption in a Christian environment.

Irony is branched off into 3 different parts: verbal, dramatic, and situational. The type of irony used in the statement “Is it almost an unpardonable offence to teach slaves to read in this Christian country.” is situational. Situational irony is the contrast between what happened and what was expected. When Douglass refers to a Christian country it is expected of them to forgive but he says it is an unpardonable (unforgivable) offence to teach slaves to read. This irony being used here is that a Christian country should be forgiving but teaching a slave to read is unforgivable. He uses irony in this statement to show the hypocrisy of the “Christian country” by not forgiving everyone. Slaves were further degraded by society by not being given the privilege to learn to read. The irony that Douglass uses is used to explain the unfairness of slavery.

Yesterday's ResponsesThe implicit irony of slaves

being unable to read in a Christian country is that it goes against Christian beliefs. Irony is opposition to what is expected. In this case, it is situational irony because as a Christian it is believed that all children of God should have the same rights, but they have done what is unexpected and looked past the rights of a black human. They used situational irony because in this situation you would expect Christians to give the right to read to a child of God, but they do not view them as a child of God.

The irony implicit in Douglass’ observation that “it almost an unpardonable offence to teach slaves to read in this Christian country” is that the predominate basis for Christianity is that you treat others as you’d want to be treated, but the way that these “Christians” are treating the slaves is not so. This type of irony is situational, meaning what happens and what is expected to happen are two different things. It is expected that Christians would treat the slaves fairly and Christian-like, but they treat them unfairly and not nicely. The white people kept their slaves ignorant and it was considered bad to teach their slaves, whereas other whites were not ignorant and learning was considered good. It was used in this story to give a voice to the fact that even though they called themselves Christians they didn’t act as such. This irony showed in the story, by showing that white people acted as they were not expected to.

Background Review• Vocabulary anyone?!• The Narrative of the Life of Frederick Douglass: Introduction PPT

Hook, Housekeeping & Homework Wednesday/Thursday

• Grab a copy of Narrative Life of FD AND have out your paper copy key passage from Chapter 7 Narrative Life of FD.

• HOLD ON TO your Critical Questions packet

Homework: 1. Chapter 7 Critical Questions to Guide Understanding (3

questions) 2. Read Chapter 8 & complete questions by Friday3. Permission slip due Friday (Periods 1, 5, 7)4. Make sure Envisioning My Future Entry 2. Letter is

complete (we won’t get to it today )

Past, Present, FutureWednesday/Thursday


• Late start Tuesday


• Chapter 8

• Chapters 9

Lessons From the Past Envisioning My Future Wednesday/Thursday



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




Activities: Obtain & DevelopWe Do Wednesday/Thursday

Purpose:• to explore the various beliefs and points of view Douglass

experienced • to consider the emotional context of words and how diction (word

choice) affects an author’s message. Tasks:1. silently read the passage, first independently 2. re-read the passage, following along with the text – Vocabulary?3. in small groups, reread specific passages & responded to a set of

concise, text-dependent questions to examine the meaning and structure of Douglass’s prose

Outcome/Apply: In pairs, write an explanatory paragraph showing how Douglass’ feelings change and what you believe he is trying to share with the reader.

Activities: Develop Wednesday/Thursday

Respond to the following questions by annotating the text and writing additional answers in your composition notebook.1. When Douglass says, “They gave tongue to interesting thoughts,” how

is he using the word “tongue"? What moral did Douglass learn from these books?

2. How does the word “enable” convey (or even change) the meaning of the line it appears in ? How can documents “enable” him to “utter [his] thoughts” or write?

3. In what ways is Douglass saying slaveholders are like robbers? Find and explore the structure of the sentence that gives voice to this idea most clearly.

4. What prediction did Douglass’ owner make about what would happen if he learned to read? Did it come true? Why or why not?

5. What is the horrible pit? Why does Douglass envy someone's stupidity?

6. Why is freedom tormenting Douglass?

Activity: Apply Wednesday/Thursday

Key Passage AnalysisDOL Prompt:

How do Douglass’ feelings change over the course of this key passage? What is Douglass trying to show about how slavery makes people feel? Write a short constructed response in which you show how his feelings change and what you believe he is trying to share with the reader. Make sure you identify the feelings, give examples (consider “specific” words/phrases) that reveal these feelings, and explain what he is trying to reveal to the reader about slavery.

I Do – We Do – You Do How Do Words “Feel”?• Happy: kindly, better off, gratitude, affection, dear little fellows• Frustrated• Sad• Passionate• Angry• Hurt• Jealous• Hopeful• Negative • Calm• Depressed

Reminders Wednesday/Thursday

• Topic Sentence (subject, assertion)• Identify• Exemplify • Explain• Repeat• Concluding Sentence (What is the main point you want to

leave with your reader that addresses the prompt? Why is this a key passage to the narrative as a whole?)

How do Douglass’ feelings change over the course of this key passage? What is Douglass trying to show about how slavery makes people feel? Write a short constructed response in which you show how his feelings change and what you believe he is trying to share with the reader. Make sure you identify the feelings, give examples (consider “specific” words/phrases) that reveal these feelings, and explain what he is trying to reveal to the reader about slavery.

Instruct & ObtainI Do Key Passage 1 Prompt 1

Douglass uses words that imply multiple meanings and provide contrasts to show the confusion and irony of slavery. In the beginning of the excerpt, he says that when he told the young white boys about how he wished to be as free as they would be, it “trouble[ed]” them. Douglass is empathizing that slavery can cause more than one kind of “trouble”: emotional or physical pain, frustration, or even anxiety. The young boys may have been confused because they, themselves, were not slaves, and they also may have felt sad for Douglass’ situation. This suggests, however, that the boys did not feel all that strongly about slavery; they were not “angered” by it, even if they were uncomfortable about Douglass being a slave. Douglas also uses contrasting words when he describes the master’s response in the book The Columbian Orator. His response was as “desired” but also “unexpected.” He did not expect the slave to be freed, which is why the voluntary emancipation surprised him. As much as Douglass desires for his master to acknowledge the arguments of a former slave in his text against slavery, he does not expect it. Through Douglass’ words, the reader sees the confusions brought about by slavery often had unexpected results.

Lessons From the Past Wednesday/Thursday



Organizational writing patterns inform or persuade an audience




Homework: Chapter 7 Critical Questions to Guide Understanding (3 questions) & Read Chapter 8 (vocabulary?) & PERMISSSION SLIP!

Hook, Housekeeping & Homework Friday

• Periods 1, 5, 7 – Do you have your permission slip for Tuesday?!

• Grab a copy of Narrative Life of FD.• HOLD ON TO your Critical Questions packet.• Turn to a shoulder partner and discuss your 3 responses to

Chapter 7. Feel free to adjust/add to your answers.• Discuss and respond to Chapter 8 questions, too.

• HOMEWORK: Critical Questions to Guide Understanding Chapters 9 (5 questions)

Past, Present, Future Friday

• Lessons From the Past: Narrative Life of Frederick Douglass • Chapters 7 Key Passage & read Chapter 8

• Chapters 9 & 10

• Chapter 10 – It’s long!

QUIZ!1. Why did Douglas have to return to his birth place at Captain Anthony’s?A. Douglas was ill and needed medical treatment that wasn’t available at Captain Lloyd’s.B. Captain Lloyd died, so Douglas was sent back to Captain Anthony’s. C. Captain Anthony requested that Douglass return to his plantation. D. Captain Anthony died and Douglas was part of his property to be evaluated. 2. To which property was Douglass assigned?E. Lucretia Auld’sF. Master Andrew’sG. Captain Anthony’sH. Captain Lloyd’s 3. What did Captain Anthony’s children do with Douglass’ grandmother when she became too old to work?I. Left her in a little hut by herself in the woods. J. Gave her to another plantation where she had a desk job. K. Moved her into a retirement home for slaves.L. Made her keep working until the day she died. 4. What did Douglass decide on his way to St. Michael’s?M. To learn how to read and write no matter what.N. He would try to escape as soon as he had the chance.O. He would find the rest of his family and keep them all together.P. He would fight back against his master.

Lessons From the Past Envisioning My Future Friday/Monday

Colorado Academic Standards 2 Reading for All PurposesLiterary and historical influences determine the meaning of traditional and contemporary literary texts


Enduring Understandings/RelevanceIf 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 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: Critical Questions to Guide Understanding Chapter 9 & 10 (2 questions due Tuesday)

Activities: Develop & ApplyWe Do Friday

Purpose: to understand slaves as property; the plight of old slaves; Douglass’ return to Baltimore & moves to St. Michael’s, Maryland; the irony of the Christian slaveholder Tasks: Read Chapter 9Discuss the context of the quotes below with a shoulder partner. Who is it about? What is it about? When and where did it occur? Why is it important to the story? • “After his conversion, he found religious sanction and support for his

slaveholding cruelty.”• “He would quote this passage of Scripture—’He that knoweth his

master’s will, and doeth it not, shall be beaten with many stripes.’” • “He resolved to put me out, as he said, to be broken.” • “Master Thomas was one of the many pious slaveholders who hold

slaves for the very charitable purpose of taking care of them.”

Activities: Develop & ApplyWe Do Friday

Purpose: to understand the circumstances of Frederick Douglass’ life (how a man is made a slave; a slave made a man)Tasks: 1. Read Chapter 10 (big group, small group)2. Stop after each paragraph to…

1. Identify and explain vocabulary in context2. Respond to the following to guide comprehension:

1. Why does Mr. Covey whip Frederick?2. Why are the slaves so fearful of Mr. Covey? Why does their work go on in his absence?3. Why is it “never safe to stop a single minute”?4. What does Frederick mean by “Mr. Covey’s forte consisted in his power to deceive”?5. Why does Mr. Covey buy a slave to use as a breeder?6. Why does he hire Mr. Samuel Harrison, a married man? What irony does Frederick find in this?7. How does Mr. Covey succeed in breaking Frederick?8. How does Frederick succeed in again becoming a man?9. Why does Frederick go to Master Thomas Auld?10. Why does he return to Covey? Who convinces him to do so? What does Sandy Jenkins suggest that Frederick do?11. How does Frederick win the fight with Mr. Covey?12. Why does Frederick contend that Mr. Covey does not turn him in?13. What would have happened to Frederick had Mr. Covey turned him in?14. Why is Frederick’s battle with Mr. Covey “the turning-point in my career as a slave” ?15. How are the holidays used to “disgust the slave with freedom”?

Outcome: knowledge to respond to Critical Questions to Guide Understanding and ability to reflect upon how the circumstances of his life have shaped his future

Lessons From the Past Envisioning My Future Friday


Literary and historical influences determine the meaning of traditional and contemporary literary texts


Enduring Understandings/RelevanceIf 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 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: Critical Questions to Guide Understanding Chapter 10 (2 questions due Tuesday)

10th Standards1. Oral Expression and Listening1. Content that is gathered carefully and organized well successfully influences an audience2. Effectively operating in small and large groups to accomplish a goal requires active listening2. Reading for All Purposes1. Literary and historical influences determine the meaning of traditional and contemporary literary texts2. The development of new ideas and concepts within informational and persuasive manuscripts3. Context, parts of speech, grammar, and word choice influence the understanding of literary, persuasive, and informational texts3. Writing and Composition1. Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience2. Organizational writing patterns inform or persuade an audience3. Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process4.Research and Reasoning1. Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions2. An author’s reasoning is the essence of legitimate writing and requires evaluating text for validity and accuracy

Documents

Hook, Housekeeping & Homework Monday Grab a copy of Narrative Life of FD. Turn your Critical Question packet into the front desk. (C, C- for complete)