Week 1 - 2/4
Week 2 - 2/11
Week 3 - 2/18
Week 4 - 2/25
Week 5 - 3/4
Week 6 - 3/11
Week 7 - 3/18
Week 8 - 3/25
Week 9 - 4/1
Topic: Understanding Perspectives
In this eight-week module, students explore the life of Frederick Douglass, the escaped slave and noted abolitionist who wrote Narrative of the Life of Frederick Douglass. The module focuses on the questions of what makes stories powerful and on understanding an author’s purpose. In addition, students analyze how writers use figurative language and word choice to convey meaning. The book, Frederick Douglass: The Last Day of Slavery, is integral to several lessons in this module, and is widely available in public and school libraries. However, a free alternative children’s book, Turning the Page–Frederick Douglass Learns to Read, and corresponding alternate lessons are available within Unit 2 and Unit 3 to accommodate schools/districts that are not able to secure a copy of Frederick Douglass: The Last Day of Slavery.
For support with Instructional Protocols, follow this link.
Lesson 1: RL.7.2, RL.7.4, L.7.5
Lesson 2: RI.7.6, SL.7.1
Lesson 3: RI.7.1, L.7.6
Lesson 4: RI.7.1, L.7.6
-There are two versions of The People Could Fly. Make sure the picture book version is used for instruction. In the event that the other version is secured, read it aloud to students or visit this site to play an audio recording of the story. Since the pages in The People Could Fly are not numbered, consider numbering them (post-its, etc.) to make it easy to navigate. If time permits, have students listen to The People Could Fly without interruption (models fluent reading) during the first read and pause to ask questions during the second reading. This comprehension scaffold, or the one scripted out in the lesson plan can be used with all students and/or to meet the needs of diverse learners. If reading without interruption, tag the pages where questions will be asked so that students can support their answers with text evidence. When students complete the Powerful Story note catcher this week, there will be opportunities to re-read portions of the text and check for students' understanding of what phrases and images are powerful and why.
-Students listen to a read aloud of The People Could Fly and discuss what makes a story powerful. Students gain a historical context of American slavery, the abolitionist movement, and the Narrative of the Life of Frederick Douglass.
Unit Alignment to Performance Task: In this unit, students are introduced to Narrative of the Life of Frederick Douglass, from which they will select an event on which to base the children's book they create for the final performance task.
Lesson 1: What Gives Stories Their Power?
After the learning target is reviewed, ask students what the word 'enduring' means instead of telling them. At the beginning of Work Time A., after page 3 is read and in conjunction with the second question asked, inform students that the oral storytelling tradition originated in West Africa and that the storyteller is known as the griot (gree-yo). Explain to students that they will create a children's book for their final performance task in order to frame the purpose for having a picture book read aloud to adolescents.
Lesson 2: Introducing Historical Context: Narrative of the Life of Frederick Douglass
Instructional Protocol: Gallery Walk (modified)
The supporting materials include a reference with suggestions for how teachers can talk to students about race (Opening B.). Use this guide to help students process and converse with one another about the images and content they read. The gallery walk requires advance preparation that includes both searching for and printing off featured images.
Lesson 3: Building Context for the Narrative: Slavery in America
Equity sticks are introduced in this lesson (Opening A.) and need to be prepared in advance. The Historical Context anchor chart (student version), “Slave Trade” text, “Slave Trade” Text Dependent Questions, and Analyzing Images: Slavery in America from this lesson will be used in lesson 4.
Lesson 4: Building Context for the Narrative: The Abolition Movement
A segment of the PBS video Freedom: A History of US can be shown instead of doing the work with images in Work Time A. See the Teaching Notes for this lesson for extensive details.
Lesson 5: RI.7.1
Lesson 6: RI.7.4, RI.7.6, RI.7.6
Lesson 7: RI.7.4, RI.7.10, L.7.4
Lesson 8: RI.7.6, L.7.4
Biweekly is Lesson 5
Students encounter excerpt 1 of Frederick Douglass' narrative a minimum of three times, each time building upon their analysis with questions that target a higher level of text complexity. Students complete the biweekly assessment from Lesson 5's mid-unit assessment, followed by an analysis of Frederick Douglass' purpose for writing this narrative as the close reading process is introduced.
Lesson 5: Mid-Unit Assessment: Using Evidence to Support Analysis: “Frederick Douglass”
Question 3 from the Mid-Unit Assessment serves at the Biweekly #1. The entire assessment can be administered to collect more data on students' progress towards mastery of RI.7.1. Independent Reading launches in this lesson. Consider the routines and procedures for selecting, reading, and checking for understanding as students read books. Although students are only reading excerpts of Douglass' narrative, students whose lexile is within range can opt to read the full narrative. It is downloadable here.
Lesson 6: Why did Douglass write the Narrative?
Instructional Protocol: Discussion Appointments
Students sign up for Module 3 discussion partners.
Lesson 7: Introducing the Process for Close Reading: Meeting Frederick Douglass
Instructional Protocol: Discussion Appointments
Lesson 8: Analyzing Douglass’ Purpose
This lesson supports students' ability to determine author's purpose on Unit 2's mid-unit and end of the unit assessments.
Lesson 9 / 10
Lesson 9: RI.7.4, RI.7.10, L.7.4
Lesson 10: RI.7.4, RI.7.6
Lesson 11: RL.7.4, RI.7.10, RL.7.10, L.7.5
Lesson 12: RL.7.4, RL.7.5, L.7.5
The upcoming poetry lessons will prepare students with their ability to analyze poetry, which will be a focus this week. An audio of Langston Hughes reciting "The Negro Speaks of Rivers" can be played via You Tube. It can serve as a model for how to read poetry. Students closely analyze Douglass' purpose for writing excerpt 2; and a five lesson mini unit on poetry begins in lesson 11 to help students unpack the power of storytelling through repetition and figurative language.
Combine Lessons 9 and 10: Close Reading Excerpt 2: Plantation Life & Analyzing Douglass’ Purpose in Excerpt 2
Lesson 9: Combine Work Times A and B. Students will read the excerpt once instead of twice in this lesson. Combine Work Time B. for both lessons. The Excerpt Analysis note-catcher is crucial for students to have during Unit 2's mid-unit and end of unit assessments. Collect Excerpt 1: Constructed Response and use the constructed response rubric to gather formative data from the assessment. Throughout Unit 2, determine lessons where students' strengths and weaknesses can be improved.
Lesson 10: Omit Work Time A. since students will have an opportunity to skim Excerpt 2 during Opening A's Entry Task. Excerpt 2: Analysis note-catcher is essential for students to have while taking Unit 2's mid-unit and end of unit assessments. Determine routines and procedures for ensuring that students keep track of it.
Lesson 11: Introducing Poetry
Create the Poet's Toolbox anchor chart prior to the start of the lesson. Students can work on found poems during small group or workstation time.
Lesson 12: How to Read a Poem: “The Negro Speaks of Rivers”
Share background knowledge about Langston Hughes to share with students, including but not limited to his upbringing, education, photographs and contributions to the Harlem Renaissance.
Lesson 13: RL 7.4, RL 7.5, L 7.5
Lesson 14: RL 7.4, RL 7.5
Lesson 15: RL 7.4, RL 7.5, L 7.5
Lesson 1: RL.7,2, RL 7.3, RL 7.4, L 7.5
End of Unit Assessment
Biweekly is Lesson 15
Become familiar with connections between Langston Hughes, Claude McKay, and Lucile Clifton (see daily notes) so that students learn about their backgrounds in Lessons 12-14. Claude McKay's recitation of "If We Must Die" can be heard here. Students continue to analyze the power of storytelling by identifying literary devices found in both poetry and prose. In conjunction with modeling conducted by the teacher, the How to Read a Poem anchor chart supports students with multiple reads of poetry to unpack layered meanings. Unit 2 begins towards the end of this week. The narrative arc introduced in the first lesson, with the Frederick Douglass: Last Days of Slavery picture book, will support students' understanding how to develop the narrative structure for their children's book in the following unit.
Lesson 13: Poetic Tools in Narrative of the Life of Frederick Douglass
Share Claude McKay's background with students, including but not limited to where he was born, colleges he attended, and his contribution to the Harlem Renaissance.
Lesson 14: Poetry Analysis: Small Group Practice
Share Lucille Clifton's background with students and explain how Langston Hughes published Clifton's work in his anthology call The Poetry of the Negro.
Lesson 15: End of Unit Assessment: Poetry Analysis
Biweekly #2 consists of question 15 from the End of Unit Assessment; it assesses RL.7.1, RL.7.2, RL.7.4, and RL.7.5. Remind students to use text evidence to support their answers.
Lesson 1: Introducing the Narrative Arc: The Last Day of Slavery
Students use Frederick Douglass: Last Days of Slavery as a mentor text for completion of their performance task in Unit 3. Teachers have the option of using an alternate text, Turning the Page: Frederick Douglass Learns to Read for this lesson. The lesson's structure stays the same, but teachers will need to refer to the file of alternate materials for this lesson for more support with executing the lesson (Also, refer to Teaching Notes in this lesson for additional details.).
Note: PARCC dates may affect when the lessons are completed between weeks 5 and 7. Adjust based on your schools PARCC schedule.
Lesson 5 / 6
Lesson 2: RI 7.4, RI 7.10, L 7.1, L 7.4
Lesson 3: RI 7.4, RI 7.6, L 7.5
Lesson 4: RI 7.6, L 7.1, SL 7.1
Lesson 5: RL 7.7, RL 7.10, RI 7.10, L 7.4
Lesson 6: RI 7.4, RL 7.7, RI 7.10, L 7.1, L 7.4
Lesson 7: RL 7.7, RI 7.6, RI 7.10
Lesson 8: RI 7.6, L 7.5, L 7.1
It is recommended that teachers complete both the mid- unit (Lesson 7) and end of unit assessments. The latter requires students to write an on-demand essay. Going through the process as an educator will help with understanding the academic demands and time restraints placed upon students when completing these task. It can also aid in better preparing students to successfully complete each assessment. Lesson 7 should not be weighed as heavily as lesson 7 since the standards assessed in lesson 11 focus on the language and reading standards related to word analysis, as well as author’s purpose. Students engage in extensive work with Excerpts 3 and 4, analyzing the author's purpose and creating a powerful language word wall with vivid words from Douglass' narrative. Students also take part 1 of the mid-unit assessment (Lesson 7).
Unit Alignment to Performance Task: Students are introduced to the narrative arc, which scaffolds their understanding of how to create a children's book based on one of the excerpts from Douglass' narrative.
Combine Lessons 2-4: Understanding Douglass’ Words, Analyzing Powerful Language, & Analyzing Douglass’ Purpose: Learning to Read
Combine Lesson 2's Work Time B and C with Lesson 3's Work Time B. Students will experience one initial read of Excerpt 3.
***Lesson 2: Omit Opening A and Work Time A. Students can receive individualized/small group support with sentence structure and roots as they revise their children's books. Omit Closing and Assessment A. Have students work on Excerpt 3 second read questions for homework.
***Lesson 3: Ensure students understand the use of this word wall and how it enhances the traditional classroom word wall. Work Time A. should be followed by Closing and Assessment A. The Powerful Language Word Wall is introduced (Work Time A.) then students conduct a "pop the hood read" of Excerpt 3 as they skim for vivid diction (Closing and Assessment A.). Omit homework since students' comprehension of sentence structure can be addressed in small groups or one-one one as they draft their children's books.
***Lesson 4: Omit Opening A. since the homework was omitted in Lesson 3. Remind students of norms for small group work time since this is their first time working in groups for this unit. Pre-read the group work skits. Condense Work Time A to 3 minutes by omitting the group work skits. Set the expectations for what students are expected to do instead of them focusing on behaviors that are not conducive to group work. Condense Closing and Assessment A. to 3 minutes. Distribute copies of the exemplar short constructed response, the short response rubric, and the Excerpt 3 constructed response.
Combine Lessons 5 and 6: The Storyteller’s Toolbox and Excerpt 4 First Read & Bringing Douglass’ Words to Life: The Fight with Covey
Lesson 5: Omit Opening A. Briefly check in with students' progress with their independent reading books at the start of small groups.
Lesson 6: Condense Opening A. to a maximum of 5 minutes. Preselect 2 questions that you want students to discuss with a partner. It is the teacher's choice as to whether or not answers are displayed or students are called on to share their responses after the teacher circulates to listen for accurate responses. Omit Work Time B. Students can discuss the anatomy of a sentence and what makes a complete sentence as they revise their children's books and teachers determine the individual needs for student improvement pertaining to writing conventions. Omit Closing and Assessment Turn and Talk as it pertains to students reflecting on their work with sentence structure. The homework in this lesson can be given to pre-assess students' knowledge of run-on sentences.
Lesson 7: Mid-Unit Assessment, Part 1 and Excerpt 4 Third Read
Instructional Protocol: Back-to-Back, Face-to-Face
Remember that this assessment is not weighted as heavily as part 2 in Lesson 11. During Work Time B., teachers may opt to work with a small group of students who need extra support based on previous assessment data. Ensure that technology is set up in advance to play a video of Thelma Thomas performing the poem “Harriet Tubman” by Eloise Greenfield here.
Lesson 8: Analyzing Douglass’ Purpose: Excerpt 4
Closing and Assessment A. calls for a mini lesson on writing complete sentences. Refer to the Teaching Notes for ideas as to how to structure this 15 minute lesson. The lesson needs to address the needs of the students in your classroom based on what the teacher observed in their writing.
Lesson 9: RI.7.4, RI.7.10, L.7.4, L.7.5
Lesson 10: RI 7.6
Lesson 11: RI.71, RI.7.4, RI.7.6, L.7.4a, L.7.4b, L.7.5b, L.7.5c
Lesson 12: R.7.2
PARCC OPENS (3/4)
Biweekly is Lesson 11
If students need more support comprehending Excerpt 4, lessons 9 and 10 can be structured differently by the teacher so as not to address Excerpt 5. The figurative language component can be used with Excerpts 3 and 4. Create the Figurative Language cards for the matching game in advance for Lesson 9.
Prior to Lesson 10, assess students’ Excerpt 4 constructed response using the Short Constructed Response Rubric. Part 2 of the mid-unit assessment (Lesson 11) should be weighed more heavily than part 1 (Lesson 7). Students either engage in a more in depth understanding of Excerpt 4 or begin to analyze Douglass' diction and purpose in Excerpt 5. In Lesson 11, students' are formally assessed on how well they analyze word choice and author's purpose.
Lesson 9: Understanding Douglass’ Words: An Escape Attempt
The questions based on the third read for Excerpt 5 prepare students for part 2 of the mid-unit assessment.
Lesson 10: Analyzing Douglass’ Purpose: An Escape Attempt
Collect the questions from the third read that students complete for homework in Lesson 9. Student responses to these questions can be used as formative assessment data. Return Excerpt 4 constructed responses and Short Constructed Response Rubrics to students.
Lesson 11: Mid-Unit Assessment, Part 2: Analyzing an Excerpt from the Narrative
Remember to weigh this portion of the mid-unit assessment more heavily than part 1 (Lesson 7). Question 4 serves as Biweekly #3 and assesses RI.7.6. The questions on RI.7.6 on the Mid-Unit 2 Assessment are formative. Consider using data from these questions about author purpose to identify students who may need additional support in writing the End of Unit 2 Assessment, which is an essay about Douglass’ purpose.
Lesson 12: Reflecting on Douglass’ Narrative
Instructional Protocol: Concentric Circles
In advance of teaching the lesson, choose one or two options for the Readers Theater listed in Work Time A. Strategically assign roles for Readers Theater so that students will be successful with the text assigned to them.
Lesson 13: RI.7.6, W.7.2, W.7.4, W.7.9
Lesson 14: RI.7.6, W.7.2, W.7.9
Lesson 15: RI.7.1, RI.7.6, W.7.2, W.7.4, W.7.9
PARCC CLOSES (3/22)
ANet OPENS (3/17)
End of Unit Assessment
Please note that there are only three lessons listed this week due to consideration of PARCC administration. Although your school may not be administering PARCC this week, we wanted to provide flex days for you. Evaluate the Mid-Unit 2 Assessment Part 2; consider focusing feedback on items related to Douglass’ purpose, since that is central to the essay. Consider designating a space in the room where students can access all of their writing for the remainder of this module. Teachers may wish to construct a model essay that is more representative of the writing the expect from their students is there is a stark difference between the model provided. Students are introduced to the writing prompt (In his Narrative, Fredrick Douglass explains his purpose is to throw “light on the American slave system.” Which aspects of slavery does his narrative bring to light? How does his position differ from that of those who defended slavery? How does he use his story to support his position?) and plan their essay.
Lesson 13: Writing an Analysis Essay: Introducing the Writing Prompt and the Model Essay
Students will need the Writing Improvement Tracker (used in Modules 1 and 2) for this lesson. Analyze the essay prompt with students to ensure that they understand how each component is addressed in the model essay.
Lesson 14: Writing an Analysis Essay: Planning the Essay
The closing portion of this lesson is optional. Students will, however, be assessed on combining sentences (Opening A.) in Unit 3.
Lesson 15: End of Unit Assessment Part 1 Writing the Analysis Essay
Instructional Protocols: Concentric Circles; Go, Go, Mo
Students can refer to the expository writing evaluation rubric as they generate their essays. Pre-determine which protocol is most beneficial for students to engage in during Work Time B.
Lesson 1 / 2
Lesson 16: RI 7.1, RI 7.6, W 7.2, W 7.4, W 7.9
Lesson 1: W.7.3, L.7.1a, L.7.1b
Lesson 2: W.7.3, L.7.1a, L.7.1b
Lesson 3: W.7.3, SL.7.1, L.7.1a, L.7.1b
End of Unit Assessment
Have students set a goal for where they expect to achieve on the expository writing evaluation rubric. The goal that they set will help them to revise their essays in Lesson 16. Since students will not participate in the Children's Book Scavenger Hunt because Lessons 1 and 2 in Unit 3 are combined, ask students in advance for the names of their favorite children's books or those that they read to younger siblings. Students may bring these books from home in addition to familiar titles (mentioned by students) that the teacher brings from the library. Students complete Unit 2 by writing an on-demand analysis essay. Unit 3 launches by introducing students to the performance task, revisiting the elements of children's stories, and students drafting a writing plan for their children's book.
Unit Alignment to Performance Task: In Unit 3, students read the mentor text, Frederick Douglass: The Last Day of Slavery, that they will use as a guide for the creation of their children's book.
Lesson 16: End of Unit 2 Assessment Part 2 Writing the Analysis Essay,
If students finish their essays early, they can make revisions. Remind them to think about how the teacher analyzed how each component of the prompt was addressed in the model essay and to go through the same process with their essays. As students make revisions to their work, have them use the rubric as a guide so that they can find "text evidence" from their essay to support their rubric evaluation goal.
Combine Lessons 1 and 2: Introducing the Performance Task: The Children’s Book & Discussing and Identifying
Themes: What Makes a Good Children’s Book?
Omit Closing and Assessment A. Sentence Practice for lessons 1 and 2. Revisions to students' work can be made once the drafts of their children's books are written.
Lesson 2: Omit Work Time A. Children's Book Scavenger Hunt. The mentor text can be used to remind students of the elements of a story. The questions in the Supplemental Materials portion of the lesson can be asked to support students' learning.
Lesson 3: Preparing for the Mid-Unit Assessment: Planning the Children’s Book
Students can discuss the elements of a story from the Children's Scavenger Hunt worksheet as they talk with a partner and reflect upon their favorite children's books (see Weekly Notes). The Ladder of Success anchor chart is introduced so that both students and their teacher can monitor progress towards completion of the performance task.
Lesson 4 / 5
Lesson 8 / 9
Lesson 4: W.7.5, SL.7.1
Lesson 5: W.7.3, W.7.4, L.7.1a, L.7.1b
Lesson 6: W.7.3, W.7.5
Lesson 7: W.7.3
Lesson 8 W.7.3, L.7.2
Lesson 9: RL.7.10, L.7.1, L.7.2, L.7.3
ANet CLOSES (4/4)
Mid Unit Assessment
End of Unit Assessment
Designate a time when students can share their children's books with students in lower grades at school or within the community (e.g., parent-teacher conference presentations, local library reading to children in the community, book buddy reading between upper and primary grade students). Consider providing students with opportunities to read one another's books during independent reading time, adding post it notes to places in the story that make it powerful and/or jotting down the page numbers, words, and describing images that make the story powerful and placing it at the back of the book for the author to view later. Students write and revise their children's books, creating their final draft. Due to time constraints combine lesson 6 and 7 and complete during flex time this way: Lesson 6: Condense Opening A. to 5 minutes.
Lesson 7: Omit Opening A. The sole focus for the remainder of the lessons in this unit is to support students with the successful completion of the performance task. Condense Work Time A. to 5 minutes. Students should spend the bulk of this lesson working on their storyboards and having work reviewed by peers to make revisions.
Combine Lessons 4 and 5: Mid-Unit Assessment Part 2: Beginning the Writer’s Workshop
-Lesson 4: Condense Work Time A. to five minutes. Set clear expectations so that students understand what they should discuss. Model with three other students how to conduct a fishbowl. If students experience difficulty having discussions, even with sentence stems, consider using green and red squares for them to show green, that they are ready to be a part of the conversation and red to exhibit that they stopped to think about what they want to say. If students struggle taking turns, they may raise their green square in order to speak first. Combine Lesson 4's Closing and Assessment A with Lesson 5's Opening A. and condense the time to 5 minutes.
***Lesson 5: Work Time A. Mid-Unit Assessment Part 1 can be omitted since minimal instruction around writing sentences was included. The assessment, however, can be administered as an informal assessment of students' command of sentence structure, which can inform small groups and/or one-on-one support as students progress on the Ladder of Success. Closing and Assessment A. can be mentioned before moving into Work Time B. so that students understand that they will use the show not tell technique as they draft their children's book. Modify Work Time B. (condense to 5-7 minutes) as needed since the mentor text is not directly used in this lesson. Consider using the text and highlighting words that show instead of tell on an anchor chart.
Combine Lessons 8 and 9: Writing the Children’s Book: Day Three & End of Unit Assessment and
Independent Reading Review
Lesson 8: Condense Opening A. to 5 minutes. Condense Closing and Assessment A. to 5 minutes. Set expectations for what illustrations should embody and what mediums students can use to illustrate. Show examples of types of illustrations students can include in their children's book.
Lesson 9: Omit Work Time A. Since writing a book review does not contribute to students' completion of their children's book, use this time to support students with revisions and edits to their final draft. Students can make final revisions to their book for homework.
Omit Lessons 10: The Performance Task: The Children’s Book Final Draft
This lesson is a continuation of revisions students will make to produce the final version of their children's book.
Omit Lessons 11 and 12
Lesson 10 officially ends Unit 3. Lessons 11 and 12 provide students with an opportunity to close out the module and revisit what makes stories powerful, including the ones that they created. Lesson 12 is when students' books are returned and they complete a gallery walk to provide their peers with insight about what makes their stories powerful.