Unit-at-a-Glance Detail | EL Education Curriculum

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ELA 2012 G7:M3:U1

Powerful Stories—Slavery in America

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1What Gives Stories Their Power?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Engaging the Reader (2 minutes)

B.  Reviewing the Learning Target (1 minute)

2.  Work Time

A.  Reading Aloud: The People Could Fly (17 minutes)

B.  Pair Conversation: What Gives This Story Its Power? (15 minutes)

3.  Closing and Assessment

A.  Adding to the Powerful Stories Anchor Chart (10 minutes)

4.  Homework

A.  None

 

  • Powerful Story note-catcher

Lesson 2Introducing Narrative of the Life of Frederick Douglass

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Entry Task: Introduction to Module 3A (5 minutes)

B.  Reviewing Learning Targets and Language (10 minutes)

2.  Work Time 

A.  Modified Gallery Walk (28 minutes)

3.  Closing and Assessment

A.  Introducing the Guiding Questions (2 minutes)

4.  Homework

A.  Complete Vocabulary: The Slave Trade and Abolition.

  • Students’ observations during the Gallery Walk
  • Gallery Walk

Lesson 3Building Context for the Narrative: Slavery in America

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Homework and Learning Targets (5 minutes)

2. Work Time 

A. Images:  Encountering Slavery in America (15 minutes)

B. Close Reading: “The Slave Trade” (20 minutes)

3. Closing and Assessment

A. Turn and Talk (2 minutes)

B. Previewing Homework (3 minutes)

4. Homework

A. Read the text on abolition and answer text-dependent questions.

 

  • “Slave Trade” Text Dependent Questions

Lesson 4Building Context for the Narrative: The Abolition Movement

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Entry Task (10 minutes)

2. Work Time 

A. Analyzing Images: The Abolition Movement (5 minutes)

B. Close Reading: “Abolition” Text  (25 minutes)

3. Closing and Assessment

A. Adding to the Historical Context Anchor Chart (5 minutes)

4. Homework

A. Add three more ideas to the “Debate over Slavery” section of the Historical Context anchor chart, student version

  • “Abolition” from Freedom: A History of US, Webisode 5: Text-Dependent Questions, Part 1 (from homework)
  • “Abolition” from Freedom: A History of US, Webisode 5: Text-Dependent Questions, Part 2

Lesson 5Mid-Unit Assessment: Using Evidence to Support Analysis: “Frederick Douglass”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Adding to the Historical Context anchor chart (5 minutes)

2. Work Time 

A. Mid-Unit 1 Assessment: Using Evidence to Support Analysis “Frederick Douglass” (20 minutes)

B. Launching Independent Reading (15 minutes)

3. Closing and Assessment

A. Preview Homework (5 minutes)

4. Homework

A. Read “Renaissance Man” and complete “Renaissance Man”: Text-Dependent Questions.

  • Mid-Unit 1 Assessment

Lesson 6Why did Douglass write the Narrative?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Entry Task: Frederick Douglass Timeline (7 minutes)

B.  Determining Douglass’s Homes Discussion Appointments (3 minutes)

2.  Work Time 

A.  Close Reading: Final Paragraph of the Narrative (15 minutes)

B.  Analyzing Frederick Douglass’s Purpose and Introducing Shining a Light Anchor Chart (15 minutes)

3.  Closing and Assessment

A.  Previewing Homework (5 minutes)

4.  Homework

A.  Complete Determining Position.

 

  • Frederick Douglass’s Purpose: Text and Questions
  • Discussion Appointment

Lesson 7Introducing the Process for Close Reading: Meeting Frederick Douglass

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Entry Task: Quote Cards (5 minutes)

B.  Reviewing Learning Targets (2 minutes)

2.  Work Time 

A.  First Read, Excerpt 1 (10 minutes)

B.  Second Read, Excerpt 1 (25 minutes)

3.  Closing and Assessment

A.  Adding to the Historical Context Anchor Chart (3 minutes)

4.  Homework

A.  Independent reading: Remind students that every evening, they need to be reading the independent reading book they chose in Lesson 5.

 

  • Determining Position (from homework)
  • Excerpt 1 Text and Questions
  • Discussion Appointment

Lesson 8Analyzing Douglass’s Purpose

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Entry Task: Roots, Prefixes, Suffixes (5 minutes)

B.  Reviewing Learning Targets (2 minutes)

2.  Work Time 

A.  Third Read, Excerpt 1 (25 minutes)

B.  Discussing Purpose (10 minutes)

3.  Closing and Assessment

A.  Discussing Purpose (10 minutes)

4.  Homework

A.  Reread Excerpt 1 from the Narrative and construct a one-paragraph response, using textual evidence, to the following prompt: “What two things was Douglass deprived of as a child that his audience thinks every child should have?”

  • Excerpt 1 Text and Questions

Lesson 9Close Reading Excerpt 2: Plantation Life

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Entry Task: Previewing Excerpt 2 (5 minutes)

2.  Work Time 

A.  First Read, Excerpt 2 (10 minutes)

B.  Second Read, Excerpt 2 (15 minutes)

C.  Matching Game, Excerpt 2 (10 minutes)

3.  Closing and Assessment

A.  Discussing Purpose (10 minutes)

4.  Homework

A.  Independent Reading

 

  • Excerpt 1: Constructed Response (from homework)
  • Excerpt 2 Text and Questions

Lesson 10Analyzing Douglass’s Purpose in Excerpt 2

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Entry Task: Powerful Stories (5 minutes)

B.  Adding to Powerful Stories Anchor Chart (5 minutes)

2.  Work Time 

A.  Third Read, Excerpt 2 (15 minutes)

B.  Excerpt 2 Analysis Note-catcher (15 minutes)

3.  Closing and Assessment

A.  Previewing Homework (5 minutes)

4.  Homework

A.  Complete found poem.

B.  Continue reading your independent reading book and bring it to class with you.

  • Excerpt 2 Text and Questions
  • Excerpt 2: Analysis note-catchers

Lesson 11Introducing Poetry

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Entry Task: My Independent Reading Plan (2 minutes)

2.  Work Time 

A.  Independent Reading Check-in (15 minutes)

B.  Introducing Poetry (8 minutes)

3.  Closing and Assessment

A.  Modeling Homework (5 minutes)

4.  Homework

A.  Revise your Found Poem from Lesson 10 to include two or more poetic tools.  Break the poem up into stanzas. Challenge yourself to add a sound tool.

B.  Continue reading your independent reading book.

  • Found Poem Draft #1 (from homework)

Lesson 12How to Read a Poem: “The Negro Speaks of Rivers”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Entry Task: How to Read a Poem (10 minutes)

B.  Previewing Learning Targets (5 minutes)

2.  Work Time

A.  Reviewing the Poet’s Toolbox (5 minutes)

B.  Modeling How to Read a Poem (20 minutes)

3.  Closing and Assessment

A.  Exit Ticket: Self-Assessment (5 minutes)

4.  Homework

A.  Complete the Poet’s Toolbox Matching Worksheet.

B.  Continue reading your independent reading book.

  • Found Poem Draft 2 (from homework)
  • Exit Ticket: Self-Assessment

Lesson 13Poetic Tools in Narrative of the Life of Frederick Douglass

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Correcting Homework (8 minutes)

2.  Work Time

A.  Reading “If We Must Die” (15 minutes)

B.  Analyzing Figurative Language in Narrative of the Life of Frederick Douglass (20 minutes)

3.  Closing and Assessment

A.  Exit Ticket: Poetic Tools in the Narrative (2 minutes)

4.  Homework

A.  Complete Poetry Analysis Practice #1. You will do a Paint Job Read of “Black Woman.”

  • Poetic Tools in the Narrative: Exit Ticket

Lesson 14Poetry Analysis: Small Group Practice

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Entry Task: “Black Woman” (10 minutes)

2.  Work Time

A.  Partner Reading of “slaveships” (30 minutes)

3.  Closing and Assessment

A.  Exit Ticket: Self-Assessment #2 (5 minutes)

4.  Homework

A.  Complete Poetry Analysis Practice #2 and review the Poet’s Toolbox reference sheet.”.

B.  Bring your independent reading book to class in case you finish the assessment early.

  • Exit Ticket: Poetic Tools in the Narrative

Lesson 15End of Unit Assessment: Poetry Analysis

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Entry Task: “Harriet Tubman” (10 minutes)

2.  Work Time

A.  End of Unit 1 Assessment: Poetry Analysis (33 minutes)

3.  Closing and Assessment

A.  Exit Ticket: Self-Assessment #2 (2 minutes)

4.  Homework

A.  Continue reading your independent reading book.

  • End of Unit 1 Assessment

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