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Lesson Topic: Language and Power in The Narrative of the Life of Frederick Douglass
Grade Level: 10
TERMINAL BEHAVIORAL OBJECTIVE
State the terminal objective (including content and behavior):
Students will be able to use Douglass’ narrative to individually formulate a thesis about the importance of literacy to Douglass.
CONTENT STANDARDS
List all appropriate national, state or district curriculum or content standards that align to this lesson.
Arizona Department of Education English Language Arts Standards: 9-10th grade
Reading Standards for Literature:
9-10.RL.1
9-10.RL.2
9-10.RL.5
ADAPTATIONS/ENRICHMENT
List accommodations you will make for Exceptional Education students:
- Provide time extensions as necessary
- Preferential seating
- No penalty for spelling errors
HOMEWORK
RESOURCES/MATERIALS
List all resources that you will need to teach this lesson:
Chapter 9 of textbook (Advanced Language and Literature)
The Narrative of the Life of Frederick Douglass, Frederick Douglass (located in the textbook)
Lesson Sequence
The Task Analysis must include the specific sub-tasks/topics. The first step in your Task Analysis should be
your BW/Anticipatory Set.
The last step in your Task Analysis should match your terminal behavioral objective for the lesson. (Add
more rows to this chart as needed.)
10 mins Textual evidence of literacy and Group work: Students will Ss will consult their completed (from prior
communication discuss their findings as a group. lesson) lists of textual evidence of literacy
and communication found in their notes,
discussing in their groups what they found
on their own
Int. Closure: Ss will add to their lists,
putting asterisks next to examples shared
by their group members that they did not
include before.
Ss will
30 mins Power and Literacy Student-led discussion: How Students have the first 7 minutes to
are power and literacy related consider the topic individually, filling out
within the context of the text their preparation handouts and formulating
and beyond? what they might like to say about it.
Two students (volunteers) lead a class
discussion, asking questions related to the
topic, calling on other students, steering
discussion, and doing whatever they wish
to do with their time in the position.
Int. Closure: Each S take notes
considering the topic before the discussion
begins, as well as during discussion if
anything notable occurs.
Each S writes one personal takeaway from
the discussion on a post-it-note to leave
with the teacher.
Guiding question: Using your
10 mins Formulation of thesis findings and discussions, what is Int. Closure: Ss will be able to use
a summative statement you can
Douglass’ narrative to individually
say about the importance of
literacy in Douglass’ life? formulate a thesis about the importance of
literacy to Douglass.