eled-7m3-module-3-u1-l8-0316.doc - GRADE 7 MODULE 3 UNIT 1...

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GRADE 7: MODULE 3: UNIT 1: LESSON 8 Analyzing Douglass’s Purpose Grade 7: Module 3: Unit 1: Lesson 8 Analyzing Douglass’s Purpose Created by EL Education, Inc. on behalf of Public Consulting Group, Inc. © 2013 Public Consulting Group, Inc., with a perpetual license granted to EL Education, Inc. Common Core ELA Curriculum G7:M3:U1:L8 First Edition 0
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GRADE 7: MODULE 3: UNIT 1: LESSON 8 Analyzing Douglass’s Purpose Long-Term Targets Addressed (Based on ELA CCSS) I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4) I can determine an author’s point of view or purpose in informational text. (RI.7.6) I can analyze how the author distinguishes his/her position from others’. (RI.7.6) Supporting Learning Targets Ongoing Assessment I can analyze how specific excerpts of Narrative of the Life of Frederick Douglass convey Douglass’s position on slavery I can use common roots, prefixes, and suffixes as clues to the meaning of words in Narrative of the Life of Frederick Douglass I can reread a complex text to better understand it. Excerpt 1 Text and Questions Created by EL Education, Inc. on behalf of Public Consulting Group, Inc. © 2013 Public Consulting Group, Inc., with a perpetual license granted to EL Education, Inc. Common Core ELA Curriculum G7:M3:U1:L8 First Edition 1
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GRADE 7: MODULE 3: UNIT 1: LESSON 8 Analyzing Douglass’s Purpose Agenda Teaching Notes 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?” In this lesson, students continue to build their stamina and ability to make meaning of the Narrative through the process of reading. Students read Excerpt 1, which they began in Lesson 7, for the third time and record answers to text-dependent questions. These questions help students synthesize their understanding of the text and are a scaffold to determining how a particular excerpt conveys Douglass’s position on slavery. (RI.7.6.) The debrief discussion on purpose supports students in analyzing the connection between Excerpt 1 and 2 of the positions from the Shining a Light anchor chart (from Lesson 6): how slavery affects slaves and slave owners. Students will demonstrate their ability to determine purpose during Unit 2 (on both the Mid-Unit 2 and End of Unit 2 Assessments) For homework, students reflect on Excerpt 1 by writing a one-paragraph response, using textual evidence. Short written responses help students process the complex text and allow them to practice crafting concise evidence-based responses.
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