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
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
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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- Frederick Douglass, Narrative of the Life of Frederick Douglass, Slavery in the United States, Meaning of life
