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Analyzing Douglass’s Purpose
Class members continue analyzing text excerpts from Narrative of the Life of Frederick
Douglass. They read and draw conclusions to determine Douglass's view on slavery. Learners finish by discussing with partners how the excerpts connect...
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Close Reading Excerpt 2: Plantation Life
Time for a good old fashioned match game! Readers complete an initial, second, and third read of Plantation Life to gain a deep understanding. After close reading the text, scholars practice identifying paraphrasing by matching sentences...
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Poetic Tools in Narrative of the Life of Frederick Douglass
Scholars listen to a reading and answer probing questions about If We Must Die by Claude McKay. Readers annotate their personal copies of the poem as they discuss its figurative language, vocabulary, and meaning. They then transfer their...
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Bringing Douglass’s Words to Life: The Fight with Covey
Readers have the opportunity to bring the words from an excerpt of Narrative of the Life of Frederick
Douglass to life. They use strategies from the Storyteller’s
Toolbox anchor chart as a guide and then work in pairs to prepare their...
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Analyzing Douglass’s Purpose: Excerpt 4
Anchors away! Scholars take a look at the Group Work anchor chart to prepare for the excerpt four, The Fight with Covey, analysis. The Excerpt 4 Analysis note catcher guides the group as they carry out their analyses. The class then...
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Analyzing Douglass’s Purpose: An Escape Attempt
Time for more team work! Class members work in a team once again to complete Narrative of the Life of Frederick Douglass Excerpt 5 Analysis note catcher. Before beginning, teams review the Group Work anchor chart and roles. After group...
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Forming a Research-Based Claim: Comparing Cascading Consequences
It's time to weigh the risks and benefits of screen time! Pupils work in triads to identify the strongest positive and negative consequences from their Cascading Consequences chart. Next, using the chart and their researcher's notebooks,...
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Analyzing a Model Position Paper: “Facebook: Not for Kids”
It's time to take a position! Scholars learn to write a position paper by analyzing a model paper titled Facebook: Not for Kids. After studying the model paper, learners think about their own papers using the Position Paper Planner. They...
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Logic and Argument: Evaluating the Argument in “Beyond the Brain”
The brain is not the mind. Scholars explore the claim by reading an informational article about neuroscience research, "Beyond the Brain." As they read, they answer text-dependent questions and complete an anchor chart to evaluate...
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Evaluating an Argument: “Is Google Making Us Stupid?”
Does the Internet negatively affect peoples' brains? Scholars complete a Tracing an Argument note catcher to evaluate the question as they read the text "Is Google Making Us Stupid?" Exploring both sides of the issue, they add their...
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Evaluating an Argument in The Big Thirst
Don't argue with me! Scholars first evaluate the argument in The Big Thirst. Learners work with partners to determine if the text supplies enough evidence to support the claim. They then complete a Tracing an Argument Note catcher for...
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Scaffolding for Essay: Planning Body Paragraphs for Position Paper
Let's make a plan. Scholars work on the plan for their papers using a Position Paper Planner. They talk with a partner about counterclaims and think about counterclaims to include in their papers. As learners begin to write, they work...
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Finishing the End of Unit Assessment: Final Draft of Position Paper and Reflection on the Writing Process
Think about it. Writers think about their end of unit essays through reflection. They use the End of Unit 3 Assessment, Part 2: Reflection on the Writing Process handout to analyze the writing process they used to create their position...
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Introducing Module 4B: “Water Is Life”
Learners take a gallery walk around the classroom to view various images and quotes. As they walk, they write down what they notice and wonder about what they see. After discussing their notice and wonder notes, they read the...
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Mid-Unit 2 Assessment: Research Task: Comparing and Contrasting Texts
It's the half-way mark! Pupils demonstrate understanding of unit standards by completing a mid-unit assessment. After reading an informational article about water management strategies, scholars complete a graphic organizer to identify...
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End of Unit 2 Assessment, Part 1A: Fishbowl on Better Use of Water in Agriculture
Just keep swimming! Pupils participate in a Fishbowl discussion, sitting in two concentric circles and alternating between speaking and listening roles. During the discussion, they defend a claim about the best way to begin managing...