Harriet Tubman: Hero and Champion Of the Anti-Slavery Movement

Size: px
Start display at page:

Download "Harriet Tubman: Hero and Champion Of the Anti-Slavery Movement"

Transcription

1 Harriet Tubman: Hero and Champion Of the Anti-Slavery Movement Jeanne Topic FALL 2016 CIEP 475 Workshop-Teaching With Primary Sources Course Introduction

2 Students are fortunate to arrive in the eighth grade American history class with background on Harriet Tubman. The fifth grade curriculum in our district features an overview of the Civil War era, its causes and the aftermath of the conflict. The examination of Tubman s life is embedded in the second quarter of the eighth grade school year with the Unit of Study entitled Every Perspective Tells a Story. Featured this quarter are opportunities for the development of argument writing, a trial of abolitionist John Brown defended as either hero or villain, the work of Frederick Douglass and the life of Solomon Northup. In addition, the social studies unit aligns with this historical era and includes references and readings from The Boys War, Killer Angels and To Be A Slave. Research includes key historical figures of the Civil War. The following activities related to the life of Harriet Tubman offer all students opportunities to learn using various modalities: the use of visuals, small and large group discussion and purposeful writing as parts of the continuum that support learning standards and move students forward in their understanding of Harriet Tubman as an American hero. The Primary Source Tool, Venn Diagram and Developing Reading Skills are designed to check for understanding as the unit is implemented Table of Contents: DAY TOPIC AND ASSESSMENT PAGE Day 1 - Slave Map and Primary Source Analysis Tool 2 Day 2 - Slave Poster and Venn Diagram 6 Day 3 - Harriet Tubman: Conductor on the Underground Railroad, Douglass letter to Tubman and Developing Reading Skills 10 Day 4 - Understanding our Currency, Informative Writing and Informative Writing Rubric 17 1

3 Lesson Plan (Day 1) Why is Harriet Tubman s likeness placed on the American $20.00 bill effective this year? Students in the 8th grade will gather information, draw conclusions, discuss and write an essay citing evidence that supports the nation s decision to create a Tubman currency. Objectives: A. To examine the life of Harriet Tubman within the context of a difficult time in America s history B. To define a hero and heroic behavior C. To develop a thesis statement and support the thesis with facts D. To engage in meaningful discourse leading to new understandings Standards for this lesson: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text RI.8.5 Analyze how a text makes connections among and distinctions between individuals, ideas or events SL.8.1 Engage effectively in a range of collaborative discussions with diverse partners on Grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly SS.H.1.6-8MC Use questions generated about individuals and groups to analyze why they and the developments they shaped, are seen as historically significant. Time Required for Lesson 1-45 minutes Recommended Grade Range - this lesson will be used with an eighth grade general education language arts class. Subject/Topic Range - this lesson is intended for an eighth grade language arts block class but can be adapted for an eighth grade American history class. 2

4 Materials needed Day 1 - Primary Source Analysis Tool Resource Used Title: Map showing the distribution of slaves in the Southern State Map URL: Contributor Name: Steinwehr, A. von (Adolph), Created/Published: Philadelphia, P? 186-? Procedure: Students will be divided into small groups and each group will receive a copy of the slave map. Students will begin to think like historians as they examine the title of the map along with its features. Students will identify the geographic locations with the highest concentrations of slaves and later compare this map to the route Harriet Tubman will follow to free them. Students will use the Primary Source Analysis Tool as they discuss their findings. We will come together as a large group to discuss observations, reflect and attempt to answer questions, paying particular attention to commonalities among groups. A workable time frame within this 45 minutes would allow for a few minutes for the group to assemble and the placement of a map at each table along with the Primary Source Assessment Tool. A few general questions may be posed before the group begins that will guide the investigation including the date of the map and its creator. Students will use the key along with background knowledge to record their findings and generate further questions (15-20 minutes). The large group should then assemble to discuss findings, checking for commonalities among groups and answering questions posed (15 minutes). The Smartboard or other device can be used to record findings and list questions. 5-7 minutes can be used at the end of the time frame for reflection by the same small groups. 3

5 4

6 Lesson Plan (Day 2) Why is Harriet Tubman s likeness placed on the American $20.00 bill effective this year? Students in the 8th grade will gather 5

7 information, draw conclusions, discuss and write an essay citing evidence that supports the nation s decision to create a Tubman currency. Objectives: E. To examine the life of Harriet Tubman within the context of a difficult time in America s history F. To define a hero and heroic behavior G. To develop a thesis statement and support the thesis with facts H. To engage in meaningful discourse leading to new understandings Standards for this Lesson: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas or events RI.8.5 Analyze in detail the structure of specific words and phrases in a text in developing and refining a key concept RI 8.6 Determine an author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence and viewpoints. SS.IS.5-6-8MC Develop claims and counterclaims while pointing out the strengths and limitations of both. Time Required for Lesson 2-45 minutes Recommended Grade Range - this lesson will be used with an eighth grade general education language arts class. Subject/Topic Range - this lesson is intended for an eighth grade language arts block class but can be adapted for an eighth grade American history class. Materials needed Day 2 -Venn Diagram Resource Used Title: A reward poster for runaway slaves from

8 URL: URL: Created: 1847 Creator: W.M. Russell Procedure: Students will move to an examination of the slave poster and attempt to analyze different perspectives. Who is positively affected by this poster (pro-slavery citizens,slaveholders). Who is negatively affected by this poster? (slaves, abolitionists). The students will complete a compare/contrast chart using the language of the poster to examine the power of language and its effect on both sides of the slavery issue. The text of the poster should be presented as a close read activity to aid in comprehension. This activity will require higher-level thinking skills such as inferencing as students will contemplate the difficult vocabulary (i.e., mulatto, swelling at the navel and good address. A first read should be done silently, followed by a teacher read-aloud and the annotation of the text by the students. Students should make use of reference materials at their disposal for deconstructing the text (i.e., dictionary, dictionary.com). This activity may take more time than planned for as students not only must make meaning from the text, but must also evaluate the text based on the language used. This is a quality text to use for a close read because students can only complete the activity by using the words of the poster. 7

9 8

10 Lesson Plan (Day 3) Why is Harriet Tubman s likeness placed on the American $20.00 bill effective this year? Students in the 8th grade will gather information, draw conclusions, discuss and write an essay citing evidence that supports the nation s decision to create a Tubman currency. 9

11 Objectives: I. To examine the life of Harriet Tubman within the context of a difficult time in America s history J. To define a hero and heroic behavior K. To develop a thesis statement and support the thesis with facts L. To engage in meaningful discourse leading to new understandings Standards for this Lesson: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas or events RI.8.5 Analyze in detail the structure of specific words and phrases in a text in developing and refining a key concept RI 8.6 Determine an author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence and viewpoints. RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting and plot RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Time Required for Lesson 2-90 minutes Recommended Grade Range - this lesson will be used with an eighth grade general education language arts class. Subject/Topic Range - this lesson is intended for an eighth grade language arts block class but can be adapted for an eighth grade American history class. 10

12 Materials needed Day 3 Petry, Ann. Harriet Tubman: Conductor on the Underground Railroad. Literature. McDougal Littell P.258. Douglass, Frederick. Letter to Harriet Tubman. Literature. McDougal Littell P Developing Reading Skills. Adapted from Literature. McDougal Littell 2008 by Jeanne Topic Procedure: Students will continue to develop reading and interpreting skills as they read an excerpt from Harriet Tubman: Conductor On the Underground Railroad which will be accomplished as a read-aloud with students following from their textbooks and annotating with post-it notes during a close read. Of particular relevance will be the ideas of Moses as the leader of the people, the changes of attitude of those who left with Tubman, her dedication to the safety of all by forbidding anyone to leave the group, and the use of the slave map from Day 1 and the map in Developing Reading Skills which demonstrate to the students the distance a slave must have had to travel before reaching Maryland and Tubman. Students will also read the letter from Frederick Douglass to Harriet Tubman and form a written response to the question in Developing Reading Skills Why does Douglass believe that Harriet Tubman is superior to him? Name Cause and Effect Runaway slaves faced overwhelming problems and stress. To understand the roots of these negative impacts, examine the statements on the left; to the right add the consequences. It is very helpful if you read the statement to the left, insert the word so and complete the sentence on the right. The first one is done for you, so examine it closely. 11

13 CAUSES EFFECTS On the plantation, Tubman had to announce her presence very quietly so that the slave Owners would not discover the plan 1. Tubman knew that traveling during the day was too dangerous as the slaves might be seen 2. Tubman had to identify herself in a secret way to each station on the railway 3..The runaway s spirit sagged from fear and exhaustion 4. One slave suddenly wanted to go back 5. The slaves needed shelter, food and jobs when they arrived in Canada Comprehension Check 1. What was Harriet Tubman s code name? She sang Go down, Moses very quietly outside the slave cabins late at night; she also would make the sound of a whipporwill or hoot owl Words to Know and Use borne (v) disheveled (adj) 12

14 2. How did Harriet Tubman signal to the slaves? dispel (v) 3. To what country did Tubman lead the runaways? _ instill (v) vain (adj) 4. What is meant by A friend with friends? 5, How did people help the runaways along the way? Incentive (n) disclose (v) eloquence (n) Why does Douglass feel that Harriet Tubman is superior to him? Explain your answer using evidence from his letter to Tubman. 13

15 14

16 15

17 Lesson Plan (Day 4) 16

18 Why is Harriet Tubman s likeness placed on the American $20.00 bill effective this year? Students in the 8th grade will gather information, draw conclusions, discuss and write an essay citing evidence that supports the nation s decision to create a Tubman currency. Objectives: M. To examine the life of Harriet Tubman within the context of a difficult time in America s history N. To define a hero and heroic behavior O. To develop a thesis statement and support the thesis with facts P. To engage in meaningful discourse leading to new understandings Standards for this Lesson: W.8.7 Conduct short research to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Time Required for Lesson 2-90 minutes Recommended Grade Range - this lesson will be used with an eighth grade general education language arts class. Subject/Topic Range - this lesson is intended for an eighth grade language arts block class but can be adapted for an eighth grade American history class. Materials needed Day 4 Resource Used Title: Educational Games & Resources URL: Creator: U. S. Currency Education Program 7th/8th Grade Elk Grove United School District Writing Rubric Informational/Explanatory found at 17

19 Procedure: offering resources to all Illinois teachers Day 4 will feature the students using Chromebooks to examine the Library of Congress s U. S. Currency Education Program which invites students to learn about the history of currency in our country. Following this activity, students will use the informational/explanatory writing rubric to construct an essay answering the Essential Question Why is Harriet Tubman likeness placed on the American $20.00 bill effective this year? Using information from this unit of study, the students will offer sound reasoning on the choice to place Harriet Tubman on the currency. Extensions to the Lessons An extension idea is to read the picture book Moses written and illustrated by Kadir Nelson. A short study of the work of Kadir Nelson would lead to future discussion in history class with the Negro baseball league. Evaluation Evaluation of student learning includes the completion of the Primary Source Evaluation Tool, the Venn Diagram, Developing Reading Skills activities, written response to the Douglass letter to Tubman and written essay answering the Essential Question using the Informational/Explanatory Writing Rubric included. The essay will be focused, organized, include facts from the study of Harriet Tubman, reference the sources used in this study, use the conventions of English and draw a conclusion about Harriet Tubman as a representative hero on the American $20.00 bill. ~The Primary Source Tool, Venn Diagram and Developing Reading Skills are designed to check for understanding as the unit is implemented Designer of the Unit Jeanne Topic M.A., NBCT 18

20 19

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together

More information

Extended Common Core Social Studies Lesson Plan Template

Extended Common Core Social Studies Lesson Plan Template Extended Common Core Social Studies Lesson Plan Template Lesson Title: Slavery and the Culture of Colonial America Author Name: Stacy Drum Contact Information: sdrum@washoeschools.net Appropriate for Grade

More information

Prentice Hall Literature Common Core Edition Grade 10, 2012

Prentice Hall Literature Common Core Edition Grade 10, 2012 A Correlation of Prentice Hall Literature Common Core Edition, 2012 To the New Jersey Model Curriculum A Correlation of Prentice Hall Literature Common Core Edition, 2012 Introduction This document demonstrates

More information

Student Name: OSIS#: DOB: / / School: Grade:

Student Name: OSIS#: DOB: / / School: Grade: Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards

More information

Lesson Plan: Uncle Tom s Cabin

Lesson Plan: Uncle Tom s Cabin StudySync Lesson Plan Uncle Tom s Cabin Objectives Time 1. Engage students in the history, language and themes of Harriet Beecher Stowe s Uncle Tom s Cabin, so that they are prepared to discuss the excerpt

More information

Facing our Fears: Reading and Writing about Characters in Literary Text

Facing our Fears: Reading and Writing about Characters in Literary Text Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham

More information

MYP Language A Course Outline Year 3

MYP Language A Course Outline Year 3 Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,

More information

Achievement Level Descriptors for American Literature and Composition

Achievement Level Descriptors for American Literature and Composition Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

Highlighting and Annotation Tips Foundation Lesson

Highlighting and Annotation Tips Foundation Lesson English Highlighting and Annotation Tips Foundation Lesson About this Lesson Annotating a text can be a permanent record of the reader s intellectual conversation with a text. Annotation can help a reader

More information

STEP 1: DESIRED RESULTS

STEP 1: DESIRED RESULTS GRADE 11, UNIT #1 AUTHORS: N. Battista, R. Gold, V. Larsen, M. Vacchio Revised by: S. Chan, M. Contino, P. Liebowitz, G. Milos, C. Vittiglio A.Whitney, P. Duffy, G. Changa, P. Liebowitz, H. Chan, S. Brosnihan,

More information

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy A Correlation of, To A Correlation of myperspectives, to Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of. Correlation page references are to the

More information

Grade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government

Grade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government The Constitution and Me This unit is based on a Social Studies Government topic. Students are introduced to the basic components of the U.S. Constitution, including the way the U.S. government was started

More information

Writing for the AP U.S. History Exam

Writing for the AP U.S. History Exam Writing for the AP U.S. History Exam Answering Short-Answer Questions, Writing Long Essays and Document-Based Essays James L. Smith This page is intentionally blank. Two Types of Argumentative Writing

More information

English Language Arts Missouri Learning Standards Grade-Level Expectations

English Language Arts Missouri Learning Standards Grade-Level Expectations A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition

More information

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION. English as a Second Language Level 1 (Entering) and Level 2 (Beginning)

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION. English as a Second Language Level 1 (Entering) and Level 2 (Beginning) PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION English as a Second Language Level 1 and Level 2 Length of Course: Elective/Required: Schools: Term Required High Schools Eligibility:

More information

Grade 5: Module 3A: Overview

Grade 5: Module 3A: Overview Grade 5: Module 3A: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright

More information

Fears and Phobias Unit Plan

Fears and Phobias Unit Plan Fears and Phobias Unit Plan A. What will students produce? Students will ultimately write an argumentative essay in which they analyze the pros and cons of fear. They will use evidence from several texts

More information

Greeley/Evans School District 6

Greeley/Evans School District 6 Content Area English Language Arts Grade Level 6 Course Name/Course Code English 6 Purpose Priority Standards Reading Literature (RL) Reading Informational (RI) Language (L) Writing (W) Common Core State

More information

Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs

Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs 2016 Dual Language Conference: Making Connections Between Policy and Practice March 19, 2016 Framingham, MA Session Description

More information

New York State P-12 Common Core Learning Standards For English Language Arts & Literacy

New York State P-12 Common Core Learning Standards For English Language Arts & Literacy A Correlation of To the New York State P-12 Common Core Learning Standards For Introduction This document demonstrates how English Language Arts meets the objectives of the New York State P-12. Correlation

More information

NAME OF ASSESSMENT: Reading Informational Texts and Argument Writing Performance Assessment

NAME OF ASSESSMENT: Reading Informational Texts and Argument Writing Performance Assessment GRADE: Seventh Grade NAME OF ASSESSMENT: Reading Informational Texts and Argument Writing Performance Assessment STANDARDS ASSESSED: Students will cite several pieces of textual evidence to support analysis

More information

Grade 4. Common Core Adoption Process. (Unpacked Standards)

Grade 4. Common Core Adoption Process. (Unpacked Standards) Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney

Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Aligned with the Common Core State Standards in Reading, Speaking & Listening, and Language Written & Prepared for: Baltimore

More information

Georgia Department of Education Dr. John D. Barge, State School Superintendent May 3, 2012 * Page 1 All Rights Reserved

Georgia Department of Education Dr. John D. Barge, State School Superintendent May 3, 2012 * Page 1 All Rights Reserved May 3, 2012 * Page 1 GRADE 8 ELA CCGPS UNIT PLAN: 2nd 9 WEEKS 2. We have read a poem by Georgia author Alice Walker and her short story Everyday Use. Using words and phrases from the texts show how Walker

More information

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s)) Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other

More information

5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels

5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels 5th Grade Unit Plan Social Studies Comparing the Colonies Created by: Kylie Daniels 1 Table of Contents Unit Overview pp. 3 7 Lesson Plan 1 pp. 8 11 Lesson Plan 2 pp. 12 15 Lesson Plan 3 pp. 16 19 Lesson

More information

Night by Elie Wiesel. Standards Link:

Night by Elie Wiesel. Standards Link: Night by Elie Wiesel Standards Link: CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific

More information

Generic Project Rubrics 4th Grade

Generic Project Rubrics 4th Grade Generic Project 4th Grade Free PDF ebook Download: Generic Project 4th Grade Download or Read Online ebook generic project rubrics 4th grade in PDF Format From The Best User Guide Database Oral Presentation.

More information

Honors 7 th Grade Language Arts Curriculum

Honors 7 th Grade Language Arts Curriculum Honors 7 th Grade Language Arts Curriculum Unit of Study: Short Stories Unit of Study: Paragraph Writing Unit of Study: Vocabulary Unit of Study: Grammar Unit of Study: Mysteries/Hound of the Baskervilles,

More information

Pearson Longman Keystone Book D 2013

Pearson Longman Keystone Book D 2013 A Correlation of Keystone Book D 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document

More information

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. IBET. The IBET reading strategy helps students understand

More information

California Department of Education English Language Development Standards for Grade 8

California Department of Education English Language Development Standards for Grade 8 Section 1: Goal, Critical Principles, and Overview Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language

More information

Pearson Longman Keystone Book F 2013

Pearson Longman Keystone Book F 2013 A Correlation of Keystone Book F 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document

More information

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5- New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,

More information

Grade 6: Module 4: Unit 1: Overview

Grade 6: Module 4: Unit 1: Overview Grade 6: Module 4: Unit 1: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

This map-tastic middle-grade story from Andrew Clements gives the phrase uncharted territory a whole new meaning!

This map-tastic middle-grade story from Andrew Clements gives the phrase uncharted territory a whole new meaning! A Curriculum Guide to The Map Trap By Andrew Clements About the Book This map-tastic middle-grade story from Andrew Clements gives the phrase uncharted territory a whole new meaning! Alton Barnes loves

More information

Lucy Caulkins Writing Rubrics

Lucy Caulkins Writing Rubrics Lucy Caulkins Writing Rubrics Free PDF ebook Download: Lucy Caulkins Download or Read Online ebook lucy caulkins writing rubrics in PDF Format From The Best User Guide Database by professional knowledgeespecially

More information

and secondary sources, attending to such features as the date and origin of the information.

and secondary sources, attending to such features as the date and origin of the information. RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.9-10.1. Cite specific textual evidence

More information

The College Board Redesigned SAT Grade 12

The College Board Redesigned SAT Grade 12 A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.

More information

Differentiating Content Area Curriculum to Address Individual Learning Styles

Differentiating Content Area Curriculum to Address Individual Learning Styles Differentiating Content Area Curriculum to Address Individual Learning Styles Debbie J. Johnson Latham, Illinois Through my teaching experience as the reading specialist in our school, I see students struggling

More information

Common Core State Standards for English Language Arts

Common Core State Standards for English Language Arts Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.

More information

Teaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son?

Teaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son? Teaching Task Rewrite Student Support - Task Re-Write Day 1 Copyright R-Coaching Name Date Teaching Task: Rewrite the Teaching Task: In the left column of the table below, the teaching task/prompt has

More information

Grade 6: Module 2A Unit 2: Overview

Grade 6: Module 2A Unit 2: Overview Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore

More information

Sectionalism Prior to the Civil War

Sectionalism Prior to the Civil War Sectionalism Prior to the Civil War GRADE 7 This sample task contains a set of primary and authentic sources about how the differences between the North and South deepened the feelings of sectionalism

More information

We'll be looking at some of the work of Isabel Beck, Mckeown, and Kucan as we look at developing

We'll be looking at some of the work of Isabel Beck, Mckeown, and Kucan as we look at developing PAM KASTNER: Welcome, and hello. My name is Pam Kastner. I'm an educational consultant here at PaTTAN Harrisburg, and today I will be offering the third and final presentation in this three- part series

More information

Summarize The Main Ideas In Nonfiction Text

Summarize The Main Ideas In Nonfiction Text Summarize The Main Ideas In Free PDF ebook Download: Summarize The Main Ideas In Download or Read Online ebook summarize the main ideas in nonfiction text in PDF Format From The Best User Guide Database

More information

1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists

1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists Common Core Georgia Performance Standards Grade 4 English Language Arts Andria Bunner Sallie Mills ELA Program Specialists 1 Welcome Today s Agenda 4 th Grade ELA CCGPS Overview Organizational Comparisons

More information

Literature and the Language Arts Experiencing Literature

Literature and the Language Arts Experiencing Literature Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102

More information

English IV Version: Beta

English IV Version: Beta Course Numbers LA403/404 LA403C/404C LA4030/4040 English IV 2017-2018 A 1.0 English credit. English IV includes a survey of world literature studied in a thematic approach to critically evaluate information

More information

9.2.2 Lesson 5. Introduction. Standards D R A F T

9.2.2 Lesson 5. Introduction. Standards D R A F T 9.2.2 Lesson 5 Introduction In this lesson, students will begin their exploration of Oedipus s confrontation with the blind prophet Teiresias in Oedipus the King. Students will read from Teiresias, you

More information

MARYLAND BLACK BUSINESS SUMMIT & EXPO March 24-27, 2011 presented by AATC * Black Dollar Exchange * BBH Tours

MARYLAND BLACK BUSINESS SUMMIT & EXPO March 24-27, 2011 presented by AATC * Black Dollar Exchange * BBH Tours Baltimore, MD. February 23, 2011 Lou Fields, President of AATC and founder of the Black Dollar Exchange announced the First Annual Maryland Black Business Summit & Expo being held in the City of Baltimore

More information

4 th Grade Reading Language Arts Pacing Guide

4 th Grade Reading Language Arts Pacing Guide TN Ready Domains Foundational Skills Writing Standards to Emphasize in Various Lessons throughout the Entire Year State TN Ready Standards I Can Statement Assessment Information RF.4.3 : Know and apply

More information

NOT SO FAIR AND BALANCED:

NOT SO FAIR AND BALANCED: NOT SO FAIR AND BALANCED: ANALYZING BIAS IN THE MEDIA by Daniella Schmidt, IHE M.Ed. graduate PURPOSE This lesson plan helps high school students take a closer look at prejudices, the biases that media

More information

Parent Academy. Common Core & PARCC

Parent Academy. Common Core & PARCC Parent Academy Common Core & PARCC Common Core State Standards What are Academic Standards? Academic Standards describe the knowledge and skills a student needs to have by the end of each school year from

More information

GTPS Curriculum English Language Arts-Grade 7

GTPS Curriculum English Language Arts-Grade 7 Unit 1 5 weeks Big Idea: What makes a story unforgettable? Topic: Plot, Conflict, and Setting Standards Reading Lit xxrl.7.1. Cite several pieces of textual evidence to support analysis of what the text

More information

Pennsylvania Common Core Standards English Language Arts Grade 11

Pennsylvania Common Core Standards English Language Arts Grade 11 A Correlation of Prentice Hall Literature Common Core Edition Grade 11, 2012 To the Common Core Standards English Language Arts Grade 11 Table of Contents 1.2 Reading Informational Text... 4 1.3 Reading

More information

Implementing the English Language Arts Common Core State Standards

Implementing the English Language Arts Common Core State Standards 1st Grade Implementing the English Language Arts Common Core State Standards A Teacher s Guide to the Common Core Standards: An Illinois Content Model Framework English Language Arts/Literacy Adapted from

More information

Textbook. Of Plymouth Plantation. Upon the Burning of Our House (supplemental) To My Dear and Loving Husband Sinners in the Hands of an Angry God

Textbook. Of Plymouth Plantation. Upon the Burning of Our House (supplemental) To My Dear and Loving Husband Sinners in the Hands of an Angry God NYS Learning/Core Standards Reading Standards For 1, 2, 3, 4, 5, 6, 9 Writing Standards: 1, 3, 4, 5, 6, 9, 10 Language Standards: 1, 2, 3, 4, 5 11 June 2012 Content (What needs to be taught?) Unit- Beginnings

More information

A Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher

A Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher GUIDED READING REPORT A Pumpkin Grows Written by Linda D. Bullock and illustrated by Debby Fisher KEY IDEA This nonfiction text traces the stages a pumpkin goes through as it grows from a seed to become

More information

This activity is meant for high school English students in grades 9 and 10.

This activity is meant for high school English students in grades 9 and 10. II. Literature-based Lesson This activity is meant for high school English students in grades 9 and 10. By Melissa Butcher This literature-based lesson contains an excerpt from the novel Krik? Krak! Danticat,

More information

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1 The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10) Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have

More information

Copyright Corwin 2015

Copyright Corwin 2015 2 Defining Essential Learnings How do I find clarity in a sea of standards? For students truly to be able to take responsibility for their learning, both teacher and students need to be very clear about

More information

Rendezvous with Comet Halley Next Generation of Science Standards

Rendezvous with Comet Halley Next Generation of Science Standards Next Generation of Science Standards 5th Grade 6 th Grade 7 th Grade 8 th Grade 5-PS1-3 Make observations and measurements to identify materials based on their properties. MS-PS1-4 Develop a model that

More information

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary

More information

Grade 5: Module 2A: Unit 1: Lesson 6 Analyzing an Interview with a Rainforest Scientist Part 1

Grade 5: Module 2A: Unit 1: Lesson 6 Analyzing an Interview with a Rainforest Scientist Part 1 Grade 5: Module 2A: Unit 1: Lesson 6 Analyzing an Interview with a Rainforest Scientist Part 1 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

More information

The Short Essay: Week 6

The Short Essay: Week 6 The Minnesota Literacy Council created this curriculum. We invite you to adapt it for your own classrooms. Advanced Level (CASAS reading scores of 221-235) The Short Essay: Week 6 Unit Overview This is

More information

Assessment and Evaluation

Assessment and Evaluation Assessment and Evaluation 201 202 Assessing and Evaluating Student Learning Using a Variety of Assessment Strategies Assessment is the systematic process of gathering information on student learning. Evaluation

More information

Can Money Buy Happiness? EPISODE # 605

Can Money Buy Happiness? EPISODE # 605 Can Money Buy Happiness? EPISODE # 605 LESSON LEVEL Grades 6-8 KEY TOPICS Community Entrepreneurship Social responsibility LEARNING OBJECTIVES 1. Recognize a need in your community. 2. Learn how to come

More information

Grade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7

Grade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7 Grade 7 Prentice Hall Literature, The Penguin Edition, Grade 7 2007 C O R R E L A T E D T O Grade 7 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate

More information

Content Language Objectives (CLOs) August 2012, H. Butts & G. De Anda

Content Language Objectives (CLOs) August 2012, H. Butts & G. De Anda Content Language Objectives (CLOs) Outcomes Identify the evolution of the CLO Identify the components of the CLO Understand how the CLO helps provide all students the opportunity to access the rigor of

More information

English 2, Grade 10 Regular, Honors Curriculum Map

English 2, Grade 10 Regular, Honors Curriculum Map The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be accessed at www.cpalms.org. The main resource for the support

More information

What the National Curriculum requires in reading at Y5 and Y6

What the National Curriculum requires in reading at Y5 and Y6 What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Assistant Principals) Guide for Evaluating Assistant Principals Revised August

More information

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Innov High Educ (2009) 34:93 103 DOI 10.1007/s10755-009-9095-2 Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Phyllis Blumberg Published online: 3 February

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9) Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For

More information

Florida Reading Endorsement Alignment Matrix Competency 1

Florida Reading Endorsement Alignment Matrix Competency 1 Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending

More information

Scoring Notes for Secondary Social Studies CBAs (Grades 6 12)

Scoring Notes for Secondary Social Studies CBAs (Grades 6 12) Scoring Notes for Secondary Social Studies CBAs (Grades 6 12) The following rules apply when scoring any of the Social Studies Classroom Based Assessments (CBAs) for grades 6 12. 1. Position: All CBA responses

More information

Grade 6: Module 3B: Unit 2: Overview

Grade 6: Module 3B: Unit 2: Overview Grade 6: Module 3B: Unit 2: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

TASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT

TASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT NADERER TPA TASK 1, PAGE 1 TASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT Part A: Context for Learning Information About the School Where You Are Teaching 1. In what type of school do you teach? Urban

More information

Grade 5: Curriculum Map

Grade 5: Curriculum Map Grade 5: Curriculum Map EL Education s Grades 3 5 comprehensive literacy curriculum is 2 hours per day of content-based literacy: Module lessons (60 minutes of daily instruction): explicitly teach and

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading Program Requirements Competency 1: Foundations of Instruction 60 In-service Hours Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language,

More information

Learning about evidence and interpretation

Learning about evidence and interpretation Grades 9-12 Overview This lesson is one of a series that introduces six historical thinking concepts developed by Peter Seixas of the University of British Columbia. Each lesson supports teachers in using

More information

MCAS_2017_Gr5_ELA_RID. IV. English Language Arts, Grade 5

MCAS_2017_Gr5_ELA_RID. IV. English Language Arts, Grade 5 IV. English Language Arts, Grade 5 Grade 5 English Language Arts Test The spring 2017 grade 5 English Language Arts test was a next-generation assessment, featuring a new test design and new item types.

More information

Universal Design for Learning Lesson Plan

Universal Design for Learning Lesson Plan Universal Design for Learning Lesson Plan Teacher(s): Alexandra Romano Date: April 9 th, 2014 Subject: English Language Arts NYS Common Core Standard: RL.5 Reading Standards for Literature Cluster Key

More information

RESPONSE TO LITERATURE

RESPONSE TO LITERATURE RESPONSE TO LITERATURE TEACHER PACKET CENTRAL VALLEY SCHOOL DISTRICT WRITING PROGRAM Teacher Name RESPONSE TO LITERATURE WRITING DEFINITION AND SCORING GUIDE/RUBRIC DE INITION A Response to Literature

More information

Holt McDougal Literature, Grade 11. Write Source, Grade 11

Holt McDougal Literature, Grade 11. Write Source, Grade 11 , Grade 11 crosswalk correspondence with, Grade 11 Use these lesson and practice resources BEFORE the Holt McDougal Literature selection to review or introduce upcoming instruction OR AFTER the Holt McDougal

More information

MASTER SYLLABUS. Course Title: History of American Art Course Number: 1045

MASTER SYLLABUS. Course Title: History of American Art Course Number: 1045 MASTER SYLLABUS Course Title: History of American Art Course Number: 1045 Credit Hours: Three Prerequisites: None Course Description: This course is a comprehensive study of the social history and cultural

More information

Rottenberg, Annette. Elements of Argument: A Text and Reader, 7 th edition Boston: Bedford/St. Martin s, pages.

Rottenberg, Annette. Elements of Argument: A Text and Reader, 7 th edition Boston: Bedford/St. Martin s, pages. Textbook Review for inreview Christine Photinos Rottenberg, Annette. Elements of Argument: A Text and Reader, 7 th edition Boston: Bedford/St. Martin s, 2003 753 pages. Now in its seventh edition, Annette

More information

How to Use Vocabulary Maps to Deliver Explicit Vocabulary Instruction: A Guide for Teachers

How to Use Vocabulary Maps to Deliver Explicit Vocabulary Instruction: A Guide for Teachers How to Use Vocabulary Maps to Deliver Explicit Vocabulary Instruction: A Guide for Teachers Overview and Materials Objective Students will increase academic vocabulary knowledge through teacher-provided

More information

Grade 6 Intensive Language Arts - Collection 1 Facing Fear

Grade 6 Intensive Language Arts - Collection 1 Facing Fear Suggested Semester 1 Central Text Selections Anchor Text: Short Story: The Ravine by Graham Salisbury 680L, p. 3 LG: Describe characters and setting, and make inferences in the context of a short story.

More information

correlated to the Nebraska Reading/Writing Standards Grades 9-12

correlated to the Nebraska Reading/Writing Standards Grades 9-12 correlated to the Nebraska Reading/Writing Standards Grades 9-12 CONTENTS CORRELATION: Grade 9... 1 Grade 10...21 Grade 11..39 Grade 12..58 McDougal Littell The Language of Literature correlated to the

More information

2006 Mississippi Language Arts Framework-Revised Grade 12

2006 Mississippi Language Arts Framework-Revised Grade 12 A Correlation of Prentice Hall Literature Common Core Edition 2012 Grade 12 to the 2006 Mississippi Language Arts Framework-Revised Grade 12 Introduction This document demonstrates how Prentice Hall Literature

More information

The Roaring 20s. History. igcse Examination Technique. Paper 2. International Organisations. September 2015 onwards

The Roaring 20s. History. igcse Examination Technique. Paper 2. International Organisations. September 2015 onwards History The Roaring 20s igcse Examination Technique Paper 2 International Organisations September 2015 onwards 1 Assessment Overview Paper 2 50% of total igcse marks 90 minutes Historical investigation

More information

UNITED STATES SOCIAL HISTORY: CULTURAL PLURALISM IN AMERICA El Camino College - History 32 Spring 2009 Dr. Christina Gold

UNITED STATES SOCIAL HISTORY: CULTURAL PLURALISM IN AMERICA El Camino College - History 32 Spring 2009 Dr. Christina Gold UNITED STATES SOCIAL HISTORY: CULTURAL PLURALISM IN AMERICA El Camino College - History 32 Spring 2009 Dr. Christina Gold Class: MW 1:00-2:25 SOCS 207 Section 2394 Office: 202G Social Sciences Building

More information

Fifth Grade. (Questions based on Harry Potter and the Sorcerer s Stone by J.K. Rowling. paired with

Fifth Grade. (Questions based on Harry Potter and the Sorcerer s Stone by J.K. Rowling. paired with Teaching Toward the Demands of the CCSS 1 Fifth Grade City/State Focused Standards: Reading Literature, Grade 5 What the Standards Say 5.1 Quote accurately from a text when explaining what the text says

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

LITERACY-6 ESSENTIAL UNIT 1 (E01)

LITERACY-6 ESSENTIAL UNIT 1 (E01) LITERACY-6 ESSENTIAL UNIT 1 (E01) (Foundations of Reading and Writing) Reading: Foundations of Reading Writing: Foundations of Writing (July 2015) Unit Statement: The teacher will use this unit to establish

More information