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Agenda Day 1

Agenda Day 1. Bell Ringer Historical Context: Forced Immigration Tone in Slave Narratives Activity Exit Slip: Reflection Questions By the end of class, you will be able to explain how forced immigration affected the point of view and tone of an author. Bell Ringer: Forced Immigration.

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Agenda Day 1

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  1. Agenda Day 1 • Bell Ringer • Historical Context: Forced Immigration • Tone in Slave Narratives Activity • Exit Slip: Reflection Questions By the end of class, you will be able to explain how forced immigration affected the point of view and tone of an author.

  2. Bell Ringer: Forced Immigration What is forced immigration? Based on the visuals: Who? What? When/Where? Why? How? What kind of forced immigration are the visuals depicting?

  3. Skills Notes: • What is tone? • How do authors create tone in a passage?

  4. Skills Notes: • What is tone? • The author’s attitude towards his or her subject • How do authors create tone in a passage? • Diction (word choice) • Imagery • Repetition • Characterization • Plot

  5. Identifying Tone Activity • Today you will work in a small group to identify the tone in a passage from a slave narrative. • Read your assigned passage with your group, then complete the organizer on your handout. • Be ready to share your findings with the class.

  6. Exit Slip: Reflection Questions • How might the experiences of the men and women who wrote about their experiences in slavery influence the way they view America? Use specific examples.

  7. Agenda Day 2 • Bell Ringer • Who is Frederick Douglass? A quick timeline • Read A Narrative of the Life of Frederick Douglass Chapter 1 • Close Reading Analysis of Chapter 1 By the end of class, you will be able to perform a close reading of a text to explain how forced immigration affected and author’s point of view.

  8. Bell Ringer • Today we will read Chapter one of Frederick Douglass’s slave narrative The Narrative of the Life of Frederick Douglass • Based on what you know about forced immigration and the tone of the slave narrative passages we analyzed yesterday, what tone do you think Frederick Douglass will take while describing his early life in today’s reading? Use specific examples.

  9. Who is Frederick Douglass? A quick timeline

  10. Childhood • Infancy- Frederick Douglass was separated from his mother • Age 8- Douglass was sold for the first time • After 9- Risks his life asking his master’s wife to teach him to read- lessons are stopped by his master, but Douglass continues to teach himself to read by bribing poor white boys with food

  11. Teenage Years • Age 16- Beaten repeatedly by Edward Covey to “Break his Spirit” • Age 18- Tries to escape to freedom, but fails

  12. Douglass in his 20’s • Age 20- Escapes to freedom and marries a free woman, Anna Murray • Age 23- Begins speaking publicly against slavery • Age 25- Organizes and speaks at the National Convention of Colored Men • Age 27- Publishes the 1st of 3 books—The Narrative of the Life of Frederick Douglass

  13. Douglass in his 30’s • Age 31- Begins publishing a newspaper—The North Star • Age 32- Speaks for Women’s Rights at the Seneca Falls Convention • Age 37- Publishes his 2nd book—My Bondage and My Freedom

  14. The Later Years of Frederick Douglass • Age 45- Becomes an Advisor to Abraham Lincoln during the Civil War • Age 54- First black man nominated for Vice President of the United States of America

  15. Read Chapter 1 of The Narrative of the Life of Frederick Douglass As you read, complete the empathy map

  16. Empathy Map • Complete the Empathy Map for Chapter One of Narrative of the Life of Frederick Douglass. • What does Douglass… • Do? • Think? • Say? • Feel?

  17. Exit Slip: Close Reading Complete the Close Reading handout and analysis questions

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