Lesson+B

__Day 2 __- Teacher and students will participate in a discussion about the “W” portion of their KWL chart.

Teacher and students will discuss slave narratives.

Teacher and students will review main idea and supporting details.

Teacher and students will discuss the biography of Olaudah Equiano.

Teacher and students will read and discuss in their literature books, “The Interesting Narrative of the Life of Olaudah Equiano.”

After reading, students will complete the main idea chart on the selceted reading selection. In addition, students will complete the different perspectives chart on the topic of slavery as it realtes to Equiano's narrative.

Teacher and students will dicuss and review the assignments orally.

Teacher will model how to create a blog using the LCD projector.

Students will be divided into groups of four.

Each group and will create their own blog.

At the close of class, students will list in detail three things they learned during todays class session.


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__Day 3-__ Teacher and students will review what we have learned thus far.

Teacher and students will read and discuss the poem, Brought from Africa by Phyllis Wheatley.

On Being Brought from Africa to America
by Phillis Wheatley 'Twas mercy brought me from my //Pagan// land, Taught my benighted soul to understand That there's a God, that there's a //Saviour// too: Once I redemption neither sought nor knew. Some view our sable race with scornful eye, "Their colour is a diabolic die." Remember, //Christians//, //Negros//, black as //Cain//, May be refin'd, and join th' angelic train. Teacher will distribute and review the handout on analyzing poetry.

Students will write an explication of this poem.

Volunteers will share their explications with the class.

Teacher and students will prepare to visit Slavery and the Making of America Virtual Museum. []

Students will then listen and view slave memories from personal accounts from individuals who experienced or witnessed these acts. []

After visiting the museum and hearing the personal accounts, teacher and students will engage in dialogue about their experiences and their views. Students will then have to post their thoughts and comments on their group blogs. In addition, each group member must respond to one other group members posting by Day 4.

Teacher will divide students up in 2 groups. Teacher will inform students of a debate for tomorrow and will inform each group of their representing side. The debate topic will be “Does slavery still exist today?”

Students will prepare for their debate for tomorrow.

**Analyzing Poetry**
When asked to analyze or "explicate" a poem, it is a good idea to read the poem several times before starting to write about it. Remember that no one was born reading a book of poetry, but that it is a learned skill that gets easier with practice.

When you read a poem for the first time, these are the general steps you should follow:

<span style="font-family: Helvetica,Arial,sans-serif;">When writing in response to an assignment, keep in mind the constraints put upon you by the assignment itself and the actual questions you are answering. A written analysis of a poem should not simply paraphrase it, although the analysis may include paraphrase.
 * <span style="font-family: Helvetica,Arial,sans-serif;">Read once to determine the literal meaning of the poem.
 * <span style="font-family: Helvetica,Arial,sans-serif;">Read the poem again and then try to paraphrase it in a few sentences, in your own words. A good paraphrase is very close to what the poem says literally, without reference to the uses of figurative language or other poetic devices.
 * <span style="font-family: Helvetica,Arial,sans-serif;">Based upon your general sense of the poem, think about a strategy for approaching the poetic elements//,// or non-literal strategies used in the poem. Although most good poets use several strategies at the same time, usually one dominates in a particular poem. For instance, does the poet get his or her point across primarily by relying on treatment of a particular theme? Does the poet rely upon development of a particular set of figurative language? Does the poet make a point by using a particular structure? Upon rhyme and meter? If possible, mark what you notice, in pencil, on the poem itself to indicate interesting features and details which may be worth discussing.
 * <span style="font-family: Helvetica,Arial,sans-serif;">Next, construct a "reading" or explication of the poem, based upon what you have observed. There is no one "correct" reading of a poem; many readings are possible. But there are readings that are better than others. The best readings are strongly supported by //evidence// gleaned while reading the text //closely.// The best readings take into account all of the evidence in the poem. A reading that ignores evidence that contradicts the reading is a poor reading.

<span style="font-family: Helvetica,Arial,sans-serif;">The following are questions you can ask about any poem you encounter. Remember, however, that not all of the questions will apply to every poem you read, and also that you do not have to write about //every// answer to every question.


 * 1) <span style="font-family: Helvetica,Arial,sans-serif;">Who is the speaker? Is it the poet or a character/persona the poet takes on? What is the tone of voice adopted? Can you detect any irony? How precisely is the speaker defined? (Note: You should refer to the speaker as "the speaker" and not as "the poet," even if the voice seems to be the poet's own.
 * 2) <span style="font-family: Helvetica,Arial,sans-serif;">Who is the speaker's audience? Does the audience help to define the speaker?
 * 3) <span style="font-family: Helvetica,Arial,sans-serif;">What is the poem's literal meaning?
 * 4) <span style="font-family: Helvetica,Arial,sans-serif;">What is the poem's theme? Is the theme stated explicitly or implicitly?
 * 5) <span style="font-family: Helvetica,Arial,sans-serif;">What is the poem's structure? Does it develop in a straightforward manner to a logical conclusion? Is there a shift or turn in its development? How is the shift indicated? Why does a shift take place?
 * 6) <span style="font-family: Helvetica,Arial,sans-serif;">How is the poem organized? How does its organization contribute to the development of the poem's subject or theme?
 * 7) <span style="font-family: Helvetica,Arial,sans-serif;">What is the poem's meter? How does it contribute to the development of the poem's subject or theme? Are there any strategic points where the poem breaks with its rhyme scheme? Why?
 * 8) <span style="font-family: Helvetica,Arial,sans-serif;">What is the poem's rhyme scheme? How does it contribute to the development of the poem's subject or theme? Is there any evidence of internal rhymes, slant rhymes, etc?
 * 9) <span style="font-family: Helvetica,Arial,sans-serif;">How would you characterize the poem's language or diction ? What effect does this choice of language have on your response to the poem and its speaker?
 * 10) <span style="font-family: Helvetica,Arial,sans-serif;">What imagery is developed in the poem? Does the poet use metaphor, simile, personification, etc? Does he/she use symbolism? Considering the poem's subject matter, are these images obvious ones, or are they unusual and unexpected? Do they contribute to the poem's subject or theme? If so, how?
 * 11) <span style="font-family: Helvetica,Arial,sans-serif;">Is there any evidence of repetition, alliteration, onomatopoeia, or other sound effects in the poem? What do they contribute?
 * 12) <span style="font-family: Helvetica,Arial,sans-serif;">Is there any significance to the placement of words in the poem? Is the rhythm of any particular words or lines noteworthy?
 * 13) <span style="font-family: Helvetica,Arial,sans-serif;">Is there any significance to the poem's punctuation or the capitalization and spelling of words?

__<span style="font-family: Helvetica,Arial,sans-serif;">Day 4- __ Students will prepare for their class debate, Is slavery still in existence in today’s society?”

Students will be graded according to the provided rubric. The debate will be recorded so that the class can watch and reflect.

After the debate, students will view the debate for further discussion.

Students will post their experience, views, and opinions from the debate topic on their blogs. Students must respond to at least two of their group members by Day 6.

__Day 5-__ Teacher and students will reflect upon the unit thus far.

Students will be placed with a writing buddy.

In their pairs, students will write a persuasive essay on “Is Slavery in Existence in Today’s Society?” Students must take a position and provide examples and explanations to support their positions. Writing buddies will serve as aiding one another with ideas, examples, and proofreading.

Final draft of the essay will be due at the end of the class.