Collection 4: A New Birth of Freedom
"My father was a slave and my people died to build this country, and I'm going to stay here and be a part of it."
-Paul Robeson
Essential Question: How do 19th Century American authors' explore and expand ideas of freedom?
Collection Objective: SWBAT: analyze various speeches to develop an understanding about how these text inspired ideas of freedom.
Performance Task: SWBAT: synthesize their ideas of how these readings focus on bringing freedom and justice to all members of society by preparing a persuasive speech about a kind of freedom they would like to see expanded in today's world.
-Paul Robeson
Essential Question: How do 19th Century American authors' explore and expand ideas of freedom?
Collection Objective: SWBAT: analyze various speeches to develop an understanding about how these text inspired ideas of freedom.
Performance Task: SWBAT: synthesize their ideas of how these readings focus on bringing freedom and justice to all members of society by preparing a persuasive speech about a kind of freedom they would like to see expanded in today's world.
Introduction to Collection 4:
SWBAT: provide their opinions of freedom in America through a Gallery Walk and Focus Notes.
1. Freedom Gallery Walk
2. Collection Quote Analysis
3. Civil War and Reconstruction pg.277 in the textbook: Focus Notes
SWBAT: provide their opinions of freedom in America through a Gallery Walk and Focus Notes.
1. Freedom Gallery Walk
2. Collection Quote Analysis
3. Civil War and Reconstruction pg.277 in the textbook: Focus Notes
Objective 1:
SWBAT: Evaluate Abraham Lincoln's "Second Inaugural Address" speech and his use of rhetorical features such as word choice and parallelism to express ideas to his listeners by completing s SOAP's hand-out.
I. Pre-Reading
a. Abraham Lincoln Biography: Focus Notes
b. Preview Vocabulary
II. Close Reading:
a."Second Inaugural Address" speech by Abraham Lincoln pg.279
b. Read and Annotate the speech for rhetorical features such as diction and parallelism and Lincoln's ideas of freedom.
III. Post Reading:
a.SWBAT: Evaluate Abraham Lincoln's "Second Inaugural Address" speech by completing s SOAP's hand-out.
SWBAT: Evaluate Abraham Lincoln's "Second Inaugural Address" speech and his use of rhetorical features such as word choice and parallelism to express ideas to his listeners by completing s SOAP's hand-out.
I. Pre-Reading
a. Abraham Lincoln Biography: Focus Notes
b. Preview Vocabulary
II. Close Reading:
a."Second Inaugural Address" speech by Abraham Lincoln pg.279
b. Read and Annotate the speech for rhetorical features such as diction and parallelism and Lincoln's ideas of freedom.
III. Post Reading:
a.SWBAT: Evaluate Abraham Lincoln's "Second Inaugural Address" speech by completing s SOAP's hand-out.
Objective 2:
After reading speeches by Abraham Lincoln and Frederick Douglass, SWBAT: summarize views of freedom depicted by both authors.
I. Pre-Reading
a. Frederick Douglass Biography: Focus Notes
II. Close Reading:
a. "What to the Slave Is the Fourth of July?" speech by Frederick Douglass pg. 285
b. Read and Annotate the speech for the author's point of view and his use of persuasive techniques (ethos/pathos/logos)
III. Post Reading:
a.After reading speeches by Abraham Lincoln and Frederick Douglass, SWBAT: write a comparative summarize of freedom depicted by both authors.
After reading speeches by Abraham Lincoln and Frederick Douglass, SWBAT: summarize views of freedom depicted by both authors.
I. Pre-Reading
a. Frederick Douglass Biography: Focus Notes
II. Close Reading:
a. "What to the Slave Is the Fourth of July?" speech by Frederick Douglass pg. 285
b. Read and Annotate the speech for the author's point of view and his use of persuasive techniques (ethos/pathos/logos)
III. Post Reading:
a.After reading speeches by Abraham Lincoln and Frederick Douglass, SWBAT: write a comparative summarize of freedom depicted by both authors.
Objective 3:
SWBAT: draw conclusions about the specific women's rights in 1848 that Staton communicates in this document by completing a Theme Poster on Google Slides.
I. Pre-Reading
a. Elizabeth Cady Stanton Biography: Focus Notes
b. Preview Vocabulary
II. Close Reading:
a."Declaration of Sentiments" speech by Elizabeth Cady Stanton pg. 295
b. Read and Annotate the speech for themes about women's rights
III. Post Reading:
a.SWBAT: draw conclusions about the specific women's rights in 1848 that Staton communicates in this document by completing a Theme Poster on Google Slides.
SWBAT: draw conclusions about the specific women's rights in 1848 that Staton communicates in this document by completing a Theme Poster on Google Slides.
I. Pre-Reading
a. Elizabeth Cady Stanton Biography: Focus Notes
b. Preview Vocabulary
II. Close Reading:
a."Declaration of Sentiments" speech by Elizabeth Cady Stanton pg. 295
b. Read and Annotate the speech for themes about women's rights
III. Post Reading:
a.SWBAT: draw conclusions about the specific women's rights in 1848 that Staton communicates in this document by completing a Theme Poster on Google Slides.
Performance Task: SWBAT: synthesize their ideas of how these readings focus on bringing freedom and justice to ALL members of society by preparing a persuasive speech about a kind of freedom they would like to see expanded in today's world.
Objective 4:
SWBAT: write and perform a persuasive speech that discusses a freedom they would like to see expanded in today's world.
I. Pre-Writing:
a. Graphic organizer
b. First draft of Speech
II. Perform the Speech
a. Speech Rubric
III. Post-Writing
b. Speech Reflection
Objective 4:
SWBAT: write and perform a persuasive speech that discusses a freedom they would like to see expanded in today's world.
I. Pre-Writing:
a. Graphic organizer
b. First draft of Speech
II. Perform the Speech
a. Speech Rubric
III. Post-Writing
b. Speech Reflection
-Bridge Text-
Objective 1:
SWBAT: identify Mark Twain's purpose and explain which rhetorical and literary devices help him enforce his purpose by completing a rhetorical and literary device chart.
I. Pre-Reading
a. Mark Twain Biography (Hand-out)
b. Preview Vocabulary
II. Close Reading:
a. "The Lowest Animal" essay by Mark Twain (Hand-out)
b. Read and Annotate for comprehension, satire, and rhetorical and literary devices
III. Post Reading:
a. SWBAT: identify Mark Twain's purpose and explain which rhetorical and literary devices help him enforce his purpose by completing a rhetorical and literary device chart.
Objective 1:
SWBAT: identify Mark Twain's purpose and explain which rhetorical and literary devices help him enforce his purpose by completing a rhetorical and literary device chart.
I. Pre-Reading
a. Mark Twain Biography (Hand-out)
b. Preview Vocabulary
II. Close Reading:
a. "The Lowest Animal" essay by Mark Twain (Hand-out)
b. Read and Annotate for comprehension, satire, and rhetorical and literary devices
III. Post Reading:
a. SWBAT: identify Mark Twain's purpose and explain which rhetorical and literary devices help him enforce his purpose by completing a rhetorical and literary device chart.