Week 2 -Main goal for this week: Using Different, Multimodal Texts to Scaffold the Research Process

Monday Tuesday Wednesday Thursday Friday

Description of -Today students will Students will read Students will learn Today we will watch Today students will
activities once again be Chapter IX of about Azie Mira teacher-approved focus primarily on
analyzing a slave Solomon Northup’s Dungey (her work, clips from a variety research for their
narrative using DR- slave narrative, 12 life, YouTube of different movies projects due at the
TA of Chapter III of Years A Slave using channel) as well as regarding American end of the unit. There
Narrative of the Life DR-TA as a class. watch Episode 1 of slavery and the South will be a mini-lesson
of Frederick Beforehand, there will her YouTube series to compare and on how to cite
Douglass. We will be a brief overview of “Ask a Slave.” The contrast viewpoints sources, find credible
give a brief overview Northup’s life and the class will participate of men vs. women in sources, and the
of Frederick plot summary of his in a discussion and slavery (i.e. the digitized archives and
Douglass’s life as narrative through a then students will different ways resources that they
well as a plot multimodal participate in Hollywood/the media will be required to
overview of his presentation. There Reciprocal Teaching portrays black men & use. Students will
narrative using a will also be discussion (based off of guiding women in the context then be broken up
multimodal and a journal prompt. questions posted on of slavery): into groups and
presentation. -Journal Prompt: Pick the board) using -12 Years a Slave brainstorm about
Students will also one moment in the different articles (2013) potential topics based
complete a journal text that you found assigned to be read in -Gone With the Wind on the literature,
prompt. especially impactful, class. Each group (1939) film/television clips,
-Journal Prompt: moving, or interesting will read and discuss -The Birth of a classroom discussion,
How is Frederick and explain how the article using RT Nation (1915) and journal prompts
Douglass’s narrative Northup’s writing and then will be -Roots (1977) so far. Students will
and style of writing style and content required to present After each clip is then begin working
different or similar to contributes to why it’s and summarize their shown, the class will on research using the
either Harriet impactful, moving, article (in relation to discuss what they classroom
Beecher Stowe’s etc. How is his writing the guiding questions watched based on Chromebooks to
Uncle Tom’s Cabin about plantation life posted) to the rest of guiding questions search through digital
or Harriet Jacobs’ different or similar to the class. from the teacher. At archives. They will
Incidents in the Life Douglass’s narrative? the end of class, be required to come
of a Slave Girl that Make sure you use students will up with 3 credible
we discussed last textual evidence. participate in journal sources by the end of
week? What do you writing based on the the class period to
think one or two topics discussed in potentially use in
main themes are from class and the their final projects.
Douglass’s narrative? movie/television
clips. Prompt: Write
down your thoughts
& reactions about
these clips—it can be
 anything from
something that
bothered you, to
something you have
questions about, or
general thoughts.
Write down one
major difference and
one major similarity
between any of the
clips we watched and
any of the texts we’ve
read.

What students will be Students will be Students will be Students will be Students will be Students will actively
doing reading Chapter III in reading through actively participating participating in be participating in
class using DR-TA as Chapter IX using DR- in classroom classroom discussion group brainstorming
well as completing a TA as well as discussion after of the clips watched and research in class
writing assignment participating in class watching Episode 1 in class as well as for their final
with the journal discussion and a of “Ask a Slave” as participating in research projects that
prompt. journal writing well as participating journal writing time will be due at the end
activity. in Reciprocal of the unit.
Teaching and
presenting on
assigned articles with
their groups to the
rest of the class.

What/how you’ll We will give a brief We will present an The teacher will We will facilitate the We will present a
teach overview of interactive, model how to build showing of the mini-lesson on
Douglass’s life and multimodal strong evidence- film/television clips credible sources and
the plot overview of presentation in which based answers and (Note: some clips research skills where
his narrative through we highlight key provide opportunities contain thematic we model how to find
a multimodal aspects of Douglass’s for students to material such as credible sources and
presentation as well life and the plot practice this in the violence and provide examples of
as leading the reading overview of his first portion of the language--we will appropriate research
of Chapter III using narrative as well as lesson, as the class preface students on techniques and
DR-TA and facilitating discussion discusses the “Ask a this beforehand) as sources. We will also
facilitating the and a time for journal Slave” video. We well as the discussion being available for
journal writing time. writing. We will will facilitate also the and journal writing help and guidance as
 We will model how attempt to continue to Reciprocal Teaching time. We will model students brainstorm
to think critically model how to use the students will be how to use a different and research in
about predictions and textual evidence to doing. We will post kind of “text” (film) groups for topic
the text using DR- work through a text guiding questions to to think and analyze ideas.
TA. using DR-TA. assist with the RT. At content critically. The
this point in the year, class discussion will
students will have be facilitated by the
had practice teacher as we will use
participating in RT guiding questions to
and should be get students to think
familiar enough with outside the box.
it.

What will be learned Ideally, students will The goal of today is to Students will Students will be Students will ideally
(and how will you begin to think more compare two different demonstrate their assessed through their learn about how to
know?) about what domestic accounts of domestic ability to craft journal writing, find appropriate
life was like on a life on a plantation evidence-based comparison/contrast sources and research
plantation for a slave and focus on key insights and of texts we have read skills as well as
(Chapter III differences/similarities inferences when they and film/television learning about digital
highlights life on a between Douglass and give their brief clips, as well as their archives and
plantation) as well as Northup’s accounts as presentations for the participation in class resources. They will
starting to unpack well as thinking about class. Students will discussions. Ideally, be required to come
more romantic ideals where we see also have the students will be able up with 3 credible
of Southern discrepancies in more opportunity to to state one major sources by the end of
plantation life. “romanticized” practice considering difference or the period to
Students will be portraits of the where texts leave similarity in the potentially use in
assessed through American South. matters uncertain by representation of their final projects in
their ongoing journal Students will be discussing potential slavery between order to assess their
writing time. assessed through a issues with the “Ask literature and visual participation in class.
journal prompt. a Slave” series and clips
demonstrate this skill
by posing a question
for further
reflection/inquiry at
the end of their
presentation.