Lesson Cover Page

Lesson Topic: Language and Power in The Narrative of the Life of Frederick Douglass

Length of Class Period: 60 mins

Course: Honors English

Grade Level: 10
TERMINAL BEHAVIORAL OBJECTIVE
State the terminal objective (including content and behavior):

Students will be able to use Douglass’ narrative to individually formulate a thesis about the importance of literacy to Douglass.

CONTENT STANDARDS
List all appropriate national, state or district curriculum or content standards that align to this lesson.
Arizona Department of Education English Language Arts Standards: 9-10th grade
Reading Standards for Literature:
9-10.RL.1
9-10.RL.2
9-10.RL.5

ELL STANDARDS AND ACCOMMODATIONS

List the language objective for listening, speaking, reading and writing: Arizona ELP Standards
[http://www.azed.gov/oelas/elps/]
ELL Stage V – Listening and Speaking
Standard 1:
HI-3
LI-5
HI-7
List any ELL accommodations, vocabulary, strategies you will use:
- Print instructions on the board as well as giving them orally.
- Key words (Frederick Douglass, the definition of literacy as determined during BW sharing, etc.), page numbers, and
homework printed legibly on the board.
- Group work/group collaboration
- Repetition

ADAPTATIONS/ENRICHMENT
List accommodations you will make for Exceptional Education students:
- Provide time extensions as necessary
- Preferential seating
- No penalty for spelling errors

List enrichment/extension activities you will provide for students:

- Lead the student led discussion as a volunteer

HOMEWORK

If there is homework following this lesson, list it here:

Using the established thesis, create a three-paragraph response to the narrative using textual evidence to support your claim. Due next
Wednesday.
RESOURCES/MATERIALS
List all resources that you will need to teach this lesson:
Chapter 9 of textbook (Advanced Language and Literature)
The Narrative of the Life of Frederick Douglass, Frederick Douglass (located in the textbook)
Lesson Sequence
The Task Analysis must include the specific sub-tasks/topics. The first step in your Task Analysis should be
your BW/Anticipatory Set.
The last step in your Task Analysis should match your terminal behavioral objective for the lesson. (Add
more rows to this chart as needed.)
TIME TASK ANALYSIS TEACHING STRATEGY
(Sub-tasks/topics) (BW, lecture, lab, group work,
handout, guiding questions,
etc)
10 mins Personal experience with  BW: How do you define
literacy literacy? In what ways do you
utilize literacy in your daily life?
10 mins Textual evidence of literacy and Group work: Students will
communication discuss their findings as a group.
30 mins Power and Literacy Student-led discussion: How
are power and literacy related
within the context of the text
and beyond?
WHAT ARE THE STUDENTS
DOING?
(Active participation, Int. Closure)
Ss will discuss BW with their group before
moving into sharing as a whole class.
Int. Closure: Each S reads and
paraphrases their definition of literacy in
their notes.
Ss will consult their completed (from prior
lesson) lists of textual evidence of literacy
and communication found in their notes,
discussing in their groups what they found
on their own
Int. Closure: Ss will add to their lists,
putting asterisks next to examples shared
by their group members that they did not
include before.
Ss will
Students have the first 7 minutes to
consider the topic individually, filling out
their preparation handouts and formulating
what they might like to say about it.
Two students (volunteers) lead a class
discussion, asking questions related to the
topic, calling on other students, steering
discussion, and doing whatever they wish
to do with their time in the position.
Int. Closure: Each S take notes
considering the topic before the discussion
begins, as well as during discussion if
anything notable occurs.
Each S writes one personal takeaway from
the discussion on a post-it-note to leave
with the teacher.
 Guiding question: Using your
10 mins Formulation of thesis findings and discussions, what is Int. Closure: Ss will be able to use 
a summative statement you can
Douglass’ narrative to individually 
say about the importance of
literacy in Douglass’ life? formulate a thesis about the importance of 
literacy to Douglass.