Chapter III The Slaves New Years Day(pages 12-13)
If a slave is unwilling to go with his new master, he is whipped, or locked up in jail, until he consents to go, and promises not to run away during the year. should he chance to change his mind, thinking its justifiable to violate an extorted promise, woe unto him if he is caught! the whip is used till the blood flows at his feet; and his stiffened limbs are put in chains, to be dragged in the field for days and days! if he lives until the next year perhaps the same man will hire him again, without even giving him an opportunity of going to the hiring ground.after those for hire are disposed of, those for sale are called up.
women also had their struggles with their masters since slaves were paqid of they had to do whatever their master said and they would try to defend themselves and get punished for it but it would depend on their punishment some had more severe then others.
Monday, October 20, 2008
Tuesday, October 7, 2008
10.07.08
10/07/08
Objective: Students will review yesterday's test on Incidents in the Life of a Slave Girl, by Harriet Jacobs
E2-Students will understand how multiple levels of meaning are conveyed in Jacobs' Incidents: Virtuosity and women.
Aim: There is a notion of women being virtuous in Incidents: what does it mean to be virtuous during the 18th century vs. 21st century?
Do Now: What does it mean to be a "good girl" or "good boy" in today's society...what things are expected, what are the rules?
Requirements: Students will take notes in their notebooks on class discussion, peers perspectives etc. Cite page numbers or chapters to support their perspectives.
Cooperative Learning: Each group will read "The Jealous Mistress." Research the meaning of virtuous (apply it to women in Jacobs' time) where in the text can you find virtuosity in both men and women and who truly possesses it?
Accomodations: Students may use dictionaries to better comprehend vocabulary. Teacher will be more than happy to re-read passage and sit with students who may need more guidance. Students may use their notes and past handouts. Lesson may contain illustrations for visual learners.
Homework: Draw a scene where a character is being virtuous.
Objective: Students will review yesterday's test on Incidents in the Life of a Slave Girl, by Harriet Jacobs
E2-Students will understand how multiple levels of meaning are conveyed in Jacobs' Incidents: Virtuosity and women.
Aim: There is a notion of women being virtuous in Incidents: what does it mean to be virtuous during the 18th century vs. 21st century?
Do Now: What does it mean to be a "good girl" or "good boy" in today's society...what things are expected, what are the rules?
Requirements: Students will take notes in their notebooks on class discussion, peers perspectives etc. Cite page numbers or chapters to support their perspectives.
Cooperative Learning: Each group will read "The Jealous Mistress." Research the meaning of virtuous (apply it to women in Jacobs' time) where in the text can you find virtuosity in both men and women and who truly possesses it?
Accomodations: Students may use dictionaries to better comprehend vocabulary. Teacher will be more than happy to re-read passage and sit with students who may need more guidance. Students may use their notes and past handouts. Lesson may contain illustrations for visual learners.
Homework: Draw a scene where a character is being virtuous.
Thursday, October 2, 2008
10/02/08
10/02/08 Objectives:Background: Students would have already read Chapters 1-5, learned and able to identify rhetoric, historical research on the author and setting.
E2-Students will understand how multiple levels of meaning are conveyed in Jacobs' IncidentsE2- Students will analyze and understand the literary elements of setting, metaphor, Irony, and characterization.
E4-Students will express their thoughts and views clearly with attention to the perspectives and voiced concerns their peers and teacher.
Aim: What do you think are the major tragedies that happened to the character Linda Brent, and how can these experiences help shape her character?
Do Now: Write about a really bad experience and the affect it had upon you physically or psychologically.
Requirements: Students will take notes in their notebooks on class discussion, peers perspectives etc. Cite page numbers or chapters to support their perspectives.
Comprehension Check:Who do we learn are Linda Brent's family/relatives?
Who is Linda "bequeathed" to after her "kind mistress" died? ("Childhood" 6)
In Chapter IV "The Slave Who Dared Feel Like a Man," focuses on which character and why the use of a simile to portray this character?
How old is Linda Brent in Chapter V "The Trials of Girlhood?"
How old is Flint in Chapter V "The Trials of Girlhood?"
Literary Analysis: Analytical and Identify Why did Linda say that her mistress "had been almost like a mother to me?"
(Childhood 5)Who is illustrated as the antagonist and what do you think makes this person an antagonist?
Who are referred to as "God Breathing machine" and why?
(Childhood 6)What is one of the "badges of slavery"
(The New Master and Mistress, 9)What is ironic about "The Slaves' New Year's Day?"
Vocabulary:What is a Mulatto?
Interpretive: How is religion used as rhetoric?
Critical Thinking:How is the slave woman portrayed vs. the white mistress throughout these chapters?
Cooperative Learning: Students will form five groups, use the books as support, and respond to the following on chart paper: List what you think to be 5-8 major tragedies that happened to Linda Brent in Chapters I through V and what affect did it have on her? List at least one per chapter. Please use page numbers/Chapters to support your perspectives.
Teacher's mode/Mini Lesson: charting my perspective with supporting evidence from the text.Group One on Chapter I "Childhood" Tragedies and affect on Linda Brent TragedyLinda's mistress dies AffectShe is physically "bequeathed" to a 5 year old Reference"Childhood" page 6 Share out!
Accomodations: Students may use dictionaries to better comprehend vocabulary. Teacher will be more than happy to re-read passage and sit with students who may need more guidance. Students may use their notes and past handouts. Lesson may contain illustrations for visual learners.
Homework: In your notebooks draw a scene in which you think is the worst tragedy illustrated. Give the chapter and a synopsis of the scene.
E2-Students will understand how multiple levels of meaning are conveyed in Jacobs' IncidentsE2- Students will analyze and understand the literary elements of setting, metaphor, Irony, and characterization.
E4-Students will express their thoughts and views clearly with attention to the perspectives and voiced concerns their peers and teacher.
Aim: What do you think are the major tragedies that happened to the character Linda Brent, and how can these experiences help shape her character?
Do Now: Write about a really bad experience and the affect it had upon you physically or psychologically.
Requirements: Students will take notes in their notebooks on class discussion, peers perspectives etc. Cite page numbers or chapters to support their perspectives.
Comprehension Check:Who do we learn are Linda Brent's family/relatives?
Who is Linda "bequeathed" to after her "kind mistress" died? ("Childhood" 6)
In Chapter IV "The Slave Who Dared Feel Like a Man," focuses on which character and why the use of a simile to portray this character?
How old is Linda Brent in Chapter V "The Trials of Girlhood?"
How old is Flint in Chapter V "The Trials of Girlhood?"
Literary Analysis: Analytical and Identify Why did Linda say that her mistress "had been almost like a mother to me?"
(Childhood 5)Who is illustrated as the antagonist and what do you think makes this person an antagonist?
Who are referred to as "God Breathing machine" and why?
(Childhood 6)What is one of the "badges of slavery"
(The New Master and Mistress, 9)What is ironic about "The Slaves' New Year's Day?"
Vocabulary:What is a Mulatto?
Interpretive: How is religion used as rhetoric?
Critical Thinking:How is the slave woman portrayed vs. the white mistress throughout these chapters?
Cooperative Learning: Students will form five groups, use the books as support, and respond to the following on chart paper: List what you think to be 5-8 major tragedies that happened to Linda Brent in Chapters I through V and what affect did it have on her? List at least one per chapter. Please use page numbers/Chapters to support your perspectives.
Teacher's mode/Mini Lesson: charting my perspective with supporting evidence from the text.Group One on Chapter I "Childhood" Tragedies and affect on Linda Brent TragedyLinda's mistress dies AffectShe is physically "bequeathed" to a 5 year old Reference"Childhood" page 6 Share out!
Accomodations: Students may use dictionaries to better comprehend vocabulary. Teacher will be more than happy to re-read passage and sit with students who may need more guidance. Students may use their notes and past handouts. Lesson may contain illustrations for visual learners.
Homework: In your notebooks draw a scene in which you think is the worst tragedy illustrated. Give the chapter and a synopsis of the scene.
Aim: How is rhetoric illustrated in the preface of Harriet Jacobs’ Incidents in the Life of a Slave Girl?
Do Now: From your research: draw a KWL chart in your notebooks and identify 1 aspect of Jacobs’ life.
Recap Mini Lesson of what is Rhetoric:Think about the Presidential Debate…what rhetoric do you know of exists in the last debate?
Whole Class: Teacher will read aloud the preface of Incidents.
Comprehension check:Who is being addressed in the preface?What was purposely done by the author?
Vocabulary:What is a preface?
What is a pseudonym?
Literary Analysis:What are the various settings?
Critical Thinking:Why do you think she wants to “arouse women of the North to a realizing sense of the condition of two millions of women at the south…most of them far worse” (xiv).
Cooperative Learning:Identify all the use of Rhetoric and Explain why this is rhetoric. Please use quotations/Homework:
Create Blog Pages and call it example: W. Smith English 5 and include Ms. Hyde somewhere on your page.Please have your work listed in chronological order by date.Then copy the lessons Aim, Do Now, Questions, and Homework on your Blogs. You can just copy and paste my lessons on your Blog page. Then answer them on a daily basis when we are using Blog pages.
Our next test is this Friday or Monday.
Vocabulary:
Preface
Pseudonym
Competent
Diligent
Leisure
Compelled
Motives
Presumptuous
Abominations
Read chapters 1-5 for Thursday’s class
Do Now: From your research: draw a KWL chart in your notebooks and identify 1 aspect of Jacobs’ life.
Recap Mini Lesson of what is Rhetoric:Think about the Presidential Debate…what rhetoric do you know of exists in the last debate?
Whole Class: Teacher will read aloud the preface of Incidents.
Comprehension check:Who is being addressed in the preface?What was purposely done by the author?
Vocabulary:What is a preface?
What is a pseudonym?
Literary Analysis:What are the various settings?
Critical Thinking:Why do you think she wants to “arouse women of the North to a realizing sense of the condition of two millions of women at the south…most of them far worse” (xiv).
Cooperative Learning:Identify all the use of Rhetoric and Explain why this is rhetoric. Please use quotations/Homework:
Create Blog Pages and call it example: W. Smith English 5 and include Ms. Hyde somewhere on your page.Please have your work listed in chronological order by date.Then copy the lessons Aim, Do Now, Questions, and Homework on your Blogs. You can just copy and paste my lessons on your Blog page. Then answer them on a daily basis when we are using Blog pages.
Our next test is this Friday or Monday.
Vocabulary:
Preface
Pseudonym
Competent
Diligent
Leisure
Compelled
Motives
Presumptuous
Abominations
Read chapters 1-5 for Thursday’s class
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