What motivates individuals to make a difference?
DAY 1–3 - SEED 1
DAY 4–5 - PLAN 1
DAY 6–7 - SEED 2
DAY 8 - SEED 3
DAY 9–10 - PLAN 2
DAY 11 - SEED 4
DAY 12–13 - SEED 5
DAY 14–15 - SEED 6
DAY 16–17 - SEED 7
DAY 18–19 - SEED 8
DAY 20 - SEED 9
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds,
teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
This is a two day lesson designed to take approximately one hour each day.
Students will begin the lesson by discussing the implications of a sentence cited from Chapter One of the text. Next, students will complete a close reading of Chapter One of L. M. Elliott's Give Me Liberty and complete a note taking organizer as they read. At the conclusion of designated sections of the chapter, students will draw conclusions about the central character Nathaniel based upon their notes. Students will review organizer entries and conclusions and then compose a written response to a question about the organization of the text. In small groups students will share their written responses following which the teacher will record key ideas followed by a whole class discussion. During the whole class discussion, connections will be made between conclusions about the character and the organization of the text.
Teacher should pre-assess students' ability to read the grade level text independently. Students who may need support can be grouped with a partner or work in a small group with the teacher. Additionally, students who require support may be provided a cued text.
Day #1: Opening: Students will discuss the implications of this statement from Chapter One: Today was a day that would change his circumstances. Students will delve into the idea of what circumstances actually entail and the notion that change can be either positive or negative. The teacher will guide the discussion in a manner that those two ideas are adequately discussed. To conclude, given that the narrative has a setting during the American Revolutionary period; students may offer predictions about what these circumstances are and how they might change.
Question 1: What does the reader learn about Nathaniel's shirt? Answers include: coarse fabric; did not smell bad particularly of horsehair, dirt, straw, grease; smelled wonderful particularly of soap, clean, warm sun; mother made shirt; smaller than before; well-made; twenty stitches to the inch
Question 2: Why does Nathaniel think being clean is like a sense of rebirth? Answers include starting again, getting another chance, fresh start, new beginning, etc. Each inference must be supported by the text. It may be necessary to redirect students to the concrete example of dirty shirt being cleaned.
Question 3: What are the descriptions or associations made with Nathaniel's eyes and his mother's eyes? Answers include for Nathaniel veiled, barely-there blue, bewitched, lily-livered, color of sky and mist, world wakes to a new day. Answers include for mother's eyes brilliant like bluebells, abloom with hope, believes in possibilities
Question 4: How is the sense of rebirth in paragraphs 1 and 2 like that same idea in paragraphs 3 through 6? Answers include a sense of rebirth is like waking up to a new day, a promise of a new day, springlike hope, dirty to clean, new time coming
Question 5: How is the sense of rebirth shown in paragraphs 7-11? Answers include clean hair blowing in the wind, Nathaniel sees himself in the water, new blooms, green grass, earth shakes awake, flowers blooming, new-life smells, fledgling possibilities
Day # Two: Students should briefly review the major points of the previous part of the lesson
Question 6: In paragraph 13, Nathaniel looks down and sees two sets of shoes. Describe them. Answers include well-polished boots and fat, cracked shoes with tarnished buckles.
Question 7: In paragraph 15, describe the smells. Answers include stench, rum, garlic, sweat.
Question 8: Why are polished boots beside old, cracked shoes? Inferences should be supported by text.
Question 9: How is the scent of flowers "new blooms" lost? Inferences should be supported by text.
Question 10: Why is blacksmithing considered hard work? Answers include keeping fires going, carrying water, sorting iron pieces
Question 11: Why might blacksmithing be hard work for Nathaniel? Answers include does not appear strong, skinny, (The teacher might inquire why he is skinny?) hasn't been well fed, eaten only corn and hoecakes
Question 12: Why does the buyer ask about pestilence? Reference/reminder should be made about multiple meaning of word "fit" What is evidence of being fit? teeth in good shape
Question 13: How is Nathaniel treated during this process? Answers may include teeth counted, squeezed, pushed around, discussion of price. Students may draw text-based inferences.