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2015
Objective: I will close read a text to
analyze purpose and tone and
determine the connotative meaning
of words and phrases.
Warm-Up: What different strategies
can you use to understand the
meaning of unfamiliar words?
Homework: By Thursday, read
chapters 1-3 of Battle of the
Labyrinth
Close Reading
Workshop
Informational/Literary Nonfiction Texts
Connotation
noun
1. the associated or secondary meaning of a word
or expression in addition to its explicit or primary
meaning: A possible connotation of home is a
place of warmth, comfort, and affection..
the act of connoting; the suggesting of an
additional meaning for a word or expression, apart
from its explicit meaning.
2. something suggested or implied by a word or
thing, rather than being explicitly named or
described: Religion has always had a negative
connotation for me.
Second Reading
Directions
1. I will read the text aloud and you will follow
along with me.
2. This time, circle words that you do not know and
that you feel are important to the meaning of
the passage.
3. Check Your Understanding: Working with the
person next to you, use context clues or a
thesaurus to find synonyms for important words
you circled. Write the words and synonyms down
in the space underneath #1. Be prepared to
share.
4. We will write a summary explaining the central
ideas in the passage, using two or three of the
new words we learned.
Background Information
Shared reading of background information on pg.
4
Watch Frederick Douglas mini Bio video.
Tuesday September 1,
2015
Objective: I will use
several pieces of textual
evidence to support
analysis of a text and
visual media.
Warm-Up: Look
carefully at the map on
the overhead. Describe
at least one thing that
catches your attention.
Homework: Ch.1-3
BOTL
Answer discussion
questions
Synthesizing Your
Understanding
We will discuss and answer the next three questions
together. Make sure you WRITE the answer.
1. Who is the speaker and what is the subject of the passage?
What is the speakers perspective on the subject? What
experiences or beliefs contribute to his point of view?
2. What is the purpose of the passage? Now that you have
identified the subject and speaker of the passage, explain
Douglasss reasons for writing these paragraphs. What does
he hope to communicate to the audience about his subject?
3. What is the authors attitude toward the subject of the
passage? Tone describes the attitude of the author about
the subject being discussed. Now that you have identified
the subject and the purpose, explain how Douglass feels
about this subject.
Writing Prompt
Based on your current understanding of the
passage, summarize Douglasss point of view
and tone about slavery. Write a paragraph
that explains your interpretation of his
perspective on this topic. Be sure to:
Identify the subject, speaker, purpose and
tone of the passage in a topic sentence.
Provide several pieces of textual evidence
that support your statement
Explain how the evidence supports your
topic sentence.
Proper Paragraph
1. Topic sentence a sentence that states the main idea
of your paragraph. You should always address the
author and text you are talking about and clearly
answer the question.
2. Supporting detail/textual evidence phrases from the
text that support what your topic sentence is saying.
You can paraphrase what the text is saying or you can
use direct quotes.
3. Commentary/Analysis explain how the textual
evidence supports your topic sentence. YOUR OWN
THOUGHTS AND IDEAS
4. Supporting detail/textual evidence
5. Commentary/Analysis
6. Concluding Sentence wrap up your paragraph in a
sentence that rewords your topic sentence.
In conclusion, _________________.
Activity 2
Look carefully at the map that
follows. It depicts the Underground
Railroad, a network of safe houses
and secret routes that existed in the
19th-century United States. With the
aid of abolitionists and sympathetic
allies, an estimated 100,000
escaped slaves had gained their
freedom by 1850 via the
Underground Railroad.
What I noticed . . .
A legend or key explains the meaning of the
shaded states and the white arrows; names of
cities are included; rivers are noted by dark,
squiggly lines; arrows indicate movement - some
indicate movement northward, some lines are on
the ocean, some are going south; one escape
route goes to Canada; another goes south to the
Caribbean; the arrows seem to get thicker at
certain points in the middle.
Writing Prompt
What does Douglass say about slavery? What
does the map show about slavery? Write a
paragraph comparing the two.
Be sure to:
Write a topic sentence that connects the two
texts.
Include textual details and explain how they
support your connection.
Write a conclusion that follows from your
explanations.
You will work in groups to write your paragraphs,
but each of you must turn in your own copy!
Use the outline we learned today!
Second Reading:
Vocabulary in Context
We are going to read the passage out loud
together.
As we read, circle all the bolded words that you do
not understand and you feel are important.
Check Your Understanding
1. Share the words that you circled with your
shoulder partner. Work together to use context
clues to define the words that you circled. Write
the definitions ON TOP OF THE WORDS.
2. What leadership qualities does Harriet Tubman
demonstrate in this passage? Explain several ways
that her role as a leader is different from the role
of the others in her group. Answer the question in
three to four sentences. (mini-paragraph)
Disagreement/Clarif
cation
Can you clarify what
you meant by
Another
interpretation of the
passage could be
What textual
examples support
your idea?