ELA.7.R.2.3

After rereading chapters 1-3 from the text, The Narrative of the Life of Frederick Douglass and the 13th-15th Amendments, students will better understand Civil Rights and the author’s choice of words to use throughout the text to make a point. Students can identify and explain examples within the text where Douglass uses diction and syntax to establish and achieve his purpose.

There are three lessons that can be used to complement a study of The Narrative of the Life of Frederick Douglass and take a new perspective by merging ELA skills with civics knowledge.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Type: Lesson Plan

After rereading chapters 4-6 of The Narrative of the Life of Frederick Douglass, students will determine the meaning of the term citizen based on their background knowledge and the 14^th Amendment. Students will read and annotate the 14^th Amendment text. Students will then compare how the U.S. Constitution defined citizenship to the way enslaved people were treated by analyzing Frederick Douglass’ words and phrases in chapters 4-6 of his narrative.

There are lessons that can be used to complement a study of The Narrative of the Life of Frederick Douglass and help students take a new perspective by merging ELA skills with civics knowledge.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Type: Lesson Plan

Students will be doing a close read of Elizabeth Cady Stanton’s speech, "The Destructive Male." Students will be annotating the text along with answering questions that will lead them to a deeper understanding of women’s suffrage and the importance of the 19^th Amendment.

There are three lessons that can be used to complement a study of Women's Suffrage texts and help students take a new perspective by merging ELA skills with civics knowledge.

This resource uses a text that is on the Florida Department of Education's reading list.

Type: Lesson Plan

In this lesson, students will sharpen their paraphrasing skills using a speech by President Lyndon B. Johnson. Students will paraphrase several key sections from LBJ's speech following the 1968 Civil Rights Act. In doing so, they will learn the four steps to paraphrasing effectively.

Type: Lesson Plan

President Ronald Reagan's Inaugural Address

In this lesson, students will read former President Ronald Reagan’s Inaugural Address to identify two rhetorical devices, imagery and rhetorical question. Students will explain how these rhetorical devices are used strategically to support and achieve the purpose of his speech.

Type: Lesson Plan

This is the second lesson of a three-part unit that will build towards having the students research child soldiers. In this lesson, students will listen to a song, watch a video, and read a biography from a former child soldier from the Sudan and current international hip-hop star Emmanuel Jal. Students will examine and analyze the information presented in each of the formats by completing two column notes and participating in a whole group discussion.

Type: Lesson Plan

This is lesson three in a three-part series on "The Walrus and the Carpenter" by Lewis Carroll. In this final lesson, the poem's lessons are used to introduce an informational text on bullying and the bystander effect. Students will determine the purpose of the informational text, and will demonstrate through a short response how the article’s purpose is illustrated through the plot and characterization in the poem.

Type: Lesson Plan

This teaching resource provides the tools to help students analyze the use of rhetorical devices in the historical American speech by Judge Learned Hand, “The Spirit of Liberty.” Delivered in 1944 during the height of WWII, Judge Hand delivers a powerful message about the true essence of liberty through his use of two rhetorical devices—anaphora and rhetorical questions. Students will analyze his use of these rhetorical devices to better understand their meaning and significance.

Type: Text Resource

This teaching resource provides teachers with the tools to help students analyze the connotation of specific words and phrases within Susan B. Anthony’s speech, “On Women’s Right to Vote.” The speech includes examples of language with positive, negative, and neutral connotations to help the author establish and achieve purpose. This resource will help teachers explain the concept of connotative meaning and make connections to individuals and interest groups that influence our government through the use of this historic speech.

Type: Text Resource