Guide Lesson Plans Fugitive Pieces

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Augusta's letter to President Lincoln, written in , as a case study of an African American who became a doctor and worked with African American soldiers in the Union army. In Class 2 and 3 if needed , students read the biographical sketches of Dr. Augusta and one of three other Civil War African American doctors and nurses. Students reflect upon what they have read and learned, and then write about that reflection.

Lesson Planning w Dr. Hunter's 8 Elements

Back to top. They moved beyond prejudices, challenged the prescribed notions of both race and gender, and pushed the boundaries of the role of blacks in America during a time of conflict. Start Free Trial Cancel anytime.


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Tell students that they will be evaluating the way Monica Kulling uses characterization to help her readers learn about a famous person. Begin the read-aloud of Escape North!

The Story of Harriet Tubman. Encourage students to take notes about Tubman as you read to help them remember the characterization techniques that Kulling has used. At some point during the reading, stop and ask students to respond to the following writing prompt: What is Harriet Tubman like so far? What beliefs or emotions make her behave the way she does? What techniques did the writer use to help you know this? Tell students that they need to use specific evidence from the reading to support their responses.

Provide 10 minutes for students to write their responses to this question. You should also prepare a response. Model feedback by first sharing your response to the writing prompt and then asking students to share their responses.

Lesson Plan: Fugitive Slave Act of 1850

Use chart paper or an overhead transparency to record their feedback. You may want to photocopy this class feedback for student reference later in the lesson. Ask students to consider all of their responses and select Tubman's most important character traits at this point in the reading and the techniques the writer uses best to relay them to the reader. Continue reading the biography of Tubman. When finished, ask students to brainstorm all of the questions they have about slavery and the Underground Railroad.

Fugitive Pieces Lesson Plans for Teachers

Have students share their questions with the class, and encourage them to add any interesting questions they hear from their classmates to their own lists. Gather students into groups of five students each. Begin by sharing a brief description of the two novels that you have selected for the lesson. Ask each student to choose the novel that he or she would like to read. Once students have made their selections, break them into small groups for discussion.

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Review also the criteria for historical fiction that students generated during Lesson 1. Explain that students will be working together in their groups to use the novels they are reading to not only help them better understand the historical fiction genre and evaluate the writer's effectiveness but also to begin searching for the answers to their questions about slavery and the Underground Railroad.

Have students begin reading the novel they selected, and end the session by asking students to write down one idea or question from their reading that they would most like to discuss with their book discussion groups during the next session. This question can be about the writer's techniques, the genre of historical fiction, or the time period during which the novel is set.

Divide the next 14 class sessions into 2 blocks minutes for in-class reading and 25 minutes for book group discussions. If book group discussions are lagging, you may offer students some of the novel discussion questions as conversation starters. Begin this lesson with a discussion of The Fugitive Slave Bill of Ask students to use what they already know from their readings to draw some conclusions about the effect this law might have had on the country.