Lesson Unit Plan
The Narrative of the Life of Frederick Douglass

Lesson Plan

This Unit is an Expository Reading plan that links education to freedom.

Focus

Show by linking the Narrative of Frederick Douglass to the “Universal Declaration of Human Rights,” that education is akin to freedom. Thus personal freedom is attained through Social Justice, Social Reconciliation, and Social Transformation, a practice that liberates the mind.

Materials & Resources

• Novel: Narrative of the Life of Frederick Douglass
• Novel: Angelou, Maya. I know Why the Caged Bird Sings
• Text: Hampton-Brown. High Point, (Level C) – The “Amistad”
• Internet Web Resource: www.amistadamerica.org
• Expository Guided Reading Templates #1-4

Objectives

The student will read The Narrative of Frederick Douglass, and learn the basic fundamentals of Expository Reading. The student will engage in meaningful dialogue discussions about the Human Rights issues identified in the Douglass novel. The student will also dialogue about related readings that provide intriguing Civil Rights and Human Rights issues. The student will complete templates for developing his literary responses. The student will also study the Human Rights Amendments in conjunction with the reading exercises for developing his critical thinking skills. Lastly, the theme of Social Justice, Social Reconciliation, and Social Transformation will be explored so that student attains the awareness that learning to read liberates the mind. The final essay culminates into a critical thinking exercise, whereby the learner is able to interpret, express and evaluate ambiguities, subtleties, contradictions, ironies, and incongruities in the novel or text.

Anticipatory Set

The teacher introduces the reading materials, assignment schedule, and demonstrates how to complete the templates. The CA Standard for the Teaching Profession (CSTP) and Oakland Unified School District Standards (OUSD) guides the lesson. Therefore corresponding standards are implemented into the lesson plan. The teacher explains the pair-and-share and group dialogue plan outlined in the content description.

Content

The Teacher directs the Expository Reading strategies designed for this unit:

Week 1

• Daily: The student reads one chapter of the Narrative of Frederick Douglass and completes the appropriate Expository Reading template in class. For homework, the student reads another chapter of the novel and completes the corresponding reading guide template. For students who read at a slower pace, they are instructed to spend the time required to complete the reading assignment(s).
• · Daily: The student will engage in a (15 minute) meaningful dialogue, using the Expository Reading guide, and either in pair-&- share or engage in small group or class discussion.

Week 2

• Daily: Students will read and study the “Universal Declaration of Human Rights,” and dialogue each article, either in pair-&-share, small group, or class discussion.
• Upon completion of the Human Rights study and dialogue discussions, the students will complete the UDHR quiz. template2.pdf

Week 3

• Students will pair-&-share their Frederick Douglass Expository Reading guide. They may also work in small groups for the dialogue exercises, in preparation for their response to the Essential Question.
• Students will link the concepts of their Expository Reading guide to their understanding of the “Universal Declaration of Human Rights,” for developing their perspectives on the theme of Social Justice, Social Reconciliation and Social Transformation.
• Students are encouraged to dialogue about related Expository Reading guides, from previous lessons (e.g. I know why The Caged Bird Sings or The “Amistad”) in either pair-&-share or small group discussions.