A Winding Journey

African American Literature Unit

11th grade, English

Created by: Kayla Becker

Last update: November 29, 2006

Lesson Title: Through the eyes of a slave

85 minutes (1 hour, 25 minutes)

Power Point for lesson

BEFORE READING:

I. Motivation:

"Good morning (or afternoon), class. How is everyone doing today? (pause and let students respond, but do not allow this to go over 30 seconds) Okay, well, let's get started with today's lesson, shall we? I need everyone to take our their journals and list their first memories from their childhood life; for example, describe your first memories as a toddler, times with your immediate and extended family, school memories, work you remember doing as a child, your first paycheck, etc. Write all of these thoughts down in your journal. You have the next 3 minutes." Walk around the classroom and observe what students are writing down in their journals. Prompt students thinking by asking additional questions, such as: What do you remember doing in kindergarten class? What about field trips you took as a child? Do you have any memories from family vacations or gatherings? Do you remember any events from your early childhood, even getting in trouble by your parents or getting hurt?
"Okay, now that each of you has written down your first memories as a child, what are some of the things you wrote down?" Wait for students to volunteer before calling on students. Remember: silence is not a bad thing! Call on students, as needed or until you have roughly 10-15 responses.
Students may have answers such as the following: their first day of school, riding the school bus, playing with their siblings and/or friends, watching cartoons, helping care for their younger brothers and/or sisters, getting in trouble by their older brothers and sisters, reading a book, a traumatic event, climbing into Mom and Dad's bed during a thunderstorm, school field trips, sleepovers, family vacations, etc.
"That is an awesome list! It sounds like you were a handful for your parents! What do you see that many of these memories have in common -- are they typically happy, positive memories or sad, negative memories of your childhood?" Students should answer that they are happy, positive memories, for the most part. Direct student's to this response, if necessary, by highlighting the positive events of the list.
"Based on your knowledge of slavery, do you think children who were born into slavery had similar happy, positive memories as a child like you did or do you think some of their childhood memories were clouded with scary, traumatizing events that no one, especially a child, should witness or experience?" Students should answer that more than likely children born into slavery had many childhood memories of scary, traumatizing events. "Do you think these events haunted, for lack of a better word, the children as they grew up? Were these memories probably implanted in the child's minds?" Students should answer yes; most people tend to remember traumatizing events because they made a significant impression on them and, in a way, scarred their childhood. "So, do you think the memories children born into slavery have are similar to your childhood memories and why?" Students should answer no. Their childhood memories are more than likely marked by traumatizing events even though they probably do have many happy, positive memories. The traumatizing events make a significant impact on their childhood and later life. On the other hand, our memories lean more towards being primarily happy and positive memories with less traumatizing events. Much of this is the result of the environment in which we grew up.
"Now that we have a better idea of our childhood in comparison to the childhood of children born into slavery, let's review what we know thus far about African American literature to refresh our minds before we head into today's lesson."

II. Prior knowledge:

"Who can remember our class discussion last period on Vernacular Tradition within African American literature, in regards to: spirituals, gospel, blues, jazz and rap? Anybody? You only have to say one thing you remember; you don't have to tell me everything! Just give me a brief overview of the key concepts you remember discussing during our class discussion?" Wait for students to respond; write the students' responses on the board. Prompt students, if necessary. Students should say something in reference to: Vernacular Tradition (1) is not generally produced for circulation beyond the African/African American group itself, (2) is a highly expressive literature, (3) is produced by people of a particular place, region, or country, (4) consists of forms considered to be sacred - songs, prayers and sermons - as well as secular forms: work songs, secular rhymes, blues and jazz, (5) authorship is often unknown. Students may not express these responses, so even if students stray from the correct answers, probe their thinking and lead them to the correct response. By tying their response to something of significance about Vernacular Tradition within African American literature.
"Nice job! Does anybody have any questions about any of the items I have thus written on the board?" Answer any and all student questions. Students may want you to describe what it means that Vernacular Tradition literature is highly expressive or why it is not generally produced for circulation beyond the African/African American group itself.
"For the texts we have read thus far in our African American literature unit, can you tell me some of the themes that have recurred in the texts? Wait for students to respond; write the students' responses on the board. Prompt students, if necessary. Students may answer: perseverance, faith, hope, love, overcoming obstacles, etc.
"Let's again remind ourselves of the relationships between the literature and its historical period, culture and society. What are some of the relationships we have talked about?" Wait for students to respond. If needed, prompt students by asking them what happened in the texts we have thus read. Students may respond: the historical time period of the texts is when slavery was still legal, so many of the texts have reference to slavery; slave revolts and slaves escaping were becoming more common within the African American society; many texts discuss their faith which is a prominent aspect of the African American culture, etc. Write their thoughts on the board as they are said aloud.
"Okay, so this is where we are thus far. This is what we know. Today, we are going to expand our knowledge to include the viewpoint of a child growing up in slavery; thus, the first activity we did in class today that showed you how different the lives of children who were born into slavery were from your own. It is my hope that this will help you put the text into better perspective."

III. Purpose:

"Okay, so now you may be wondering where in the world is Ms. Becker going with this? Well, today's class is multi-purposed and the journaling activity that we have just done relates to our unit that we will be discussing shortly. Please, pay close attention to the following because it will give you a general idea of today's class in a nutshell. Today, we are going:

To read a first-hand account of the childhood of a slave through the eyes of Frederick Douglass.
To be informed, thereby gaining a better understanding of slaves' lives and their struggles, even though it is from a narrow perspective (only one person's perspective).
To compare and/or contrast slaves' lives to our own.

The text we will be reading is a narrative. It follows a sequential or a chronological order through the first decade, more or less, of Frederick Douglass' life. Therefore, you will be able to relive his childhood with him as you are reading.
As I just said second's ago, today's text, "My bondage and my freedom" by Frederick Douglass, is a first-hand account of Douglass' childhood and early life as a slave during the early 1800s. We, as readers, are provided with information in regards to Frederick Douglass being removed from his early childhood home and moving to his master's plantation where his mother worked, meeting his mother for the first time and adjusting to life on the plantation without the care and guidance of Grandmother Betty.
This lesson relates to the purpose of our African American literature unit because you, the students, will be exposed to another African American text written after 1746, thereby this will be one of many texts that will provide you with a rich background of African American literature across time and genres."
- In this unit, my students and I are examining another type of literature, i.e. African American literature, that I feel does not get enough attention in many classrooms. This unit will provide students with exposure to not only African American literature, but also to its authors and their perspectives on various topics. Students will see throughout the duration of this course that many of the universal themes that are discussed in African American literature are also discussed in American literature, British literature, world literature, etc. Consequently, this unit will show students that all literature revolves around similar themes, including but not limited to: love, friendship, mortality, heroism, war, struggles, perseverance, triumphs, defeats, morality and justice.

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DURING READING:

"My Bondage and My Freedom" by Frederick Douglass

Douglass, Frederick. "My Bondage and My Freedom." The Norton Anthology of American Literature. 2097-2108. 2003.

Readability: Fleisch-Kincaid grade level = 9.0

"But to return, or rather, to begin. My knowledge of my mother is very scanty, but very distinct. Her personal appearance and bearing are ineffaceably stamped upon my memory. She was tall, and finely proportioned; of deep black, glossy complexion; had regular features, and, among the other slaves, was remarkably sedate in her manners. There is in "Richard's Natural History of Man," the head of a figure - on page 157 - the features of which so resemble those of my mother, that I often recur to it with something of the feeling which I suppose others experience when looking upon the pictures of dear departed ones.

Yet I cannot say that I was very deeply attached to my mother; certainly no so deeply as I should have been had our relations in childhood been different. We were separated, according to the common custom, when I was but an infant, and, of course, before I knew my mother from any one else."

I agree with the Fleisch-Kincaid grade level of 9.0; I find this to be accurate after a close reading of the text.

Graphics: The print legibility is typical of any text. An adequate amount of space is allowed between lines so this should make it easy for students to read.

Semantics: The majority of the words relate to the general but within this text nonspecific terms are used as well. I do not find much technical vocabulary in this text; therefore, it should be easy for students to read.

Syntax: I think this may be the area that challenges students the most. As you can see in the selected text above, there are a large number of commas, and of punctuation, in general. Students will have to follow a close-reading of the text in order to fully comprehend what is being said, especially if this text is different from what they typically read. I assume that this will be the case.

Text Structure: "My Bondage and My Freedom" follows a chronological order/sequence of Frederick Douglass' life from early childhood to when he moved to the plantation to work in the fields. Students are familiar with chronological order, so this will greatly aid their understanding of the text.

Schematic: Students will have a slight knowledge base of this text because this lesson will be within the first 2 weeks of a 5 week unit on African American literature. Therefore, the knowledge they have already gained during the first couple of lessons within the unit will aid students in their comprehension of the text.

The readability level will affect student's learning because even though it is at a ninth grade level, I did not read this text until my junior year of college. Therefore, some students, in particular, may find the text to be especially challenging, but it is my personal philosophy that it is better to challenge a student than it is to make everything easy for him/her. Therefore, student learning will be challenged during this lesson.

McKissack, Patricia C. "A Picture of Freedom: The Diary of Clotee, a Slave Girl." New York: Scholastic, 3-14. 1997.

Readability: Fleisch-Kincaid grade level = 4.7

"The spring blooms are comin' and the sky is a sure blue. March never knows if it wants to be a spring month or a winter month. The heat's come early to Virginia this year. That's fine with me thought. As long as it's hot I have to fan young mas' William and Miz Lilly, my mistress, during their study time. This mornin' was the first day of my third learnin' season. For now on three years, I been fannin' them, liftin' and lowerin' the big fan made of woven Carolina sweet grass -- up and down, up and down -- and chases away worrisome horse flies and eye gnats. It may seem like a silly job. But, I don't mind one bit, 'cause while William is learnin', so am I."

I agree with the Fleisch-Kincaid grade level of 4.7; I find this to be accurate representation of the text.

Graphics: The print legibility of the text is typical; it is easy to read and an adequate amount of space is allowed between lines, so this should aid in readability.

Semantics: The words are general; some nonspecific terms are used, but I did not find any technical vocabulary in this text. Therefore, the semantics should make it easier for students to read and comprehend.

Syntax: As in the other text by Frederick Douglass, I anticipate that this will be the most challenging aspect for students to comprehend, but this entirely depends on the students. Much slang is used in the passage above and, consequently, throughout the entire novel. For students who find this text to be challenging, they will need to follow a close-reading of the text in order to fully comprehend the content.

Text structure: "A Picture of Freedom: The Diary of Clotee, a Slave Girl" follows a chronological order/sequence of events. Each passage is a different diary entry, so this will greatly aid students in their understanding of the text because they can follow the events across time, as if they were experiencing everything with Clotee.

Schematic: Again, students will have a slight knowledge base of this text because this lesson will be within the first 2 weeks of a 5 week unit on African American literature. Therefore, the knowledge they have already gained will aid in their comprehension of the text.

The above two texts will aid in student comprehension because each provides students with a different reading level that will meet the needs of all students. When students are exposed to a text that is at their reading level or slightly above, they tend to do better than if the reading level is significantly below their capability. If a text is below their reading capability, they tend to slack off because they (typically) feel that they know everything already. A student may also become bored. If the reading level of a text is significantly above a student's capability, he/she will more than likely give up because it is too hard for him/her to read and comprehend. Both scenarios (below and above reading level) create students who are not reading a text that will provide students with a challenge and with an opportunity for growth.

If needed, the following link, African Narratives, provides a number of biographies recorded from African Americans who lived all or a portion of their lives in slavery. Their stories were recorded and then written down. While the biographies do not specifically discuss the individuals' childhoods, they are first-hand examples, and the lesson could be modified to fit these narratives, if need be.

IV. Text structure:

"So now we know what we are reading today and why we are reading that particular text, am I correct?" Pause. This is a rhetorical question, so you do not need students to verbally respond. A nodding of the head would be nice just to make sure they are following along. "Now lets talk about the structure of Frederick Douglass' text, "My Bondage and My Freedom." This text is a narrative; as I said previously, it follows a sequential/chronological order of Frederick Douglass' life from early childhood, i.e. his first memories, to his late childhood years,which is around the age of 10. As you read the text you will notice that he describes his childhood by creating an image in reader's minds of his most vivid memories and struggles. These memories and struggles are woven into the text through his emotions and reactions. The sequential/chronological order will assist you in your understanding of the order of the events as they happened. Therefore, this is similar to many stories and/or texts that you have read because many stories, especially the stories you read as a child, follow a sequential/chronological order of events."

V. Vocabulary:

"Within this text, you are going to find a number of words that are unfamiliar to you. Therefore, here (pass out vocabulary handout) is a list of words that I would like you to pay particular attention to while reading. As you read, first see if you can distinguish the meaning of the word from the context of the sentence(s). If you are unable to which will probably be the case in most instances, please use the dictionary to find the meaning.Once you come upon one of these words, stop and have either you or your partner, or you can take turns, look up the word. Write this definition down on the handout that is being passed around. You do not need to turn this worksheet in to me, but I will be walking around to make sure that everyone is filling out the vocabulary worksheet. Remember, this words will be on your vocabulary quiz, so you may as well write out the definitions now with your partner than waiting to do it. Do I have any questions about vocabulary or anything else I have mentioned thus far?" Students may ask when their vocabulary quiz will be. Their quiz will be next Wednesday. Below is the list of student's vocabulary words and the sentence in which the word was used within the text.

dilapidation - "In Talbot county, Eastern Shore, Maryland, near Easton, the county town of that county, there is a small district of country, thinly populated, and remarkable for nothing that I know of more than for the worn-out, sandy, desert-like appearance of its soil, the general dilapidation of its farms and fences, the indigent and spiritless character of its inhabitants, and the prevalence of ague and fever."

indigent - "In Talbot county, Eastern Shore, Maryland, near Easton, the county town of that county, there is a small district of country, thinly populated, and remarkable for nothing that I know of more than for the worn-out, sandy, desert-like appearance of its soil, the general dilapidation of its farms and fences, the indigent and spiritless character of its inhabitants, and the prevalence of ague and fever."

derision - It was given to this section of country probably, at the first, merely and derision; or it may possibly have been applied to it, as I have heard, because some one of its earlier inhabitants had been guilty of the petty meanness of stealing a hoe - or taking a hoe - that did not belong to him.

destitution - Like other slaves, I cannot tell how old I am. This destitution was among my earliest troubles.

impudent - Such questions are deemed evidence of impatience, and even of impudent curiosity.

pretensions - The dwelling of my grandmother and grandfather had few pretentious. It was a log hut, or cabin, built of clay, wood, and straw.

commodious - At a distance it resembled - though it was much smaller, less commodious and less substantial - the cabins erected in the western states by the first settlers.

reprimanded - The slave-boy escapes many troubles which befall and vex his white brother. He seldom has to listen to lectures on propriety or behavior, or on anything else. He is never chided for handling his little knife and fork improperly or awkwardly, for he uses none. He is never reprimanded for soiling the table-cloth, for he takes his meals on the clay floor.

ponderous - It was a water-mill; and I never shall be able to tell the many things thought and felt, while I sat on the bank and watched that mill, and the turning of that ponderous wheel.

domicile - They had already been initiated into the mysteries of old master's domicile, and they seemed to look upon me with a certain degree of compassion; but my heart cleave to my grandmother.

flogging - The iron rule of the plantation, always passionately and violently enforced in that neighborhood, makes flogging the penalty of failing to be in the field before sunrise in the morning, unless special permission be given to the absenting slave.

indignation - There was pity in her glance at me, and a fiery indignation at Aunt Katy at the same time; and, while she took the corn from me, and gave me a large ginger cake, in its stead, she read Aunt Katy a lecture which she never forgot.

odiousness - Indeed, I now have reason to think he was not; nevertheless, the fact remains, in all its glaring odiousness, that, by the laws of slavery, children, in all cases, are reduced to the condition of their mothers.

profligate - This arrangement admits of the greatest license to brutal slaveholders, and their profligate sons, brothers, relations and friends, and gives to the pleasure of sin, the additional attraction of profit.

filial - There is not, beneath the sky, an enemy to filial affection so destructive as slavery. It made my brothers and sisters strangers to me; it converted the mother that bore me, into a myth; it shrouded my father in mystery, and left me without an intelligible beginning in the world.

VI. Content:

"Before I pass out the text, I want to talk to you a little bit about its content. Because this text follows a sequential/chronological order, make a mental note or, if you wish, write down the major events that occur in Frederick Douglass' life. As you read the text make sure you are constantly assessing your comprehension of the material. This is especially important if you find that you are having difficulties understanding the content. If you find that this is the case, my suggestion is to re-read the material first. If you still have trouble understanding what is being said, discuss with your partner what is happening and see if the two of you can problem solve together. If you find you are still having troubling understanding what is being said, raise your hand and ask me for assistance. But you need to try to figure it out yourself because I won't be able to explain what you are reading forever. Understand?" This is another rhetorical question. You do not need to wait for students to respond.
"We have one more thing to discuss before we begin reading. The strategy we are going to use today is entitled Think Aloud.

Strategy instruction: During reading = Think Aloud "We have one more thing to discuss today before we begin reading; the strategy we are going to use today is entitled Think Aloud."

Purpose: "The purpose of the Think Aloud strategy is to help struggling readers think about how they can make meaning of a text when they read."
Description/Steps: "The Think Aloud strategy has the following steps:
- Get into partners.
- While one of the partners, the reader, reads aloud from the text, he/she will pause frequently to "think aloud;" therefore, the student will (1) make predictions, (2) make comments, (3) connect what he/she is reading to his/her own life, (4) ask any questions aloud that he/she may have, and (5) put what he/she has just read into his/her own words. Therefore, not only are you engaging with the text, but you are also summarizing what you have just read. Basically, I just want you to say aloud whatever your thoughts are when reading the text (but make sure these thoughts are relevant to aiding in your comprehension of the text).
- While the reader is "Thinking Aloud," the partner will tally the comments made according to the above five suggestions and also include a column entitled, "other comments."
- You should switch roles with your partner at the bottom of each page (you can decide with your partner what you want to do), but you MUST switch roles evenly between the two of you. This will give you both the opportunity to "think aloud" and tally the types of comments made.
- On the board, I'll draw an example of what the chart should look like." Below is an example of what the chart should look like.
Model: "Now, as a class, we are going to read together the first 3 paragraphs. I will model the first paragraph, and then I'll take two volunteers to model the second and third paragraphs. Notice how I am stopping every so often, in this case after every couple of sentences, to stop reading aloud and to provide me with the opportunity to "Think Aloud."
- Now I will model the "Think Aloud" strategy with the first paragraph. Some of the comments I will make include: (1) we know the location -- Eastern Shore of Maryland, (2) it is a small, county town that has a small population, (3) land is really sandy, so it shouldn't be really good for growing crops, especially for corn and beans that are grown in Iowa. (4) some areas are really run-down and poverty is common -- this area lacks food, clothing and other basic necessities.
Guided practice: "Now after listening to my model of "Think Aloud," let's have two students volunteer to do the "Think Aloud" strategy with the next two paragraphs, 1 paragraph apiece." If students do not volunteer, I will call on students to "Think Aloud." If students appear to be having difficulty grasping this strategy, we will do more examples until students more fully understand what is being asked of them.
- For paragraph 2, students may something such as: (1) name of area is Tuckahoe which came about in ridicule because the soil is so bare, the people are poor, etc. (2) a famine struck here at some point in time. For paragraph 3, students may say something like: (1) Frederick Douglass was born in this desolate area, (2) slaves have lost hope, (3) the whites in the area are of a low order probably because of their treatment to the Africans. Examples include their inhumane treatment to Africans that we have learned about in school, whipping them, forcing them to work in the fields for little and, many times, no money, etc.
- "Nice job modeling the "Think Aloud" strategy! Going back to paragraph 3, not only was Douglass born in this area but what else about this area is important? Did he live there any other time? Students should answer that Douglass grew up in this area.
Independent practice: "Now I need everyone to get into pairs. We are going to will read "My bondage and my freedom" by Frederick Douglass for the next 40 minutes, switching roles every couple of paragraphs or at your discretion. So, let's review what we are going to be doing today: (1) First, I'm going to handout the text to you. You already have the vocabulary worksheet to complete with your partner of your choice. (2) With your partner, begin reading using the Think Aloud strategy. When the reader stops reading at the end of each paragraph and "Thinks Aloud" what he/she has just read, his/her partner will then tally the comments according to the chart on the board. See chart below. (3) At the end of each page, the two people switch roles. The reader becomes the recorder and the recorder becomes the reader. (4) You have the next 40 minutes to do this. I assume that you will not finish the entire text, but read what you can. Okay, let's begin reading now. If you have any questions, raise your hands because I will be walking around the classroom observing your work."

Predictions

Comments

Connections to one's own life

Questions

Summarizing

Other comments

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AFTER READING:

VII. Questioning:

Rereading
- "Okay class, if I could have everyone stop where they are reading at right now -- please finish the sentence or paragraph you are on. Now, after reading the text for the past 40 minutes, are there any specific areas that you have read thus far that you do not fully understand? Write these areas down on a piece of notebook paper. Wait for students to write down the passages they are having trouble understanding. What we are going to do right now is everyone is going to pick one of the passages that they did not fully understand. For the passage that you chose, I would like you to individually re-read this passages again. I want to see if you will better understand the passage by re-reading the text alone; this is what you should do whenever you do not fully understand something. First, try to figure out what is occurring by him/herself and, if you are still are having trouble understanding the passage, either ask your partner to explain the passage to you, or raise your hand and I will come around the classroom to answer any questions you may have. Does this make sense?" Students may ask for re-clarification, I would answer: pick one of the passages you just wrote down in your notebook because you do not understand what is happening in the text. Then, find that passage again and re-read it again slowly. If you are still having trouble understanding the text, first ask your partner if they can explain it to you. If they are unable to do so, raise your hand, and I will help you as soon as I can. "Now, please start re-reading the passage you did not understand. You have the next 5-10 minutes for this activity."
- "So what passages did everyone have difficulty with?" Wait for students to respond. Prompt students if necessary. Some of the passages students might list are: (1) chapter 3-- what is Douglass talking about when he is talking about who his mother and father are?, or (2) chapter 3: what is this about the master's wives?
- "Well, let's talk about these passages briefly, especially the passages that you did not fully understand." Discuss passages students had difficulty with. (1) Because Douglass lived with his grandmother and was separated from both of his birth parents, he has no real idea who his mother and father are until he meets his mother at the plantation. He hears talk that his father is one of the masters but what is most important is that Douglass knows that his father is a white man. (2) Wives in the south are seen as idols, so the masters do whatever it takes to please their wives. In this instance, the wife did not like mulatto children because she sees it as a constant offense. So the masters end up selling the mulatto slaves to please their wives. If students do not verbally state passages that they had difficulty with, either (1) mention passages that you overheard students discussing, or (2) discuss passages you thought students would have difficulty comprehending.
- "Do these passages make more sense now?" Wait for students to respond, answer more questions if necessary.
Discussion of questions
- "Now I'm going to ask you, as a class, some questions regarding what you have read thus far. We will discuss these questions as a class, okay?"
  - "The first question is the following: at the beginning, Frederick is living with his grandmother and grandfather - why is he living with them and not his parents? Where are they, his parents, at in relation to where he is?"
    - Frederick is living with his grandparents because they are no longer required to do field service, whether it is because of their age or because they were faithful on completing their duties. His parents, on the other hand, are required to do field service. We know that his mother worked in the fields, but we are unsure as to what his father does because who his father is is a mystery. Talk is that he is a white man, possibly a master. His grandmother also had a high reputation among the people. His parents are probably within 10 miles of his grandparent's cabin/hut.
  - "The differences between a "slave boys" childhood and that of the "white children of the slaveholder." Why is this important?"
    - White children: listen to lectures on behavior, how to use silverware, rarely gets to play, must act like a gentleman
    - Slave children: escapes many of the "proper" tasks a white child must sit through, such as those listed above; plays all day long; does not have to act proper, may be a genuine child.
    - Shows that even though white children have more privileges as children, slave children have more fun and are allowed to act like children without getting in trouble
  - "How does Frederick feel about his mother?"
    - He is not very attached to his mom, knew little about her, had a true mother's heart, she loved him dearly, etc.
  - "How does his relationship with his mother change after her death? Does he view her differently or the same? Why?"
    - He had no strong emotions after his mother's death and did not feel sorry about his loss. Later, he learned the value of his mother by seeing other mothers with their children. But he realized this a little too late.

VIII. Writing to learn activity

Strategy instruction: After reading = RAFT
- Purpose: "The purpose of the RAFT strategy is two-fold: (1) Assist students in understanding the relationship between literature and its historical, social, and cultural contexts. (2) Analyze and interpret elements of character development.
- Description: Therefore, each of you will take what you have read and create a new product that illustrates your understanding of the text. If you have not finished reading "My Bondage and My Freedom" you must do so before writing your RAFT. Basically, you are going to take the knowledge you have gained from the reading and will create a new product that shows your depth of understanding."
- Steps: There are four main steps within every RAFT, so everyone will need to consider the following:
  - Role: What role will I 'take on' as I develop my product?
  - Audience: Who is the audience for my product?
  - Format: What product will best demonstrate your in-depth understanding of your interactions with the text? Is it: something written (and if so, what?), art work, action plan, project, etc.?
  - Topic: This is the when, who or what that will be the focus/subject of the final product. Will it take place in the same time period as the novel? Who will be the main focus of the product? What event will constitute the centerpiece of the action?
- Model: So I will read an example that a student did last year for this assignment. Please pay careful attention because this will aid you tonight when you are working on your assignment. Read example RAFT.
- Guided practice: Now, I want you to brainstorm with your partner the relationship between the literature and its historical, social and cultural contexts. In addition, together, as partners, you will analyze and interpret elements of character development. Then, as a class, we will discuss possible RAFT ideas. Now, lets begin discussing the relationship between the literature and its historical, social and cultural contexts with your partners.
- Independent practice: For tomorrow's class, you need to do two things. (1) Finish reading "My bondage and my freedom" by Frederick Douglass, utilizing the "Think Aloud" strategy as you finish reading. (2) Complete your RAFT for the next class. Your RAFT should be at least two pages in length, typed and double spaced. Be creative with your RAFTs! Have fun! Try something different; 20 creative RAFTs are much more enjoyable to read than 20 mundane RAFTs! Be original! Make it your own! Let me know if you have any questions."
- Metacognitive Reflection: When I read and grade the students' RAFT assignments, I will be able to see the things they learned from the text. In addition, I will be able to recognize the areas of the text that students didn't fully comprehend.

IX. Closure

Conclusions and reflections
- "So tell me, and please be honest, how did the "Think Aloud" strategy work for you? Did you like it? What were the pros and cons?
  - Students may respond by saying that they did not like the strategy because it took so long to read the text. Other students may say that they found the strategy to be repetitive, they kept saying the same thing, again and again when they did the "Think Aloud" strategy with their partner. I would make the following comments to the students: Yes, it may have taken a long time, but do you understand what you have read? If so, that is much more important than getting the reading done, just to have it done. Also, it is up to you to think of new and different comments to make. I agree; I wouldn't want to listen to my partner repeating what I just said to him/her back at me. But again, that is when you need to make the effort to look deeper within the text for meaning.
- "I just want to leave today's class on a final note: look again at the list of childhood memories that you wrote down before reading Frederick Douglass' piece. Now think about his childhood that you have read thus far. Pause. Think about how different your life would have been if you had grown up in similar circumstances as Frederick Douglass did. Pause...allow the students to reflect on this for a couple of moments. It is easy to forget how different people's lives are until you read a first-hand account, as we did today, and this is why first-hand accounts are so important. They tell you much more than any history book can. They tell you the emotions, and the emotions are what we tend to remember. Pause. Have a wonderful day class; let me know if you have any additional questions! See you tomorrow!"