Looking at Humanity through Eyes of a Slave
Amy Haight
Week
1
Monday

Value Line
Discussion (moral
issues in Tears)
 KWL: Slavery/Slave
Auctions
Research (Weeping
Time)
Tuesday


Continue research to
complete KWL chart.
Discuss findings in
class.
Wednesday





SL.8.1
W.8.7
Quickwrite on
Family
Introduction to the
slave family
Nuclear family
In class activity
Venn diagram
compare/contrast
both
W.8.4
L.8.2
SL 8.1
2

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
RRJ
Tears pp.18-33
LC #1
Introduce Auction
Project
Glossary Vocabulary
W.8.4
SL.8.1




RRJ
Tears pp. 34-40
Slavery pp.37-40
Compare/Contrast
Tears with Slavery
Reminder of
upcoming auction
W.8.4
RL.8.1



RRJ
Tears pp. 41-74
Show Clip from The
River
 PowerPoint on
Slave Auctions
 Question: How do
auctions affect
peoples’ lives?
W.8.4
Thursday


Tears pp 3-17
Teacher RA from
Growing Up in
Slavery
 Introduce vocabulary
for Glossary
 Begin character
analysis
 Making predictions
and drawing
inferences
W.8.4
L.8.2
RL.8.1 & 4



RRJ
Tears pp.48-74
Prep for Auction on
Friday
E/C for any that already
have auction item in class
W.8.4
Friday




RRJ
Introduce Dialogue
Glossary vocabulary
Group writing project
(short dialogue
exchange including
all members)
Discuss purpose of
dialogue and why Tears
is written in this form
L.8.2
W.8.4
SL.8.1



In class Auction
Silent Discussion
following
Ticket: Paragraph
on how the selling of
their item made
them feel
W.8.4
Looking at Humanity through Eyes of a Slave
Amy Haight
Week
3
4
Monday
Tuesday
 RRJ
 Tears pp.75-97
Silent Discussion
 Question: How would
it feel to a parent to
have a child taken
away? Child to leave
parent?


W.8.10
RL.8.4
W.8.3 &4
SL.8.1
 Finish PowerPoint
 Presentations
Cornell Notes over all
Presentation material


Assign group topics
Begin research and
design for
presentations
W.8.2,3


Tears pp.98-111
Revisit discussion on
Family
LC #2
Writing project-“In
Mattie’s Shoes”rough draft and Open
Mind Portrait
W.8.4
L.8.2
Wednesday



Peer review of
Writing Project
Work on Final Draft
Finish Open Mind
Portrait
W.8.4
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
Tears pp. 125-143
Introduce Literacy
Grand Discussion on
“What does it mean
to be literate?”
Slavery: Douglas
Fugitive Slave Law
Vocabulary for
Glossary
RI.8.10
Thursday
Friday

Distribute copies of
William Wells Brown
bio
 Small group
discussion:
compare/Contrast his
real life experience to
that of Emma
SL.8.1






Harriet Jacobs
Small group
discussion: the trials
of being a woman in
slavery
Ticket: Explain how the
experience of women
differed from that of men
in slavery
W.8.10
RRJ
Tears pp. 112-124
Underground
Railroad PP
 Introduce PowerPoint
project on
Underground
Railroad
W.8.10


Listen to and analyze
Drinking Gourd
Read Under the quilt
of night by D.
Hopkinson
Small group
discussion over
experiences of fleeing
to the north
SL.8.1
Looking at Humanity through Eyes of a Slave
Amy Haight
Week
5
6
Monday
Tuesday
 Map Activity
(following instructions,
scavenger hunt,
empathizing w/slave and
difficulty in getting to
north)




 Final Draft
 Gallery Walk
 Critique
 Review for final
W.8.1 & 4
SL.4
L.8.2
Drafting
Peer Review
W.8.1 & 4
L.8.2

Tears pp.144-176
In class group
reading
Final prep for LC #3
Wednesday
Thursday
Friday
 Tears pp. 144-176
LC #3 (final one)
SL.8.1
RL.8.2

Slavery: Elizabeth
Keckley
 Review for final
 Introduce final
argument paper
Topic & art project
Grand Discussion in prep
for paper
RI.8.10
 Pre-writing
 Brainstorming
Drafting
 Begin work on art
work
W.8.1 & 4
L.8.2



W.8.1
RL.8.1.2.4
Day of Tears Final

RL.8.10

Value Line (gender
issues)
Silent Discussion on
gender issues
KWL on Indian
Culture (What do they
really know about what
goes on across the
globe from us)

Day of discovery:
research on Nepal
(where is it, agriculture,
religion, export/import)
Exit card: 5-6
interesting facts they
learned about Nepal
W.8.4
SL 8.1
Week
7
Monday




Prep novel-list difficult
issues addressed in book
Tuesday


QB
Sold pp. 27-49
Wednesday


http://abcnews.go.com/Video/playerIndex?id=3270244
Sold pp. 1-26
Exit card: Would you find
living in Lakshmi’s village
difficult or easy and why?
(5-6 sentences)
W.8.4
RL 8.2

W.8.4
RL 8.2


QB
Compose a
“Maybe” poem
Share and revise in
groups
Final draft
Author’s chair
W.8.4
RL 8.2
Thursday




QB
Sold pp.50-75
LC #1 Revisit
Tears: How is
Lakshmi’s being
sold similar to the
slave auction from
Tears?
Exit card: Why
might it have
rained in India the
day Laksmi is
sold? (5-6
Friday



Research India (geography,
religion, major commodities,
marriage practices)
Venn Diagram (India/Nepal)
Exit card (5-6 facts about India)
W.8.4
RL 8.2
Looking at Humanity through Eyes of a Slave
Amy Haight
Week
Monday
Tuesday
Wednesday
Thursday
Friday
sentences.
Reference to Day
of Tears)
W.8.4
SL.8.1
RL 8.5
8
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

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

Youtube clips on Paratha,
trains & beggars
http://www.youtube.com/watch?v=JjgxLUO66jQ
http://www.youtube.com/watch?v=VLY8jneC_rk
http://www.youtube.com/watch?v=S4ZW0PTm9ME
http://www.youtube.com/watch?v=foXDvk4ArtA
Sold pp. 76-91
Exit card-write at least one
question regarding the
subject matter


QB
Sold pp. 92-108
RL.8.4
SL 8.1




Sold pp. 147-64
Revisit Tears: literacy
LC #2 Why is it important
for Lakshmi to learn to
read?
Exit card: Imagine you
could not read. What are
some of the things you
would not be able to do?
(6-8 sentences)
W.8.4
SL.8.1
RL 8.5


What is a hunger
strike?
Different forms of
torture (research?)
Sold pp.109-118
RL.8.4
SL 8.1
RL 8.2
9



Sold pp. 165-75
Exit card-p. 173
Lakshmi says the
new words are
“not true” What
does she mean by
that statement? (56 sentences)
W.8.4
RL 8.2



Sold pp. 176-94
Silent discussion
RRJ
W.8.4
RL 8.2


Sold pp. 119-134
RRJ
W.8.4
RL 8.2



Sold pp. 195-209
RRJ
Exit card: What
could be some
possible reasons
Lakshmi is afraid
of the American?
(5-6 sentences)
W.8.4
RL 8.2



Statistics on healthy tv watching.
Sold pp. 135-46
RRJ
W.8.4
RL 8.2
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
http://www.pbs.org/frontlineworld/watch/player.html?pkg=304_india&seg=1&mod=0
Presentation by nurse or health
teacher over STD’s
Prepare in groups a handwritten
pamphlet on STD’s
Answer questions
SL 8.1
Looking at Humanity through Eyes of a Slave
Amy Haight
Week
10
Monday



Sold pp. 210-226
LC #3
Exit card
Tuesday



W.8.4
SL.8.1
RL 8.2
Sold pp. 227-36
RRJ
Exit Card: What
does the CocaCola and the boy
selling tea
represent to
Lakshmi? (5-6
sentences)
Wednesday

Sold pp 237-56
RL 8.2
Thursday

Sold pp. 257-End
Friday


RL 8.2
Grand Discussion over Sold
Write letter to girl in India who is
part of the sex trade. Needs to
encourage and empathize with
them.
W.8.4
SL 8.1
W.8.4
11



Academic Prompt
Introduce the assignment
Show map of each country
Ask students to look up at
least 3 countries on internet
and find out 3 facts about
each to help them choose
their country for project


Academic
Prompt
Begin researching
your country
Start with
geography and
learning the people


Academic
Prompt
Continue your
research
Cover all topics
necessary


Academic
Prompt
Finish up research
Fill in any holes in
your research


Academic Prompt
Put notes in logical order
Begin drafting
W 8.4
RL 8.2
W 8.2
L 8.1 & 8.2


W 8.4
W 8.4
W 8.4
12

Academic Prompt
Drafting of academic
prompt
W 8.2
L 8.1 & 8.2



Academic
Prompt
Work shop and
peer review
Note changes that
need to be made
Begin final drafts
SL.8.1
RL 8.2
W 8.2 & 8.5
L 8.1 & 8.2

Academic
Prompt
Work on Final
draft for paper


RL 8.2
W 8.2
L 8.1 & 8.2
Final draft due for
academic prompt
Fill out study
guide
Answer questions
about exam
tomorrow
SL.8.1
RL 8.2
Final exam on Sold
RL.8.10
L 8.1 & 8.2
Looking at Humanity through Eyes of a Slave
Amy Haight
RRJ=Reader Response Journal: Students will be encouraged to write everyday whether to a prompt or to summarize or ask questions
regarding the days reading.
RA=Teacher Read Aloud: Some of the material in Growing up in Slavery is difficult. I will from time to time read certain selections
aloud and follow-up with discussion questions to elicit conversation and ensure understanding.
LC=Literature Circle:
Grand Discussion: Is a way of summarizing big ideas. Found in 50 Literacy Strategies.
Open-Mind Portrait: A way to analyze a character at a given moment in the story. We will specifically be using it for the character
of Mattie just after Emma has been sold away to another plantation. This activity is taken from 50 Literacy Strategies.
Quilting: Quilts were used for many things. Specifically they were used with the Underground Railroad often as a map. As a final
project the students will design a quilt based on the story. It will be drawn on paper as a companion piece to their argument paper.
While the assignments are not completely related I wanted an art piece to go with the paper so that we can do a Gallery Walk at the
end of the unit.
Glossary- I think it is important since there is some difficult vocabulary in Sold that the students keep a glossary of terms!
“Maybe” poem: This will use a repeated line strategy with each line beginning with Maybe and followed by a wish or a though of the
author’s future. It needs to be a minimum of 10 lines.
Question box: If a student has a sensitive question about the subject matter covered in the reading but does not want to ask it out loud
they can place a slip in the box. Then, the next morning I will take a few minutes or longer to address any questions place in this box.