Unit Title Lesson Title

Goals & Objectives

Students will consider the effects slavery had on American Society.
Students will actively and meaningfully engage with the content in their textbooks
through the Marking The Text strategy.

California State Content Standards

8.7 Students analyze the divergent paths of the American people in the South from 1800 to the
mid-1800s and the challenges they faced.
8.7.2 Trace the origins and development of slavery; its effects on black Americans and on the
regions political, social, religious, economic, and cultural development;
Common Core Literacy Standards

CCSS.ELA-LITERACY.RH.6-8.5
Describe how a text presents information (e.g., sequentially, comparatively, causally).

Driving Historical Question

How did slavery affect American society?

Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) Time: 5 Minutes

I will have students recall information from the Prezi presentation by writing three things
that they learned. Students will share after about a minute of writing. The last four minutes
will be used to share and discuss with the class as a whole. During this time I will clarify
any misconceptions that students may still have.

Vocabulary (Content Language Development) Time: 40 Minutes

The Marking the Text strategy allows students and the teacher to pre-select certain words such as
key terms, names of places, dates, and or people. Other words can be chosen by the students,
such as words that maybe difficult for them as they read the textbook chapter. I will pre-select
these words before students read that way I am aware of the words that students might
struggle with.

Content Delivery (Method of Instruction) Time: 40 Minutes

Marking the Text is an active reading strategy that asks students to identify information in the
text that is relevant to the reading purpose. When students mark texts purposefully, they are
actively engaged in meaning making.
I will read the text prior to the strategy being implemented in class the next day. I will hand
students copies of the chapter on slavery in America from the textbook. There are multiple steps
to the Marking the Text strategy that I will have my students do. I will scaffold the strategy.
During the first three to four times having students Marking the Text, Ill scaffold my
instruction. Ill break the reading into thirds. (Whole, Pair, Solo) In the 1st third, Whole read.
Ill model the thinking and walk through the steps of numbering paragraphs, underlining the
authors claim/key points and underlining important information to the reading task as well as
circling the Key Terms, Names of People, Names of Places, & or Dates, and words they do not
know will be highlighted or boxed. Students mimic numbering and underlining based on my
modeling. In the 2nd third, Pair read. Ill have students pair up to numbering paragraphs,
underlining the authors claim/key points and underlining important information to the reading
task.. As pairs work through each paragraph, Ill walk around to see if they are getting it.
Randomly Ill call upon a pair or two to share. Ill ask students about their thinking, asking why
they chose to underline a particular claim or relevant piece of information. These verbal
response(s) will help struggling students hear correct response(s). In the 3rd third, Solo read.
Individually students read and Mark Up the Text. As they work through each paragraph, Ill walk
around to see if they are getting it. Ill randomly call upon two students to share, asking students
about their thinking, and why they chose to underline a particular claim or relevant piece of
information. Students will be asked to have two different colored pencils/pens/markers. They
will use one color to underline and the other to circle words, phrases, etc. For the purpose of this
lesson, I will use the Whole or 1st third read.

Student Engagement (Critical Thinking & Student Activities) Time: 40 minutes

Students will follow along to the teachers scaffolding of the textbooks chapter on Slavery
in America which is represented in the Whole read or the 1st third. Students will then
work on a 3-2-1 ticket question before leaving the class.

Lesson Closure Time: 3 minutes

Students will be given a 3-2-1 ticket question, where they write down 3 things they
learned from the reading, 2 things they still have questions on (this could also relate to the
scaffolding of the Marking the Text strategy) and 1 thing they still want to learn.

Assessments (Formative & Summative)

Students will answer Document Based Questions as homework and will be discussed the
following day. This will serve as a formative assessment. Summative Assessment: N/A.

Accommodations for English Learners, Striving Readers and Students with Special Needs
Striving Readers will benefit from this reading lesson because it helps students with texts that are
a bit more challenging in the way they are structured. The activity allows these readers to create
a foundation to help read a textbook by circling the important details, and locating them within a
textbook, as well as understanding how the vocabulary is structured and highlighted within the
textbook.
Resources (Books, Websites, Handouts, Materials)
History Textbook
Handouts of the Textbook
Projector
Colored Markers/Pens/Pencils
http://www.phxhs.k12.az.us/site/handlers/filedownload.ashx?
moduleinstanceid=17677&dataid=19902&FileName=Social%20Studies%20CCSS%20Literacy
%20Resource%202013-2014.pdf