How Violence is Ended: a buddhist Legend



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Page 1

"How Violence is Ended: A Buddhist Legend", readers' theater script, Aaron Shephard, (690L)


http://www.aaronshep.com/rt/RTE16.html

A Picture of Freedom: The Diary of Clotee, a Slave Girl, Patricia C. McKissack, book excerpt (790L) http://www.scholastic.com/teachdearamerica/pdf/APictureOfFreedom.pdf

"Children's Rhymes", Langston Hughes, poem (NP)



http://www.poemhunter.com/poem/children-s-rhymes/

"Democracy", Langston Hughes, poem (NP)



http://www.poemhunter.com/i/ebooks/pdf/langston_hughes_2004_9.pd

Narrative of the Life of Frederick Douglass, Frederick Douglass (1080L)

http://www.historyisaweapon.com/defcon1/dougeduc.html

"Emancipation Proclamation", Speech, Abraham Lincoln (950L)



http://www.pbs.org/wgbh/aia/part4/4h1549t.html

T.R. Davidson interview, Interview recounting Jim Crow Laws (810L)



http://www.pbs.org/wnet/jimcrow/narrative_davidson.html

Jim Crow Laws



http://academic.udayton.edu/race/02rights/jcrow02.htm

USE GALILEO FOR THE FOLLOWING LINKS IF NECESSARY (SOME MAY BE PASSWORD PROTECTED)

“Reap the Whirlwind,” Duane Damon, article, (1000L)

http://web.ebscohost.com/srck5/detail?sid=08b7d37b-cff5-467f-8133-4e3575300ff3%40sessionmgr12&vid=1&hid=104&bdata=JnNpdGU9c3JjazUtbGl2ZQ%3d%3d#db=ndh&AN=6995078

A Mighty Long Way from Little Rock, article, Andrea Seabrook, (750L)

http://web.ebscohost.com/srck5/detail?vid=3&hid=108&sid=1bc63e4a-8060-4459-a3fa-901f983ec72f%40sessionmgr12&bdata=JnNpdGU9c3JjazUtbGl2ZQ%3d%3d#db=nfh&AN=6XN200908261501


Prejudice Today, Collin Allgaier, article, (870)

http://web.ebscohost.com/srck5/detail?vid=7&hid=108&sid=dc18e529-ad1d-4ec3-8350-952e23c7a9b0%40sessionmgr11&bdata=JnNpdGU9c3JjazUtbGl2ZQ%3d%3d#db=prh&AN=14936007

Follow the Drinking Gourd, video with song lyrics



http://www.youtube.com/watch?v=DpIjPr63paw

Follow the Drinking Gourd, video of book http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDAQtwIwAg&url=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Dm8UB8vXS3ro&ei=P2ZGT-mDIMm1twfI5MiVDg&usg=AFQjCNHB33_YPY3nA2ml6wiqM96WMWmKQA&sig2=pnr-tAtepeo9z0RTBnVGig




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Bill of Rights Rap, video with song and lyrics



http://www.youtube.com/watch?v=I7RxrQJrdh4

Slavery Photo Tour, History.com



http://www.history.com/topics/harriet-tubman/photos#

The Underground Railroad: Escape from Freedom, Scholastic webquest



http://teacher.scholastic.com/activities/bhistory/underground_railroad/

Reading of the Emancipation Proclamation, video, 1:25-6:58



http://www.youtube.com/watch?v=jz7jUuz_XLQ

Jim Crow PowerPoint, slide show with segregation era photos



http://www.slideshare.net/tranceking/jim-crow-signs-powerpoint

I Have a Dream, Speech, Martin Luther King

http://www.teachertube.com/viewVideo.php?video_id=20916

Civil Rights Timeline


http://www.infoplease.com/spot/civilrightstimeline1.html


Research Connections: (Optional)

http://library.thinkquest.org/J0112391/civil_rights_leaders.htm
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Prezi http://prezi.com/


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Many great resources can be found at



http://interactive-notebooks.wikispaces.com/

- Activate background knowledge by sharing the Bill of Rights rap

http://www.youtube.com/watch?v=I7RxrQJrdh4

- Explore Slavery Photo Tour, History.com

http://www.history.com/topics/harriet-tubman/photos#

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Provide explicit instruction on how to take notes on the text using the interactive notebooks.

You may choose to use the Cornell method for note taking

http://coe.jmu.edu/LearningToolbox/cornellnotes.html

Provide explicit instruction on the Frayer model for learning vocabulary



http://interactive-notebooks.wikispaces.com/Frayer+model+vocabulary
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Partner students to complete a modified version of the Think, Pair, Share strategy



http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-30626.html
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Read the readers theater script "How Violence is Ended: A Buddhist Legend"


http://www.aaronshep.com/rt/RTE16.html

Discuss and instruct on the concept of theme


http://www.learner.org/interactives/literature/read/theme1.html

Explicitly instruct on prepositions, teachers may choose to use



http://www.chompchomp.com/terms/preposition.htm
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Introduce interjections



http://ds151.k12.sd.us/interjections.html
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Provide explicit instruction and modeling in using words to link opinions, ideas, words, phrases, and clauses, use



http://larae.net/write/transition.html to help guide instruction
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Provide explicit instruction in figurative language, teachers can find a variety of PowerPoint presentation to support this instruction at http://www.freeclubweb.com/powerpoints/languagearts/figurative.html



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The Underground Railroad: Escape from Freedom, Scholastic webquest



http://teacher.scholastic.com/activities/bhistory/underground_railroad/
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figurative language, teachers may choose to use another of the teaching resources found at



http://www.freeclubweb.com/powerpoints/languagearts/figurative.html
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Differentiation Option(s):

For students who struggle with writing, a graphic organizer may help support them in the planning process. A good example of such an organizer can be found at http://www.eduplace.com/graphicorganizer/pdf/storymap1_eng.pdf

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Read the excerpt from Narrative of the Life of Frederick Douglass,


http://www.historyisaweapon.com/defcon1/dougeduc.html
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Differentiation Option(s):

Two good checklists can be found at

http://mendota.english.wisc.edu/~WAC/page.jsp?id=169&c_type=category&c_id=22 and

http://www.readwritethink.org/classroom-resources/printouts/editing-checklist-self-peer-30232.html

Introduce correlative conjunctions, teachers may choose to use slides 16-26 from the PowerPoint found at http://www.google.com/url?sa=t&rct=j&q=correlative%20conjunctions%20powerpoint&source=web&cd=1&ved=0CCYQFjAA&url=http%3A%2F%2Fbms.bellevernonarea.net%2FFROW%2FConjunct7.ppt&ei=letUT4qAMsigtwfo8NS3DQ&usg=AFQjCNHikaCt3FjyIfq07C9K5iUR1FeTHQ



Use http://www.thatquiz.org/ to create about the reading.
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Use an online response program like



http://www.socrative.com/

http://www.polleverywhere.com/

http://www.thatquiz.org/

Discuss how the overall structure of the novel impacts the reader. You may choose to discuss this using



http://www.polleverywhere.com
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Watch the Follow the Drinking Gourd video http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDAQtwIwAg&url=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Dm8UB8vXS3ro&ei=P2ZGT-mDIMm1twfI5MiVDg&usg=AFQjCNHB33_YPY3nA2ml6wiqM96WMWmKQA&sig2=pnr-tAtepeo9z0RTBnVGig

Use a graphic organizer similar to the one found at

http://www.dubois.cps.k12.il.us/PDFs/classificationnotes.pdf

Listen to Follow the Drinking Gourd video with song lyrics


http://www.youtube.com/watch?v=DpIjPr63paw
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Provide explicit instruction in using Greek and Latin affixes and roots to determine word meaning, a good PowerPoint presentation with this information can be found at http://www.google.com/url?sa=t&rct=j&q=greek%20and%20latin%20roots%20powerpoint&source=web&cd=2&ved=0CCoQFjAB&url=http%3A%2F%2Fwww.madera.k12.ca.us%2F21681012004139617%2Flib%2F21681012004139617%2F5th_R_14_Greek_Latin_Roots.ppt&ei=Y-xUT4y-KMigtwfo8NS3DQ&usg=AFQjCNFCQl3k8Lexc7DH25P2yu7zdwCVOQ

Read the "Emancipation Proclamation" (950L) available at

http://www.pbs.org/wgbh/aia/part4/4h1549t.html

Listen to the Emancipation Proclamation song



http://www.youtube.com/watch?v=cwNTwuHAf1M&feature=related

Listen to the reading of the Emancipation Proclamation, video, 1:25-6:58



http://www.youtube.com/watch?v=jz7jUuz_XLQ
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Share sentences using www.polleverywhere.com


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Look at the Jim Crow Laws PowerPoint,



http://www.slideshare.net/tranceking/jim-crow-signs-powerpoint
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Hotlists can be created using



http://www.kn.sbc.com/wired/fil//

Give students time to explore the Jim Crow Laws website


http://academic.udayton.edu/race/02rights/jcrow02.htm

Group students to conduct a three step interview,


http://its.guilford.k12.nc.us/act/strategies/three_step_interview.htm
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Provide each student with a revised copy of the T.R. Davidison interview,



http://www.pbs.org/wnet/jimcrow/narrative_davidson.html

Using available technology, have students access



http://www.ourtimelines.com/create_tl_2c.html

Group read "Children's Rhymes" by Langston Hughes



http://www.poemhunter.com/poem/children-s-rhymes/

Using http://polleverwhere.com

Read “Democracy", Langston Hughes

http://www.poemhunter.com/i/ebooks/pdf/langston_hughes_2004_9.pdf

http://polleverwhere.com
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http://www.kn.sbc.com/wired/fil//

Use the Circle of Voices method for students to discuss their identified theme and paragraph,



http://drscavanaugh.org/discussion/inclass/discussion_formats.htm

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Provide copies of "Children's Rhymes" by Langston Hughes



http://www.poemhunter.com/poem/children-s-rhymes/

Children's Rhymes" by Langston Hughes



http://www.poemhunter.com/poem/children-s-rhymes/

http://edu.glogster.com/

W’s graphic organizer



http://www.thinkport.org/17a6dc05-4f3a-42ed-a71c-82ee3e692708
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Watch the “I Have a Dream” speech, by Martin Luther King Jr. at


http://www.teachertube.com/viewVideo.php?video_id=20916

Using http://pollweverywhere.com

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http://www.kn.sbc.com/wired/fil/
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Discuss Dr. Seuss and the political agenda in many of his books, you may want to refer to “The Political Dr. Seuss” webpage published by PBS, http://www.pbs.org/independentlens/politicaldrseuss/film.html

“Circle of Voices” group discussion about the themes

http://drscavanaugh.org/discussion/inclass/discussion_formats.htm

Use the current groups and numbers, split the class into groups of all 1s, all 2s, all 3s, and all 4s to create a modified version of a jigsaw group http://drscavanaugh.org/discussion/inclass/discussion_formats.htm



http://polleverywhere.com

how to create a sticky using



http://en.linoit.com/

class pin board at http://en.linoit.com/
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there are links to several great publication sites available at



http://comminfo.rutgers.edu/professional-development/childlit/ChildrenLit/childpublishing.html

Re-read "How Violence is Ended: A Buddhist Legend” by Aaron Shephard,



http://www.aaronshep.com/rt/RTE16.html

there are links to several great publication sites available at



http://comminfo.rutgers.edu/professionaldevelopment/childlit/ChildrenLit/childpublishing.html
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http://library.thinkquest.org/J0112391/civil_rights_leaders.htm

http://prezi.com/

Introduce research project and prompt, Using


http://library.thinkquest.org/J0112391/civil_rights_leaders.htm

http://prezi.com/

webquest found at



http://library.thinkquest.org/J0112391/civil_rights_leaders.htm
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http://www.kn.sbc.com/wired/fil/
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http://www.esu.edu/~bsockman/PPT/paraphrasing.ppt
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Provide explicit instruction in how to list citations and references, valuable information can be found at



http://www.library.cornell.edu/resrch/citmanage/mla#list

Introduce Reap the Whilrwind by Duane Damon (1000L)



http://web.ebscohost.com/srck5/detail?sid=08b7d37b-cff5-467f-8133-4e3575300ff3%40sessionmgr12&vid=1&hid=104&bdata=JnNpdGU9c3JjazUtbGl2ZQ%3d%3d#db=ndh&AN=6995078

What were some of the effects of the Emancipation Proclamation? Have students complete the ripple effect graphic organizer found at http://www.una.edu/faculty/onlineacademy/State/Adobe%20Reader/DO%20NOT%20OPEN%20program%20files/Tool%20Box/graphic%20organizers/Color%20graphics/Concentric%20Circles/4%20main%20idea%20circles%20color.pdf

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1. Prezi, http://prezi.com/wxyivaj-4yoq/martin-luther-king-jr/

2. PowerPoint, http://www.uis.edu/aeo/documents/RosaParks.ppt

3. Interactive whiteboard software, http://www.prometheanplanet.com/en-us/Resources/Item/36265/thurgood-marshall

4. Photo Story/Movie Maker, http://www.youtube.com/watch?v=4dy4tjxVMHA&feature=related

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Refer to the Photo Story example from yesterday,



http://www.youtube.com/watch?v=4dy4tjxVMHA&feature=related

Using the reading format of the teacher’s choosing, read A Mighty Long Way from Little Rock (750L) http://web.ebscohost.com/srck5/detail?vid=3&hid=108&sid=1bc63e4a-8060-4459-a3fa-901f983ec72f%40sessionmgr12&bdata=JnNpdGU9c3JjazUtbGl2ZQ%3d%3d#db=nfh&AN=6XN200908261501



Provide explicit instruction in summarizing, a great lesson to support this skill can be found at

http://www.readingquest.org/strat/summarize.html
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Read Prejudice Today by Collin Allgaier, (870L) , this is a very brief article in the form of an anecdote http://web.ebscohost.com/srck5/detail?vid=7&hid=108&sid=dc18e529-ad1d-4ec3-8350-952e23c7a9b0%40sessionmgr11&bdata=JnNpdGU9c3JjazUtbGl2ZQ%3d%3d#db=prh&AN=14936007


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