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COLLECTION 3
COMMON CORE STANDARDS
COMMON CORE STANDARDS
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
In this unit, we will learn about:
In this unit, we will learn about:
1. Parallelism
1. Parallelism
"Parallelism refers to using elements in sentences that are grammatically similar or identical in structure, sound, meaning, or meter. This technique adds symmetry, effectiveness and balance to the written piece.
"Parallelism refers to using elements in sentences that are grammatically similar or identical in structure, sound, meaning, or meter. This technique adds symmetry, effectiveness and balance to the written piece.
Examples of parallelism within sentences:
Examples of parallelism within sentences:
- This is not only just what I wanted, but also just what I needed.
Parallelism in Texts
Parallelism in Texts
- In the famous speech of Martin Luther King, Jr., the phrase “I have a dream” was repeated often and is an example of parallelism for clarity and emphasis." ~ Source: yourdictionary.com
2. Author's Craft
2. Author's Craft
Techniques an author uses to make his/her writing more interesting and lively.
Techniques an author uses to make his/her writing more interesting and lively.
Examples: Sensory details, dialogue, interesting vocabulary, sentence construction, similes, metaphors, exaggeration, specific details.
3. Autobiography
3. Autobiography
"A history of a person's life written or told by that person" ~ Source: Dictionary.com
4. Biography
4. Biography
"A written account of another person's life" ~ Source: Dictionary.com
5. Allusion
5. Allusion
It is a figure of speech that refers to a well-known person, story, event, or object with the intention of making a comparison in the readers' minds.
Example:
Harriet Tubman's nickname was Moses because just like the Biblical Moses, she led many slaves to freedom.
BIOGRAPHY: Harriet Tubman
BIOGRAPHY: Harriet Tubman
"Born into slavery in Maryland, Harriet Tubman (c. 1820 to March 10, 1913) escaped to freedom in the North in 1849 to become the most famous "conductor" on the Underground Railroad.
"Born into slavery in Maryland, Harriet Tubman (c. 1820 to March 10, 1913) escaped to freedom in the North in 1849 to become the most famous "conductor" on the Underground Railroad.
Tubman risked her life to lead hundreds of family members and other slaves from the plantation system to freedom on this elaborate secret network of safe houses. A leading abolitionist before the American Civil War, Tubman also helped the Union Army during the war, working as a spy among other roles.
Tubman risked her life to lead hundreds of family members and other slaves from the plantation system to freedom on this elaborate secret network of safe houses. A leading abolitionist before the American Civil War, Tubman also helped the Union Army during the war, working as a spy among other roles.
After the Civil War ended, Tubman dedicated her life to helping impoverished former slaves and the elderly. In honor of her life and by popular demand, in 2016, the U.S. Treasury Department announced that Harriet Tubman will replace Andrew Jackson on the center of a new $20 bill." ~ Source: Biography.com
After the Civil War ended, Tubman dedicated her life to helping impoverished former slaves and the elderly. In honor of her life and by popular demand, in 2016, the U.S. Treasury Department announced that Harriet Tubman will replace Andrew Jackson on the center of a new $20 bill." ~ Source: Biography.com
Harriet Tubman was a brave woman and an Underground Railroad conductor.
Harriet Tubman was a brave woman and an Underground Railroad conductor.
* Born as Araminta Ross in c. 1820.
* Born as Araminta Ross in c. 1820.
* Place of Birth: Dorchester County, Maryland
* Place of Birth: Dorchester County, Maryland
* She married John Tubman in 1944.
* She married John Tubman in 1944.
According to some historical sources, Harriet led nineteen different escape operations and helped around 300 African-American slaves to escape to freedom. She was known as "Moses" (allusion example) because, just like the Moses in the Bible, she led her people to freedom. She died of pneumonia on March 10, 1913 and was buried in Fort Hill Cemetery in New York, with military honors.
According to some historical sources, Harriet led nineteen different escape operations and helped around 300 African-American slaves to escape to freedom. She was known as "Moses" (allusion example) because, just like the Moses in the Bible, she led her people to freedom. She died of pneumonia on March 10, 1913 and was buried in Fort Hill Cemetery in New York, with military honors.
HARRIET TUBMAN MINI BIOGRAPHY
HARRIET TUBMAN MINI BIOGRAPHY
Harriet Tubman (at left) with a group of people she helped to escape from slavery.
THE UNDERGROUND RAILROAD
THE UNDERGROUND RAILROAD
The Underground Railroad was not a real railroad. It was a 'escape network' of undisclosed routes, meeting points, transportation, safe houses (stations) and abolitionists assistance formed in the late 1700s, reaching its height between 1850 and 1860. The Underground Railroad was used by African-Americans to escape from slavery. They would flee into Canada and other free US states were slavery was prohibited. The slaves would move from station to station at night through the woods or on trains. The 'Conductors' were the people who helped the runaway slaves. They showed them places to hide and gave them food and clothing. Harriet Tubman was one of the most famous 'Conductors' of the Underground Railroad.
The Underground Railroad was not a real railroad. It was a 'escape network' of undisclosed routes, meeting points, transportation, safe houses (stations) and abolitionists assistance formed in the late 1700s, reaching its height between 1850 and 1860. The Underground Railroad was used by African-Americans to escape from slavery. They would flee into Canada and other free US states were slavery was prohibited. The slaves would move from station to station at night through the woods or on trains. The 'Conductors' were the people who helped the runaway slaves. They showed them places to hide and gave them food and clothing. Harriet Tubman was one of the most famous 'Conductors' of the Underground Railroad.
READING COMPREHENSION:
READING COMPREHENSION:
GUIDING QUESTIONS: "from Harriet Tubman: Conductor on the Underground Railroad" by Ann Petry
GUIDING QUESTIONS: "from Harriet Tubman: Conductor on the Underground Railroad" by Ann Petry
(Source: from HMH ~ Collections ~ Resources)
(Source: from HMH ~ Collections ~ Resources)
1. Lines 1–6: What is revealed about the subject in these lines? How does the structure of the paragraph show the masters’ illogical reaction to Moses?
1. Lines 1–6: What is revealed about the subject in these lines? How does the structure of the paragraph show the masters’ illogical reaction to Moses?
2. Lines 33–46: Summarize Tubman’s action in “running off slaves.” What do those actions show about her character?
2. Lines 33–46: Summarize Tubman’s action in “running off slaves.” What do those actions show about her character?
3. Lines 42–46: What is the effect of the author’s choice to describe Tubman’s voice in this vivid way?
3. Lines 42–46: What is the effect of the author’s choice to describe Tubman’s voice in this vivid way?
4. Lines 71–78: How does Tubman seem to deal with feelings of fear? How does the author compare Tubman’s possible fate to that of the runaway?
4. Lines 71–78: How does Tubman seem to deal with feelings of fear? How does the author compare Tubman’s possible fate to that of the runaway?
5. Lines 74–76: What sentence fragments are in these lines? What effect do these fragments have on the reader?
5. Lines 74–76: What sentence fragments are in these lines? What effect do these fragments have on the reader?
6. Lines104–108: What example of parallelism is in these lines?
6. Lines104–108: What example of parallelism is in these lines?
7. Lines 132–148: Explain the connection between Thomas Garrett and Tubman. What details suggest Tubman’s view of Garrett?
7. Lines 132–148: Explain the connection between Thomas Garrett and Tubman. What details suggest Tubman’s view of Garrett?
8. Lines 133–135: Examine the sentence that begins on line 133, and pay special attention to word order. Why do you think the author chose that syntax?
8. Lines 133–135: Examine the sentence that begins on line 133, and pay special attention to word order. Why do you think the author chose that syntax?
9. Lines 157–160: Read aloud softly to yourself the sentence that begins on line 157. Listen for word order, repetition, and pauses. Describe the impact of these techniques.
9. Lines 157–160: Read aloud softly to yourself the sentence that begins on line 157. Listen for word order, repetition, and pauses. Describe the impact of these techniques.
10. Lines 216–221: What information in these lines connects to earlier events? What does this comparison to an earlier event suggest about Tubman?
10. Lines 216–221: What information in these lines connects to earlier events? What does this comparison to an earlier event suggest about Tubman?
11. Lines 225–239: Based on Tubman’s words and other details in these lines, tell whether you think Tubman would have killed the “despairing slave.”
11. Lines 225–239: Based on Tubman’s words and other details in these lines, tell whether you think Tubman would have killed the “despairing slave.”
12. Lines 240–243: Which words describe the Middle Passage? What is the impact of the word choices in this paragraph? How does the first sentence develop the text’s key idea: that the escape from slavery was terrifying?
12. Lines 240–243: Which words describe the Middle Passage? What is the impact of the word choices in this paragraph? How does the first sentence develop the text’s key idea: that the escape from slavery was terrifying?
13. Lines 261–268: Which sentence expresses the fugitives’ changed attitude? What is the impact of the author’s use of the synonyms implicitly and totally?
13. Lines 261–268: Which sentence expresses the fugitives’ changed attitude? What is the impact of the author’s use of the synonyms implicitly and totally?
14. Lines 273–285: Explain what is suggested about the author’s research.
14. Lines 273–285: Explain what is suggested about the author’s research.
15. Lines 300–316: Which words show the author’s reasoning?
15. Lines 300–316: Which words show the author’s reasoning?
16. Lines 321–331: What can you tell about Tubman from the information provided in these lines?
16. Lines 321–331: What can you tell about Tubman from the information provided in these lines?
17. Lines 332–335: Which details develop the contrasts between Canada and Maryland? What is the impact of the author’s word choices and use of parallelism and repetition?
17. Lines 332–335: Which details develop the contrasts between Canada and Maryland? What is the impact of the author’s word choices and use of parallelism and repetition?
18. Lines 352–357: What comparison is the author making? Explain how it develops the concept of freedom. How do word choices such as “bone-biting cold” impact the tone of the paragraph?
18. Lines 352–357: What comparison is the author making? Explain how it develops the concept of freedom. How do word choices such as “bone-biting cold” impact the tone of the paragraph?
VIDEO CLIP: Harriet Tubman (American Hero Classics)
VIDEO CLIP: Harriet Tubman (American Hero Classics)
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