Scaffolds and Extensions UDL Components: Support for students who are ELL, have disabilities or read well below grade level text band: Extensions for advanced students: Instructional materials: student text book, presentations, audio for some books Instructional methods: timeline, lecture with guided notes, guided reading, group reading, options for literature circles Assessment: options for writing, graphic presentation, or presentation. Instructional materials: transparent vocabulary instruction, for text books Instructional methods: modified timeline, options for guided notes Assessment: allow for a script for oral presentations Instructional materials: options for additional articles Instructional methods: close reading, options for literature circles Assessment: Vocabulary Targeted Academic Vocabulary: North South Targeted Content Area Vocabulary: Region Sectionalism Slavery
analyze the differences of their opinions. Students will empathise with slaves, slave owners, and abolitionists. Poster paper, glue, envelopes, markers Alternate worksheet: Articles: abolitionist, Have students predict what abolition of slavery might look like. Have them demonstrate by acting or by providing an example, Students should add it to their glossary with a written example or picture to represent the word. Arrange students in large or small groups and give each group an envelope of cards and a poster. Students will sort the cards into opinions of the North and the South as groups. Conduct a whole class discussion to highlight the opinions that students found interesting to lead into a discussion that the people of the South really did believe that slavery was the natural way of things and that they were not evil, but just had very strong opinions about slavery. *Extension activity for advanced students: Read the articles and highlight sentences that show the opinions of the regions they represent. Assign students to write two opinion paragraphs (with an opinion topic sentence, and supporting details). One paragraph should be written from the point of view of the North and the other from the point of view of the South. Paragraphs should be written in first person and reflect the opinions of the assigned regions and the opinions expressed in the text on the charts. Have students choose one of their paragraphs to share and pair with opposing sides to share their opinions on the issue of slavery. Students should use the new vocabulary word in one of their paragraphs. *Alternate assignment for struggling or ELL students: worksheet Day 7: Students will identify ways that African Americans resisted slavery and describe the causes and effects of this resistance. Social Studies: U.S. History, Foresman, pg. Follow the Drinking Gourd, Jeanette Winter ISBN: 0394896947 OR Youtube presentation of the book: Introduce new vocabulary resistance, rebellion, Underground Railroad. Discuss the difference between resistance and rebellion. Provide examples and nonexamples of each and have students draw pictures in their glossary. Explain that the picture book describes the part of the Underground Railroad. Students should trim and past (or copy) the DBI notecatcher into their interactive notebooks to prepare for the DBI. Show or read Follow the Drinking Gourd. Data Based Inquiry assignment: