Today is End it Movement's "Shine a Light on Slavery Day", and our entire school is participating in the movement. At the beginning of the day in Advisory time our students viewed the End it Movement's video for the day (located on their web site) and were given the opportunity to mark their hands with a red X.
In our language arts classrooms we will share a recent story of slavery here in America. To do this I've placed Scholastic Scope magazines around the classroom. Students will take a copy, and we will read and discuss "A Child Slave in California" by Kevin Bales from a September 2012 issue in relation to the importance of the day.
The piece details the story of a young girl brought here a and held as a slave in California with an inset about Frederick Douglas. Current issues and some back issues of Scope are available with a paid subscription, but I've included a preview of the piece, with permission from Scholastic Scope's editor. I used this piece to connect the topic to my students and suggest the book Hidden Girl coming soon with her full story.
Below is the question(s) I will post on the board for discussion. I also posted this link on Edmodo, so they could see a new story about the main character becoming a US citizen.
Kevin Bales says that “slavery is like someone mugging you and stealing your life.” What does he mean? In what ways does this apply to Shyima Hall and Frederick Douglas? Use details from “A Child Slave in California” and "The Life and Times of Frederick Douglas" in your response.
While the slavery issue is important to dicuss and learn about, it would not be a good topic for your argument piece, why? Considering what we've been learning about recently, what makes a good argument topic?
Students were suppose to craft a lead to their own piece yesterday and post it as an exit slip. As these were posted on our classroom "wall" on Edmodo all students can see them. So, today is all about reading each others and providing feed back. However, the feedback must be shared on Edmodo not aloud.
I'll direct students to select two or three students who do not sit at their table (which means they know little about that persons work so far), find their lead in the class post, read it and send them a reply with feedback that is helpful according to what we discussed yesterday. I'll remind them to refer to yesterday's handout as well.
As replies come in, I will comment and direct students to improve feedback and their own leads.
To wrap up class today, I will walk students through creating their document on Google Docs and pasting their revised lead from Edmodo into the piece and sharing it with me.
We've already review these procedures in class, but I will walk them through this initial step to be sure we all are together.