1. Differentiation and EL Strategies

2. Before we begin...  Anno 457. Her Hengest and Æsc fuhton wiþ Brettas in þære stowe þe is genemned Crecganford, and þær ofslogon feower þusend wera. þa forleton þa Brettas Centland, and mid micle ege flugon to Lundenbyrig.

3. .. Crecganford Lundenbyrig Centland

4. Now...  Turn to a partner.  Take turns explaining what the text means.

5. How did we make the text accessible? 

6. Differentiation and EL Strategies

8. 1. Take a moment to read over the Elements of Differentiation and Student Characteristics. 2. As a table group, talk about some ways that you already differentiate, based on these elements or student characteristics. 1. Take a moment to read over the Elements of Differentiation and Student Characteristics. 2. As a table group, talk about some ways that you already differentiate, based on these elements or student characteristics.

9. Sample Strategies Survey  Review the sample strategies.  Put a mark next to strategies that: You use already = You haven’t used, but find interesting = ! You have questions about = ?  Table Talk What strategies do others at your table use? What strategies do others at your table have questions about?

10. Model Lesson 3: Women’s Rights

11.  Divide up the columns of the lesson overview (1 column per person or 1 section per person).  Take a minute to review your section/column.  Share out with your team.  Divide up the columns of the lesson overview (1 column per person or 1 section per person).  Take a minute to review your section/column.  Share out with your team.

12. Standard 8.6.6  Examine the women’s suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony).

13. Goals of the Lesson  Students will understand some of the rights women gained in the 19 th century.  Students will read primary sources related to the Women’s Rights movement.  Students will write a multi-paragraph response to the following prompt: The women’s rights movement of the 19 th century sought to bring women equality in the areas of education, career opportunities, and political rights. How successful was it in achieving these goals?

14. Day One: Hook Activity

15. Day One: Anticipation Guide (Differentiation Strategy) 1.Complete the Anticipation Guide. 2.When you are done, share your responses with a partner, then as a table group. 1.Complete the Anticipation Guide. 2.When you are done, share your responses with a partner, then as a table group. With a partner, read the definitions for Social, Economic, and Political. Then write an example or draw a picture for each item. With a partner, read the definitions for Social, Economic, and Political. Then write an example or draw a picture for each item.

16. Responses  In 1800, how many of the 13 states allowed women to vote?  Ten years later (in 1810), how many states allowed women to vote?  In 1800, how many women attended colleges in the United States?  In 1800, how many states allowed women to serve on juries?  In 1800, how many women in the United States held elected offices?

17. Day One: Timeline

18. Student Handout 2: Timeline Activity With a partner, review the timeline. Then categorize each of the events on the timeline as Political, Social, or Economic. P = Political S = Social E = Economic Note that the first event on the timeline has been provided. With a partner, review the timeline. Then categorize each of the events on the timeline as Political, Social, or Economic. P = Political S = Social E = Economic Note that the first event on the timeline has been provided.

19.  As I read paragraph 1 aloud think about which category the paragraph relates to.  Place the appropriate category (P, S, or E) in the margin next to the paragraph and underline your evidence.

20. P, S Repeat this activity for the remaining paragraphs

21. Day One: Visual Discovery 1

23. Fi ght courageous for sovereign authority, neighbor, or your wife'll do to you as mine has done to me - she'll pull your hair off your head and compel you to wear a wig! Oh, Mamma, please leave my Papa his Pants. Rather die! than let my wife have my pants. A man ought to always be the ruler. Oh, Pa, let go, be gallant or you'll tear 'em. Sam'y help me! Woman is born to rule and not to obey those contemptible creatures called men! Bravo, Sarah. Stick to them, it is only us which ought to rule and to whom the pants fit best. Discussion Questions (turn to a partner): What do you see in this image? What are some key details? How would you describe the scene and the people? What objects in the image are symbols? What do the symbols mean? What do you think these people were feeling at this time? Discussion Questions (turn to a partner): What do you see in this image? What are some key details? How would you describe the scene and the people? What objects in the image are symbols? What do the symbols mean? What do you think these people were feeling at this time?

24. Day Two: Primary Sources

25.  Read Document 2  Circle similarities in wording between The Declaration of Sentiments and The Declaration of Independence.  Share your findings.

26.  Now consider the differences between The Declaration of Sentiments and The Declaration of Independence.  Consider the following questions: What caused the colonists to write The Declaration of Independence? What caused women at the Seneca Falls Convention to write The Declaration of Sentiments? Why do you think Elizabeth Cady Stanton and Susan B. Anthony would write a document similar to The Declaration of Independence? Why did these women feel that their rights were being violated?

27. Just like The Declaration of Independence, The Declaration of Sentiments contains a list of grievances. Read each grievance, explain their significance, and identify the category (P, S, or E) for each. P P

28.  Select a student to read Document 3 aloud to the class.  Have students focus on the questions at the bottom of Document 3 and then write their responses.  Students then pass their responses to a partner who will respond in writing to what the first student wrote.  This should be done silently and is designed as a reflective activity. Document 3

29. Day Three

30.  Look at the first column of Student Handout 5.  Briefly explain each grievance in your own words.  Imagine these that these inequities still existed today.  Work with a partner to imagine what it might look like, feel like, or sound like to experience these injustices.  The first grievance is completed as an example.

31.  Identify the goals of the women’s rights movement of the 19 th century as described in the grievances found in The Declaration of Sentiments.  Identify those goals as Social, Economic, or Political.  Use Student Handout 2 and Document 1 to identify events (positive and negative) related to each goal.

32. Focus Questions: What does it mean to be successful? What conclusion about success or failure does the evidence suggest? What does the absence of evidence suggest about success or failure? Focus Questions: What does it mean to be successful? What conclusion about success or failure does the evidence suggest? What does the absence of evidence suggest about success or failure? Evaluate whether each goal was successfully achieved or not by circling either “Success” or “Failure.” Evaluate whether each goal was successfully achieved or not by circling either “Success” or “Failure.”

33. Select the goal that you believe was the most important and write a sentence at the bottom of Student Handout 6 explaining your choice.

34. Day Four

35.  Read the background.  Review the prompt and task at hand.  Consider the suggested vocabulary to be included in your written response.

36.  Use Student Handout 8 to organize your thoughts.  Be certain to include: Historical context Thesis The most important goal An evaluation of that goal Topic sentences Evidence Explanations Concluding thoughts

37. Writing Graphic Organizer  When Student Handout 8 is complete, use it to craft your writing on a separate piece of paper.