ALEX Lesson Plan


A Tale of Two Slaves: A Lesson in Predicting, Summarizing, Making Connections, Questioning, and Comparing/Contrasting  (Part 2)

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  This lesson provided by:  
Author:Shannon Bogert
System: Tuscaloosa City
School: Tuscaloosa City Board Of Education
  General Lesson Information  
Lesson Plan ID: 33069


A Tale of Two Slaves: A Lesson in Predicting, Summarizing, Making Connections, Questioning, and Comparing/Contrasting  (Part 2)


Students will read and discuss the similarities and differences of two characters from the same historical era. Students will collaborate to write two paragraphs in which the characters are compared and contrasted.

This is a College- and Career-Ready Standards showcase lesson plan.

 Associated Standards and Objectives 
Content Standard(s):
ELA2015 (10)
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]
ELA2015 (10)
2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RL.9-10.2]
ELA2015 (10)
9. By the end of Grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the Grades 9-10 text complexity band independently and proficiently. [RL.9-10.10]
ELA2015 (10)
10. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.9-10.1]
ELA2015 (10)
24. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 21-23 above.) [W.9-10.4]
ELA2015 (10)
26. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. [W.9-10.6]
ELA2015 (10)
31. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.9-10.1]
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.9-10.1a]
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. [SL.9-10.1b]
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. [SL.9-10.1c]
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. [SL.9-10.1d]
ELA2015 (10)
37. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.9-10.1]
a. Use parallel structure.* [L.9-10.1a]
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. [L.9-10.1b]
c. Apply rules of subject-verb agreement when the subject is compound in form but singular in meaning and when the subject is plural in form but singular in meaning. (Alabama)
ELA2015 (10)
38. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.9-10.2]
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. [L.9-10.2a]
b. Use a colon to introduce a list or quotation. [L.9-10.2b]
c. Spell correctly. [L.9-10.2c]

Local/National Standards:


Primary Learning Objective(s):


  1. I can discuss topics with my peers.
  2. I can write two paragraphs in which I compare and contrast two characters.

Additional Learning Objective(s):

 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

Technology Resources Needed:

Laptop, Makes Sense Strategies app, and Google Docs account


Students should have read Quobna Cugoano’s “A Former Slave Speaks Out” and “The Interesting Narrative of the Life of Olaudah Equiano.”



1. Working in groups of four, the students will be given Quobna Cugoano’s “A Former Slave Speaks Out.” They will also be given “The Interesting Narrative of the Life of Olaudah Equiano” (Both works were read and discussed in previous sessions.).

2. Using Makes Sense Strategies, groups will complete a double bubble map in which they compare and contrast the lives of Equiano and Cugoano. Maps will be printed (Use chart paper and markers if computers are not available.).

3. The teacher should formatively assess groups by listening to conversations and seeing content on double bubble maps.


1. Maps will be displayed around room. Groups will look at maps, adding content to charts as they circulate across the room.

2. Teacher will have a blank double bubble map in front of room. Groups will be asked to help fill in the map based on information that they feel is important. Teacher should ask them to justify their responses as to why they feel the information is important to the task.


1. Each student group will use the chart from the front of the room to write one paragraph in which they compare Equiano and Cugoano and one in which they contrast them. The paragraphs will we typed into a Google document by one member of the group and shared to the other members so that they may be contributors and editors. The final document will be scored according to the attached rubric.


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Assessment Strategies

Students will be assessed informally as the teacher circulates and views the content on the circle maps. The attached rubric will be used to assess whether the paragraphs address the content standards.




The text may be chunked prior to the activities.  Blank double bubble maps may be printed ahead of time.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.