Skip to Main Content

Lesson 11

We write a response comparing Miranda’s interpretation of Hamilton’s views of slavery with what we found in our reading of primary and secondary sources.

Lesson Goals

Reading and Knowledge

  • Compare and Connect: How well do I recognize points of connection among texts, textual elements, and perspectives to make logical, objective comparisons?
  • Gather and Organize Evidence: How well do I gather and organize relevant and sufficient evidence to demonstrate an understanding of texts and topics, support claims, and develop ideas?

Writing

  • Organize Ideas: How well do I sequence and group sentences and paragraphs and use devices, techniques, descriptions, reasoning, evidence, and visual elements to establish coherent, logical, and well-developed narratives, explanations, and arguments?
  • Form Claims: How well do I develop and clearly communicate meaningful and defensible claims that represent valid, evidence-based analysis?
  • Develop Ideas: How well do I use devices, techniques, descriptions, reasoning, evidence, and visual elements to support and elaborate on coherent and logical narratives, explanations, and arguments?
  • Use Conventions to Produce Clear Writing: How well do I apply correct and effective syntax, usage, mechanics, and spelling to communicate ideas and achieve intended purposes?

Texts

Core

  • Tradebook
    • Hamilton: The Revolution, Lin-Manuel Miranda and Jeremy McCarter, Grand Central, 2016

Materials

Tools

Reference Guides

Editable Google Docs

Activity 1: Read

We will review the section 2 diagnostic checklist and our work to prepare for the task.

With a partner, review the Section 2 Diagnostic Checklist, your completed Comparison Organizational Frame, and the research you conducted to help you plan your response.

Review your Vocabulary Journal. Identify a significant word or words that you would like to use in your response to the Section Diagnostic. Review your Mentor Sentence Journal. Select at least one technique that you plan to use when writing your response to the Section Diagnostic

Activity 2: Write

We will complete the Section Diagnostic task.

Individually, write a response to the Section 2 Diagnostic.

Compare Miranda’s interpretation of Hamilton’s views of slavery with what you found in your reading of primary and secondary sources.

Support your response with evidence from multiple texts.

You might use a Forming Evidence-Based Claims Tool or Organizing Evidence Tool to help plan your response.

Activity 3: Read

We will revise our content and ideas to ensure that our work is appropriate to the task, purpose, and audience. This will help us develop our work.

Work independently to revise your response, paying attention to how clearly you have communicated your ideas. Use the Section 2 Diagnostic Checklist to review and revise your essay.

Activity 4: Write

We will reflect on our work on the Section Diagnostic and assess our progress toward the Culminating Task.

Step 1

Review the Central Question of the unit:

How do storytellers use primary sources?

Use the following questions to guide a discussion with a partner or small group:

  1. What new knowledge do you have in relation to the Central Question?

  2. What are you still curious about in relation to the Central Question?

  3. What is the relationship between the question and the texts you have read so far? How do the texts shed light on the question? How does the question help you understand the texts?

  4. How has your response to the question evolved, deepened, or changed?

In your Learning Log, write your response to Question 3. You will return to this response in later lessons to examine how your understanding of the Central Question has evolved.

Step 2

Choose at least three of the questions below and respond to them in your Learning Log:

  1. How well did you take necessary action to prepare for the task?

  2. What went well for you during the completion of this task?

  3. What did you struggle with during the completion of this task? How did you push through that struggle?

  4. How well did you actively focus your attention during this independent task?

  5. How well did you develop and use an effective and efficient process to maintain workflow during this task?

  6. What would you do differently during the next Section Diagnostic?

Step 3

Now, find and review your Culminating Task Progress Tracker. Think about all you have learned and done during this section of the unit. Evaluate your skills and knowledge to determine how prepared you are for the Culminating Task.

  • Add or refine any skills and content knowledge required for the Culminating Task.

  • Evaluate how well you are mastering skills and knowledge required for the Culminating Task.