Lesson 11

We will compare Miranda’s interpretation of Hamilton’s and Angelica Church’s relationship 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

Form Claims: How well do I develop and clearly communicate a meaningful and defensible claim that represents a valid, evidence-based analysis?
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?
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?
Communicate Effectively: How well do I use language and strategies to accomplish my intended purpose in communicating?

Texts

Core

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

- Excerpt from 1785 Separation of Angelica and Hamilton (pp. 204–205) from Alexander Hamilton, Ron Chernow, Penguin Press, 2004
- Excerpt from Hamilton Letter to Angelica (pp. 583–584) from Alexander Hamilton, Ron Chernow, Penguin Press, 2004
- Excerpt from Introduction to Angelica and Hamilton (pp. 133–134) from Alexander Hamilton, Ron Chernow, Penguin Press, 2004
- Excerpt from Seas of Blood (pp. 466–467) from Alexander Hamilton, Ron Chernow, Penguin Press, 2004
- “From Alexander Hamilton to Angelica Church, 19–20 June 1796,” Alexander Hamilton, Public Domain, 1796
- “From Alexander Hamilton to Angelica Church, 2 October 1791,” Alexander Hamilton, Public Domain, 1791
- “From Alexander Hamilton to Angelica Church, 25 June 1796,” Alexander Hamilton, Public Domain, 1796
- “From Alexander Hamilton to Angelica Church, 6 December 1787,” Alexander Hamilton, Public Domain, 1787
- “From Alexander Hamilton to Angelica Church, 6 March 1795,” Alexander Hamilton, Public Domain, 1795
- “From Alexander Hamilton to Angelica Church, 8 November 1789,” Alexander Hamilton, Public Domain, 1789
- “To Alexander Hamilton from Angelica Church, 2 October 1787,” Angelica Church, Public Domain, 1787
- “To Alexander Hamilton from Angelica Church, 5–7 November 1789,” Angelica Church, Public Domain, 1789

Materials

Tools

Reference Guides

Editable Google Docs

Activity 1: Read

We will review the section 3 diagnostic checklist and the work we have done to prepare for the task.

Alone or with a partner, review the Section 3 Diagnostic Checklist, your completed Note-Taking Tools, and your annotations to help you plan your response.

Review your Vocabulary Journal. Identify significant 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 complete the Section Diagnostic task.

Individually, complete the Section 3 Diagnostic.

Compare Miranda’s interpretation of Hamilton and Angelica Church’s relationship with what you found in your reading of primary and secondary sources.

Support your response with evidence from the musical and multiple texts.

Activity 3: Write

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

Work independently to revise and edit your response, paying attention to how clearly you have communicated your ideas. Use the Section 3 Diagnostic Checklist to review and revise your essay.

Activity 4: Write

We will reflect on our work on the Section Diagnostic and assess how prepared we are for 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:

What new knowledge do you have in relation to the Central Question?
What are you still curious about in relation to the Central Question?
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?
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:

How well did you take necessary action to prepare for the task?
What went well for you during the completion of this task?
What did you struggle with during the completion of this task? How did you push through that struggle?
How well did you actively focus your attention during this independent task?
How well did you develop and use an effective and efficient process to maintain workflow during this task?
What would you do differently during the next Section Diagnostic?

Step 3

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.