April 1, 2013 Do Now: 1. Partners: Discuss the picture: What do you see? What do you think it is a picture of? DO NOW
Feb 04, 2016
April 1, 2013Do Now: 1. Partners:Discuss the
picture: What do you see?What do you think it is a picture of?
DO NOW
Odds and EndsNew seating chart
Salsa Verde Cooperative Skill of the Week
Homework
Learning TargetsContent Targets:
I will predict distances traveled by slaves on slave ships
I will record goods traded across the Atlantic Ocean
I will read about the Middle Passage
I will interpret artwork with regard to slavery
Language Targets:
I will explain thoughts/feelings about slaves and slave ships
ISN: Essential Questions:
Was the Slave Trade more a function of a misunderstood perception of superiority of one people over another, or one of economics – money making?
What are the long-term effects of traumatic events?
Final Assessment - Homework
Slave Narrative – Writing a story from the perspective of a slave
Must be told in the first person
What is empathy?
The ability to understand and share the feelings of another
You will get checklists for each section as we complete them
How far is…?How long does it take to get there?Discuss in your team – write down responses
From here to downtown?
To Boulder?
To the border of Mexico?
To Los Angeles?
To New York?
How far are places?From here to downtown? 5 Miles
To Boulder? 23 Miles
To the border of Mexico? 720 Miles
To Los Angeles? 1000 Miles
To New York? 1800 Miles
World MapDraw a rough
outline in your notebook of landmasses on either side of the Atlantic Ocean
Label Continents and countries
Label Bristol, England; Charleston, South Carolina; and, Cote d'Ivoire (Ivory Coast), Africa
Connect each city with a line
Distances
How far did the ships travel from England to the Ivory Coast?
How far did the Africans travel from the Ivory Coast to Charleston?
How far did the trips have to travel to return to England?
World Map
Distances
How far did the ships travel from England to the Ivory Coast?
[Bristol, England to Ivory Coast – 2,997 miles/4823 kilometres]
How far did the Africans travel from the Ivory Coast to Charleston?
[Ivory Coast to Charleston, S.C. – 5,051 miles/8129 kilometres]
How far did the trips have to travel to return to England?
[Charleston, S.C. to Bristol, England – 3,978 miles/6402 kilometres]
Speed
Using the approximate average rate of speed of five miles traveled per hour, calculate how long it would take to travel to each place by ship
Bristol, England to Ivory Coast = 600 hours/4 weeks
Ivory Coast to Charleston, S.C. = 1,000 hours/6 weeks
Charleston, S.C. to Bristol, England = 800 hours/5 weeks
Record times on triangle line
April 2, 2013Do Now: 1. Partners:Discuss the
picture: What do you see?What do you think it is a picture of?
DO NOW
Odds and EndsNew seating chart
Salsa Verde Cooperative Skill of the Week
Homework
Learning TargetsContent Targets:
I will predict distances traveled by slaves on slave ships
I will record goods traded across the Atlantic Ocean
I will read about the Middle Passage
I will interpret artwork with regard to slavery
Language Targets:
I will explain thoughts/feelings about slaves and slave ships
ReviewHow far was it from Bristol, England to the Ivory
Coast? How long did it take to travel the distance by ship?
How far was it from the Ivory Coast to South Carolina? How long did it take to travel the distance by ship?
How far was it from South Carolina to Bristol, England? How long did it take to travel the distance by ship?
The Middle Passage by Tom Feelings
Read on your own Highlight important parts or things that stand out to you
Record thoughts and feelings in your notebook
What parts of the reading were particularly interesting or moving? Why?
Write 5 questions about the reading.
Choose 3 pictures to comment about, and write what you think or feel when they look at them
Tom Feelings: The Middle Passage
What parts of the reading were particularly interesting or moving? Why?
Tom Feelings: The Middle Passage
What were people’s questions about the reading
Tom Feelings: The Middle Passage
What pictures did you have comments or questions about?
Tom Feelings: The Middle Passage
Tom Feelings: The Middle Passage
Tom Feelings: The Middle Passage
Tom Feelings: The Middle Passage
Tom Feelings: The Middle Passage
Tom Feelings: The Middle Passage
Tom Feelings: The Middle Passage
Tom Feelings: The Middle Passage
Tom Feelings: The Middle Passage
Other questions for discussion
What do you think about what happened to Africans?
Did people not think what they were doing was wrong?
What do you think it would have been like?
Time, chained,
Why do you think it happened?
Racism? Money? Both?
Door of No Return
What do you think this picture is now?
This is the last thing an African would have seen before being placed on a slave ship
Summary
Explain what you learned about the Middle Passage today
April 4, 2012Do Now:
Everyone: Take out Middle
passage packet Leaders: What
is Triangle Trade? And, what is the
Middle Passage?
DO NOW
April 4, 2013DO NOW:
1. Everyone: Take out Middle Passage Packet
2. Partners: Show each other the most powerful image from The
Middle Passage by Tom Feelings. Why was that picture so powerful
to you?
DO NOW
Odds and EndsSalsa Verde Cooperative Skill of the Week
Homework due Friday Part 1 – Introduction Part 2 – From Africa to America: The Middle
Passage
Today’ ObjectivesContent:
Read primary sources about the experiences of slaves during the Middle Passage
Record goods traded across the Atlantic Ocean to understand how different continents demanded different goods
Language:
Identify and summarize specific information that can/will be used in the Slave Narrative Final Assessment
Essential Questions: Was the Slave Trade more a
function of a misunderstood perception of superiority of one people over another, or one of economics – money making?
What was it like to travel on a slave ship?
Review What were the conditions on a
slave ship according to The Middle Passage by Tom Feelings?
Draw map in your notebook and label
ISN: Write the goods traded from each continent
What words would you use to describe Africa today?
How did Africa become that way?
How can the Triangle Trade System tell us?
ISN:The Middle Passage - Primary Sources
What is the Middle Passage?
Read the Primary Sources about the Middle Passage
What details are given for what it was like to travel on a slave ship?
List in notes
Speculum OrisThe Middle Passage - Primary Sources
What does this picture tell us?
Homework 1: Part 1 and 2 of Slave Story
Go over checklist 1
Start planning and drafting Part 1 and 2 of you narrative
April 5, 2013Do Now:
1. Everyone: Turn in or check in your homework with me
2. Partners: What do you know about auctions? What do they look and
sound like?
Odds and EndsSalsa Verde Cooperative Skill of the
Week
Homework
Learning TargetsContent Targets:
I will read a fictional account of a slave auction to better understand conditions in slavery
I will identify experiences of slaves
Language Targets:
I will discuss the experiences of slaves
The Slave AuctionUncle Tom’s Cabin by Harriet
Beecher Stowe
This book helped Northerners become more outraged by the horrors of slavery, and pushed the country closer to Civil War
When Harriet Beecher Stowe met Abraham Lincoln while the Civil War was going on, he commented to her, “So, you’re the little lady that started all this trouble.”
The Slave AuctionUncle Tom’s Cabin by Harriet Beecher
Stowe
Number Paragraphs (1-95)
During the Reading:
Circle words not sure of
Underline important details of the Auction House
Keep in mind you will write a detailed scene in your narrative
Summary What details of a slave warehouse can you use
in your narrative?
April 8, 2013Do Now:
1. Everyone: Turn in your homework2. Everyone: Take out Uncle Tom’s
Cabin by Harriet Beecher Stowe3. Group Leaders: Why did the
auctioneer want Emmeline to have her hair curled? Why did her mother not
want her to?
April 10, 2013Do Now:
1. Everyone: Turn in your homework2. Everyone: Take out Uncle Tom’s
Cabin by Harriet Beecher Stowe3. Partners: What was the most
surprising thing about slave auctions for you?
Odds and EndsSalsa Verde Cooperative Skill of the
Week
Part 3: Slave Auction due Friday
Learning TargetsContent Targets:
I will read a fictional account of a slave auction to better understand conditions in slavery
I will examine advertisements for slave auctions
Language Targets:
I will discuss the experiences of slaves
The Slave AuctionUncle Tom’s Cabin by Harriet Beecher
Stowe
Questions for discussion:
Why did the auctioneer want Emmeline to have her hair curled? Why did her mother not want her to?
What happened to Tom and Emmeline before they were auctioned when they were lined up waiting?
What happened to Emmeline and her mother at the auction?
The Slave AuctionUncle Tom’s Cabin by Harriet Beecher
Stowe
Questions for discussion:
What happened to Emmeline and her mother at the auction? Was that typical? How do you know?
What do you think will happen to Emmeline and Tom? What will their experiences as slaves be like with their new owner?
What happens to Tom when he is on the boat? Why do you think this happens?
The Slave AuctionUncle Tom’s Cabin by Harriet Beecher
Stowe
Questions for discussion:
What do you think about the two men talking at the end when they say it is the nice slave owners that make it possible for the mean ones to exist?
What other ways might people be moved other than boat? Marched…
The Slave Auction: Summary
Uncle Tom’s Cabin by Harriet Beecher Stowe
After the Reading:
Write 2 questions you have about slave auctions
Write the 3 worst things you think happened at a slave auction
Write a summary paragraph of what you thought and felt hearing the descriptions of the auction house
QUIZ!
QUIZ 2
QUIZ! - Answers1. c
2. b
3. c
4. b
5. a
6. d
7. c
8. b
QUIZ 2 Answers1. C
2. A
3. B
4. D
5. C
6. Men would buy them for sexual purposes
7. Answers vary
8. Answers vary
9. A quadroon means you are ¼ black and ¾ white
April 11, 2013Do Now:
1. Everyone: Turn in your homework2. Everyone: Take out Uncle Tom’s
Cabin by Harriet Beecher Stowe3. Partners: What was the most
surprising thing about slave auctions for you?
Odds and EndsSalsa Verde Cooperative Skill of the
Week
Part 3: Slave Auction due Friday
Learning TargetsContent Targets:
I will read a fictional account of a slave auction to better understand conditions in slavery
I will examine advertisements for slave auctions
Language Targets:
I will discuss the experiences of slaves
Today’s ObjectivesContent:
To consider perspectives and viewpoints of others
To analyze a past event
Language:
To write using proper sentence form and function from a different perspective
Today’s ObjectivesContent:
To use information learned about slaves and slavery in a historical non-fiction writing piece
Language:
To write/edit a writing piece for content and grammatical usage
DirectionsIf you have parts 1, 2, and 3 done:
You will conference with me on the writing and content of your narrative
If you do not have parts 1, 2, and 3 done:
You will be working silently to finish them
April 11, 2013Do Now:
1. Everyone: Put away History Alive2. Partners: When a slave is sold
from one plantation to another, what does that mean for the slave and the
slave’s family?
Odds and EndsSalsa Verde Cooperative Skill of the
Week
Part 3: Slave Auction due Friday
Learning TargetsContent Targets:
I will define what the cotton gin is as well as its affect on the cotton industry and slaves
I will define and discuss aspects the domestic slave market
I will examine primary sources about slavery
I will identify key aspects of slave life, such as living conditions and religious life, in images, primary sources, and secondary text
Language:
Explain how economic and social forces contributed to the survival and growth of slavery for nearly 250 years in the United States
ISN: Domestic Slave Trade
In 1807, Britain outlaws the African Slave Trade.
This severely reduces the amount of slaves taken out of Africa
The price for African slaves goes really high
What should slave buyers do?
ISN: Domestic Slave Trade
Invention of the Cotton Gin – 1793A device that separated cotton from the
seed at least 10x faster than by hand
How would the invention of the cotton gin affect the cotton producing farmers?
What would happen to the price of cotton from America?
How are slaves affected?
ISN: Domestic Slave Trade
Invention of the Cotton Gin – 1793A device that separated cotton from the
seed at least 10x faster than by hand
Dramatically decreased the production time of cotton
Cotton is cheaper from American farmers; Plantation owners can grow more cotton than ever before
The need for slaves sharply rises
Examine the following ad Write 5 words to describe what you see
Examine the following ad
How would you feel if this was your culture and history?
Summary: Domestic Slave Trade
When a slave is sold from one plantation to another, what does that mean for the slave and the slave’s family?
ISN: Preview
When a slave is sold from one plantation to another, what does that mean for the slave and the slaves family?
Preview1. What object do you
see?
2. What images and symbols does it contain?
3. What story do you think it shows?
4. How do you think the image relates to the Bible and to the experience of slavery?
PreviewThis square is from a
story quilt made in the 1880s by Harriet Powers, a woman who was enslaved for more than 20 years. Because slaves were given very few clothes and bed coverings, quilts became a necessary and integral part of slave life. Although it is likely that other slaves made story quilts like those of Harriet Powers, none have survived.
Listen to the song
Answer Song Analysis Questions
Preview 20 pg. 139Song Analysis Questions
1. What is the tone of the song?
2. What Bible story is told in the song?
3. How does the song relate to the images in the quilt square?
4. How might the song and the quilt square relate to the experience of slavery?
Quilt Square Song - Moses
Stories from the Bible gave African Americans hope despite their miserable conditions, and inspired slaves to fight for their freedom. Several aspects of the biblical story of Moses are referenced in the quilt square and the song. First, the quilt square shows slaves being led out of bondage. Like African Americans, the Jews in the Bible were enslaved for a period of time, and Moses led the Jews out of slavery. In the biblical story, Moses’ staff, which is also depicted in the Harriet Powers quilt, turns into a serpent. Likewise, in the song, slaves used references to the biblical river Jordan to represent escaping bondage and reaching the other side—freedom. Finally, the song’s references to Moses may also have been an allusion to Harriet Tubman, who led many slaves to freedom.
April 16, 2013Do Now:
1. Everyone: Make sure you have a writing utensil!!
Do Now
April 17, 2013Do Now:
1. Materials Managers: Get History Alive
2. Group Leaders: How did slaves give themselves a way to tell their
stories and histories?
Do Now
April 17, 2013Do Now:
1. Materials Managers: Get History Alive
2. Everyone: Take out your notes for Chapter 20
Do Now`
Odds and EndsSalsa Verde Cooperative Skill of the
Week
Homework for this week – Part 4
Today’s ObjectivesContent:
I will use primary source images of slavery and match them to a reading in the book
I will record key aspects of the life of slaves
Language:
I will research and collect information about slavery for my narrative
Partner ActivityUse the images to match to a section in the
book
Read that section
Complete the corresponding notes
Use your notebook to collect information for your storyWhat do we need to look for?
Part 4Part 5
April 22, 2013Do Now:
1. Everyone: Turn in or check in the homework with me
2. Materials Managers: Get History Alive
3. Group Leaders: What does it mean to resist?
Do Now
Odds and EndsSalsa Verde Cooperative Skill of the
Week
Homework for this week and next
Today’s ObjectivesContent:
I will use knowledge about slaves
I will create a quilt square about one aspect of slave life
Language:
I will use aspects of slave life and culture to write a narrative about the life of a slave
Part 5: Slave ResistanceIn what ways did slaves resist their slavery
Part 6: Conclusion
Quilt Block Squares1. Why were quilts important to
slaves?
2. How did they become part of their culture?How does anything become a part of
a culture?
How would you describe the design of this quilt spare?
Quilt Block SquaresLook through the section titles of
Chapter 20
Select a section that you want to represent in a quilt square
Sketch the square in your notebook
Creating Quilt BlocksLook at the examples of quilt block squares
Pass out Quilt Block Outlines
Choose a topic from their Reading Notes to use for their quilt block.
Cut out the two halves of a quilt block and tape them together.
Review the directions on the handout, and remind students that they are creating a story quilt that tells one part of the story of slave life.
Use the story quilt on page 268 of History Alive! The United States Through Industrialism and the image of a quilt block on page 269 as examples.
April 23, 2013Do Now:
1. Everyone: Get History Alive2. Everyone: Take out your quilt
sketches from last class
Do Now
Odds and EndsSalsa Verde Cooperative Skill of the
Week
Homework for this week and next
Today’s ObjectivesContent:
I will use knowledge about slaves
I will create a quilt square about one aspect of slave life
Language:
I will use aspects of slave life and culture to write a narrative about the life of a slave
Creating Quilt BlocksLook at the examples of quilt block squares
Pass out Quilt Block Outlines
Choose a topic from their Reading Notes to use for their quilt block.
Cut out the two halves of a quilt block and tape them together.
Review the directions on the handout, and remind students that they are creating a story quilt that tells one part of the story of slave life.
Use the story quilt on page 268 of History Alive! The United States Through Industrialism and the image of a quilt block on page 269 as examples.
Discussing/Presenting the Quilt
What were the most difficult aspects of slave life?
In what ways did slaves cope with their situation?
What did slaves accomplish in spite of the obstacles they faced?
Why do you think slavery lasted so long in America?
Partner Activityhttp://www.ted.com/talks/chimamanda_adich
ie_the_danger_of_a_single_story.html
Today’s ObjectivesContent:
I will identify the legal status of slaves and free blacks in the North and South in the U.S.
I will define racism (overt actions/structural and institutional)
Language:
I will explain how economic and social forces contributed to the survival and growth of slavery for nearly 250 years in the United States
History Alive page 26920.1 Introduction
What is racism?HA DefinitionOvert actions/beliefs: Words or actions that
are deemed racist by societyExamples
Structural: Racism imbedded in society itself, like govt, corporations, education public/private, and media outlets by the actions of those in power in societyExamples
How can we identify structural racism?
What will we learn about in this chapter?
Summary
What examples of structural or institutional racism can you identify in your own life? (on tv? In school? In movies? In the news? Etc…)
April 16, 2013Do Now:
1. Materials Managers: Get History Alive
2. Group Leaders: Could anyone find an example of Structural Racism (the results of racism over time) after class
yesterday?
Do Now
Odds and EndsSalsa Verde Cooperative Skill of the
Week
Homework for this week – Part 4
Today’s ObjectivesContent:
I will identify the legal status of slaves and free blacks in the North and South in the U.S.
I will define racism (overt actions/structural and institutional)
Language:
I will explain how economic and social forces contributed to the survival and growth of slavery for nearly 250 years in the United States
History Alive page 27020.2 North and South, Slave and Free
Read in groups – answer questions using complete sentences
How were slaves defined by law?
How did this definition affect the lives of slaves?
What limitations were placed on free African Americans in the South?
What limitations were placed on free African Americans in the North?
History Alive page 27220.3 The Economics of Slavery
Read in groups – answer questions using complete sentences
Why did non-slaveholding white southerners support slavery?
Why was it both good and bad for slaves when the price of slaves rose?
What is Slave Power?The economic and political power held by
those with slaves.
Slave PowerTot. Slaves in Lower South: 2,312,352
47% of total population
Tot. Slave in Upper South: 1,208,758 29% of total population
Tot. Slaves in Border States: 432,586 13% of total population
Students add up total number of slaves: 3,953,696 or 4 million in 1860
What percentage of people do you think owned slaves? And, what was the average number of slaves owned by each slave owner?
Slave PowerWhat percentage of people in the South
were slaves?Students get population totals
Lower: 3,537,899 Upper: 2,066,976 Border: 808,936 Total Pop: 14,413,811
Slaves were 28% of the population of the south
Slave PowerWhat percentage of people in the South
were slaves?
Less than one third of families owned slaves Of that 1/3:
12% owned more than 2038% owned less than 2050% owned fewer than 5
How many actual slave owners?4.83 million
Slave PowerThe Value of Slaves
Slaves had the greatest capital valueMore than the value of the land and implements or
tools
The Profitability of Slaves
The South had 60% of the wealth of the countryPer capita wealth in 1860 was 4,000 in the South and
2,000 in the North
History Alive page 27220.3 The Economics of Slavery
Read in groups – answer questions using complete sentences
Why did non-slaveholding white southerners support slavery?
Why was it both good and bad for slaves when the price of slaves rose?
April 20, 2012Do Now:
1. Materials Managers: Get History Alive
2. Group Leaders: Have everyone open to their notes from yesterday –
Why did non-slaveholding white southerners support slavery?
2 Reasons
Do Now
Odds and EndsHomework for this week – Part 4
due Friday
Cog Railway field trip
Today’s ObjectivesContent:
Identify the legal status of slaves and free blacks in the North and South in the U.S.
Define the term slave power
Examine and discuss the economics of slavery
Analyze population statistics for slavery
Language: Explain how economic and social forces contributed to the survival and growth of slavery for nearly 250 years in the United States
History Alive page 27220.3 The Economics of Slavery
Read in groups – answer questions using complete sentences
Why did non-slaveholding white southerners support slavery?
Why was it both good and bad for slaves when the price of slaves rose?
ISN: Partner ActivityHistory Alive Pages 274-283
Today you will match quotations from slaves to images, read about an aspect of slave life, and complete the corresponding questions and notes
Of the eight quotations, five are from interviews with ex-slaves, conducted by journalists and writers as part of the Federal Writer’s Project, 1936–38, under the auspices of the Work Projects Administration [WPA]. The original transcriptions, written in dialect, preserve the distinctive flavor of the spoken word. The handout provides two versions of these, dialect and standard English, in order to make the passages accessible while still maintaining their authenticity.
Partner Activity - DirectionsHA pgs: 274-283
1. What do you see in the picture?
2. How does it match the quote?
3. What section matches the picture?
4. Write four key ideas from that section about the life of slaves.
5. Draw a quilt square to represent one idea from the section.
April 23, 2012Do Now:
1. Materials Managers: Get History Alive
2. Group Leaders: What was one key idea from the section you read on
Friday? Don’t know? Look it up in your notebook!
Do Now
Odds and EndsSalsa Verde Cooperative Skill of the
Week
Homework for this week – Part 4 due Friday
Cog Railway field trip
Today’s ObjectivesContent:
Identify the legal status of slaves and free blacks in the North and South in the U.S.
Define the term slave power
Examine and discuss the economics of slavery
Analyze population statistics for slavery
Language: Explain how economic and social forces contributed to the survival and growth of slavery for nearly 250 years in the United States
Team Activity – HA pgs: 274-283 Directions
1. Read your quotation and locate the placard that best matches it.
2. ISN: Answer: 1. What do you see in the picture?
2. How does it match the quote?
3. Return to your tables and find the section in Chapter 20 that corresponds to the picture and quote.
4. ISN: Write the title of the section at the top of the notebook page
5. Read the section and (ISN) record 4 key ideas from the section
6. ISN: Draw a quilt block square to represent one key idea
7. When you are finished, raise your hand to get a new quote and repeat steps
April 24, 2012Do Now:
1. Materials Managers: Get History Alive
2. Group Leaders: Have everyone get open their notebooks and the
textbook to Chapter 20
Do Now
Odds and EndsSalsa Verde Cooperative Skill of the
Week
Homework for this week – Part 4 due Friday
Cog Railway field trip
Today’s ObjectivesContent:
Identify the legal status of slaves and free blacks in the North and South in the U.S.
Language:
Explain how economic and social forces contributed to the survival and growth of slavery for nearly 250 years in the United States
Team Activity – HA pgs: 274-283 Directions
1. Read your quotation and locate the placard that best matches it.
2. ISN: Answer: 1. What do you see in the picture?
2. How does it match the quote?
3. Return to your tables and find the section in Chapter 20 that corresponds to the picture and quote.
4. ISN: Write the title of the section at the top of the notebook page
5. Read the section and (ISN) record 4 key ideas from the section
6. ISN: Draw a quilt block square to represent one key idea
7. When you are finished, raise your hand to get a new quote and repeat steps
April 25, 2012Do Now:
1. Materials Managers: Get History Alive
2. Group Leaders: What do you think was the hardest part about being a
slave? What was the greatest achievement of slave culture?
Do Now
Odds and EndsSchool survey
Homework for this week – Part 4 due Friday
Cog Railway field trip
Today’s ObjectivesContent:
Identify key aspects of slave life and culture
Discuss how to use the aspects in slave narrative
Create a quilt square about one aspect of slave life
Language:
Use aspects of slave life and culture to write a narrative about the life of a slave
ISN: Going over key aspects
Sections – students write key aspects
This Week’s ObjectivesType your Slave Narrative
Review the returned checklists
Edit and add to your slave narrative
Your narrative is due Friday at the end of class
Get your NetbookSave the document as: your last
name.SlaveNarrative.doc
If you have the same last name as someone else, include your first initial or your entire first name
Once you finish typing the entire story Check the checklists Add to or add parts that are needed Run a spell and grammar check Fix all spelling and grammar errors Have a peer read the story and give you feedback
You can always have me read something as well
April 6, 2011Do Now:
1. Take out all your parts from your slave narratives with the checklists
If you don’t have them, take out what you have or go get them
2. Get your netbook and get logged in3. Finish typing and editing your story
Get your NetbookSave the document as: your last
name.SlaveNarrative.doc
If you have the same last name as someone else, include your first initial or your entire first name
Once you finish typing the entire story Check the checklists Add to or add parts that are needed Run a spell and grammar check Fix all spelling and grammar errors Have a peer read the story and give you feedback
You can always have me read something as well
April 8, 2011Do Now:
1. Take out all your parts from your slave narratives with the checklists
If you don’t have them, take out what you have or go get them
2. Get your netbook and get logged in3. Finish typing and editing your story4. Get out part 5 and 6 of the story, I
will check them inREMEMBER THE FINAL DRAFT OF
YOUR NARRATIVE IS DUE ON MONDAY!!!