The lessons and activities will help students gain an intimate understanding of the text, while the tests and quizzes will help you evaluate how well the students have grasped the material. View a free sample. Length of Lesson Plan: Approximately pages. Page count is estimated at words per page.
Length will vary depending on format viewed. Once you download the file, it is yours to keep and print for your classroom. View a FREE sample. The Lesson Plan Calendars provide daily suggestions about what to teach.
Thomas Paine's Common Sense - Lesson Plan
They include detailed descriptions of when to assign reading, homework, in-class work, fun activities, quizzes, tests and more. Use the entire Fugitive Pieces calendar, or supplement it with your own curriculum ideas. Calendars cover one, two, four, and eight week units. Determine how long your Fugitive Pieces unit will be, then use one of the calendars provided to plan out your entire lesson. Chapter abstracts are short descriptions of events that occur in each chapter of Fugitive Pieces. They highlight major plot events and detail the important relationships and characteristics of important characters.
The Chapter Abstracts can be used to review what the students have read, or to prepare the students for what they will read. Hand the abstracts out in class as a study guide, or use them as a "key" for a class discussion. They are relatively brief, but can serve to be an excellent refresher of Fugitive Pieces for either a student or teacher. Character and Object Descriptions provide descriptions of the significant characters as well as objects and places in Fugitive Pieces. These can be printed out and used as an individual study guide for students, a "key" for leading a class discussion, a summary review prior to exams, or a refresher for an educator.
The character and object descriptions are also used in some of the quizzes and tests in this lesson plan. The longest descriptions run about words. They become shorter as the importance of the character or object declines.
This section of the lesson plan contains 30 Daily Lessons. Daily Lessons each have a specific objective and offer at least three often more ways to teach that objective. Lessons include classroom discussions, group and partner activities, in-class handouts, individual writing assignments, at least one homework assignment, class participation exercises and other ways to teach students about Fugitive Pieces in a classroom setting. You can combine daily lessons or use the ideas within them to create your own unique curriculum.
They vary greatly from day to day and offer an array of creative ideas that provide many options for an educator. Fun Classroom Activities differ from Daily Lessons because they make "fun" a priority. The 20 enjoyable, interactive classroom activities that are included will help students understand Fugitive Pieces in fun and entertaining ways. Fun Classroom Activities include group projects, games, critical thinking activities, brainstorming sessions, writing poems, drawing or sketching, and countless other creative exercises.
Many of the activities encourage students to interact with each other, be creative and think "outside of the box," and ultimately grasp key concepts from the text by "doing" rather than simply studying. Fun activities are a great way to keep students interested and engaged while still providing a deeper understanding of Fugitive Pieces and its themes.
Students should have a full understanding of the unit material in order to answer these questions. They often include multiple parts of the work and ask for a thorough analysis of the overall text. They nearly always require a substantial response. Essay responses are typically expected to be one or more page s and consist of multiple paragraphs, although it is possible to write answers more briefly.
These essays are designed to challenge a student's understanding of the broad points in a work, interactions among the characters, and main points and themes of the text. But, they also cover many of the other issues specific to the work and to the world today. The 60 Short Essay Questions listed in this section require a one to two sentence answer. They ask students to demonstrate a deeper understanding of Fugitive Pieces by describing what they've read, rather than just recalling it. The short essay questions evaluate not only whether students have read the material, but also how well they understand and can apply it.
They require more thought than multiple choice questions, but are shorter than the essay questions. The Multiple Choice Questions in this lesson plan will test a student's recall and understanding of Fugitive Pieces. Use these questions for quizzes, homework assignments or tests. The questions are broken out into sections, so they focus on specific chapters within Fugitive Pieces.
This allows you to test and review the book as you proceed through the unit. Typically, there are questions per chapter, act or section. Use the Oral Reading Evaluation Form when students are reading aloud in class. Pass the forms out before you assign reading, so students will know what to expect. You can use the forms to provide general feedback on audibility, pronunciation, articulation, expression and rate of speech. You can use this form to grade students, or simply comment on their progress. Use the Writing Evaluation Form when you're grading student essays.
This will help you establish uniform criteria for grading essays even though students may be writing about different aspects of the material. By following this form you will be able to evaluate the thesis, organization, supporting arguments, paragraph transitions, grammar, spelling, punctuation, etc.
Early years / KS1 / ages 4-6: lesson plans and resources
They pull questions from the multiple choice and short essay sections, the character and object descriptions, and the chapter abstracts to create worksheets that can be used for pop quizzes, in-class assignments and homework. Periodic homework assignments and quizzes are a great way to encourage students to stay on top of their assigned reading.
Let us declare independence. If we delay, it will be that much harder to win.
Fugitive Pieces Study Guides
I know the prospect is daunting, but the prospect of inaction is terrifying. A month later, in his appendix to the third edition, Paine escalated his appeal to a utopian fervor. Say a bold thing that will stagger them, and they will begin to think. As an experienced essayist and a recent English immigrant with his own deep resentments against Britain, Paine was the right man at the right time to galvanize public opinion.
Educated men wrote civilly for publication and kept their fury for private letters and diaries. He argued with ideas while convincing with raw emotion. He uses anger, the natural emotion of the mob, to let the most active groups find themselves in the general will of a republican citizenry. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.
NO man can deny, without abandoning his God-given ability to reason, that all men enter into existence as equals. No matter how lowly or majestic their origins, they enter life with three God-given RIGHTS — the right to live, to right to live free, and the right to live happily or, at the least, to pursue Happiness on earth. Who would choose existence on any other terms?
So treasured are these rights that man created government to protect them. So treasured are they that man is duty-bound to destroy any government that crushes them — and start anew as men worthy of the title of FREE MEN. This is the plain truth, impossible to refute. Imagine yourself sitting down to read Common Sense in January How does Paine introduce his reasoning to you? Paine considered titling his essay Plain Truth.
Be willing to put aside pre-conceived notions, he says, and judge his arguments on their own merits. He implies that any reader who would refuse to consider his arguments is narrow-minded. View it, he says, from an overarching global perspective, not the narrow perspective of American colonists in the late s.
The hyperboles are ultimates — the most worthy of worthy causes, affecting the future now and forever. The American cause can lead mankind toward enlightened self-determination, driving forward the progress of civilization. A biblical and prophetic tone. Resisting the cause, Paine implies, would be resisting divine will.
How does he use repetition to add impact to the first part of the paragraph? He includes two repetitive sets: 1. Paine ends this paragraph with an analogy: What we do now is like carving initials into the bark of a young oak tree. What does he mean with the analogy? This is the time to create a new nation. Our smallest efforts now will lead to enormous benefits in the future.
This is the time to unite for independence. Discord among us now will escalate into future crises that could ruin the young nation. Answer: B. The sun never shined on a cause of greater worth. The least fracture now will be like a name engraved with the point of a pin on the tender rind of a young oak; the wound will enlarge with the tree, and posterity read it in full grown characters. What sound repetitions do you find? Read the sentences aloud. A stirring oratorical rhythm is achieved, like that of a solemn speech or sermon meant to convey the truth and gravity of an argument.
Paine compares the attempts to reconcile with Britain after the Battle of Lexington and Concord to an old almanac. What does he mean? He means the idea of reconciliation is now preposterous and that no rational person could support it. Also, as an almanac ceases to be useful at a specific moment midnight of December 31 , Paine implies that reconciliation ceased to be a valid goal at the moment of the first shot on April 19, Paine often alludes to aspects of colonial life, like almanacs, that would resonate with all readers. By referring the matter from argument to arms, a new area for politics is struck; a new method of thinking hath arisen.
All plans, proposals, etc. Whatever was advanced by the advocates on either side of the question then, terminated in one and the same point, viz. The only difference between the parties was the method of effecting it — the one proposing force, the other friendship; but it hath so far happened that the first hath failed and the second hath withdrawn her influence.
With this in mind, what tone does he lead the reader to expect: cynical, impatient, hopeful, reasonable, impassioned, angry? How does his tone prepare the resistant reader? Paine means to deflect challenges of bias or extremism by inviting readers to give him a hearing. While Paine promises a fair appraisal, look how he describes the two options in the last sentence.
It was an irrevocable decision with unknown consequences. Are we adults or children?
To examine that connection and dependence, on the principles of nature and common sense, to see what we have to trust to [expect] if separated, and what we are to expect if dependent. Here Paine rebuts the first argument for reconciliation—that America has thrived as a British colony and would fail on her own. How does he dismiss this argument? He slams it down hard. So much for calm and reasoned debate. But Paine is not having a temper tantrum in print. His technique was to argue with ideas while convincing with emotion. Paine follows his utter rejection of the argument with an analogy.
Paine goes one step further in the last sentence. Nothing can be more fallacious than this kind of argument. We may as well assert that because a child has thrived upon milk, that it is never to have meat, or that the first twenty years of our lives is to become a precedent for the next twenty. But even this is admitting more than is true; for I answer roundly that America would have flourished as much, and probably much more, had no European power had anything to do with her. In other words, use common sense.
He poses two challenges to the supporters of reconciliation. If they can honestly answer each challenge, he asserts, and still support reconciliation, then they are selfish cowards bringing ruin to America.
Paraphrase the first challenge sentences 2—5. Paraphrase the second challenge sentences 6— And if you have, yet still support reconciliation, then you have abandoned your conscience. With what phrase does Paine condemn those who would still hope for reconciliation even if they were victims of British violence?
There is no nuance in this condemnation, and thus no way for the reader to avoid its implications. The reader is off the hook. At this point, Paine pleads with his readers to write the constitution for their independent nation without delay. What danger do they risk, he warns, if they leave this crucial task to a later day? A colonial leader could grasp dictatorial power by taking advantage of the postwar disorder likely to result if the colonies have no constitution ready to implement.
Even if Britain tried to regain control of the colonies, it could be too late to wrest control back from a powerful dictator. What historical evidence does Paine offer to illustrate the danger? The Spanish ruler granted a few rights, but Masaniello was soon murdered, ending the uprising and its short-lived gains for the people.
With this compelling allusion which most readers would instantly recognize , Paine warns that opposing independence is as calamitous a decision for Americans as killing Jesus was for his executioners and for mankind. What must the lovers of mankind achieve in order to save mankind?
Six months later Thomas Jefferson asserted the same right in the opening of the Declaration of Independence. This Enlightenment ideal anchored revolutionary initiatives in America and Europe for decades. O ye that love mankind! Ye that dare oppose not only the tyranny but the tyrant, stand forth!
Every spot of the old world is overrun with oppression. Freedom hath been hunted round the globe. Asia and Africa have long expelled her. Benjamin Franklin, letter to Silas Deane, 27 August Full text in Founders Online National Archives.
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Elbridge Gerry, letter to James Warren, 26 March Massachusetts Historical Society. Robert A. Series, July , Landon Carter, diary entry, 20 February , recounting content of letter written that day to George Washington. Full entry in Founders Online National Archives. I love it. It is very interesting and will keep the students on their toes, especially when it comes to their application of the use of close reading and rhetorical devices.