Slavery Module: Lesson thirteen

DO NOW
Take out homework and exchange with
shoulder partner
Will review answers…then hand in!

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Learning Objectives
I can analyze the impact of rhyme and
repetition in specific poems.
I can analyze the use of figurative
language in poetry and nonfiction text.
I can analyze how figurative
language, form, and sound contribute to
meaning.

Slavery
Narrative of Frederick Douglass

POETRY!
• Any lingering questions from homework?
• New poem!!
“If We Must Die” by Claude McKay
• African-American poet
• Harlem Renaissance
• Langston Hughes’s inspriation

If We Must Die
If we must die, let it not be like hogs
Hunted and penned in an inglorious spot,
While round us bark the mad and hungry dogs,
Making their mock at our accursed lot.

If we must die, O let us nobly die,

5

So that our precious blood may not be shed
In vain; then even the monsters we defy
Shall be constrained to honor us though dead!
O kinsmen! we must meet the common foe!
Though far outnumbered let us show us brave,
And for their thousand blows deal one death-blow!
What though before us lies the open grave?
Like men we’ll face the murderous, cowardly pack,
Pressed to the wall, dying, but fighting back!

10

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Poetic Tools in the Narrative
• Authors use poetic tools in prose, too!
(Chavez = repetition, metaphor, vivid
words)
• Read an excerpt
• Identify Douglass’s highly lyrical (poetic)
style

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Chapter 6 Excerpt
• First read: Gist!
• Second read: questions
• Third read: deeper questions!!

** Notice poetic tools!! **

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1. Underline words or phrases that
describe Mrs. Auld (the mistress).

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2. How did she act toward slaves?

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3. What is the fatal poison of
irresponsible power?

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4. Vocabulary
• discord =
• accord =

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5. What does Mr. Auld tell his wife about
teaching a slave to read?

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6. Why would teaching a slave to read
make him “unfit?”

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7. What does Douglass resolve to do?

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8. Vocabulary
• injurious=

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9. How does Mrs. Auld treat Douglass
after her husband tells her Douglass
mustn’t learn to read?

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1. What is his mistress (Mrs. Auld) like?

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2. What poetic tool(s) does Douglass use
to reinforce her personality?

** Hint: look at the sentence in bold! **

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3. How does the (poetic) tool support his
idea?

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4. What happens to Mrs. Auld?

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to reinforce this idea?

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6. How does each tool support his idea?

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7. What does Mr. Auld’s advice teach
Douglass?

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to reinforce this idea?

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10. Douglass uses juxtaposition to
compare his decision to Mr. Auld’s
decision to forbid him to read.
How does this help illustrate how
committed he is to learning to read?

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11. Compare Mrs. Auld before and after
she owned slaves.

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12. What poetic tool(s) does Douglass
use to reinforce this idea?

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Turn & Talk
• How is Frederick Douglass “fighting back”
by learning to read?

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Exit Ticket!
• How hard was it to read this excerpt?

• How hard was it to recognize the
poetry tools?
1 = really easy………………….5 = really
hard

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Homework
“Black Woman” by Georgia Douglas Johnson

• Paint Job reading for tonight
• Answer paint job questions in blank space

• Underline words/ phrases that “pull” you

Slavery Module: Lesson thirteen

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Slavery Module: Lesson thirteen