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Lesson Plan by Lauren Martin M.Ed.

Narrative of the Life of Frederick Douglass by Frederick Douglass

Pixton Lesson Plan on Narrative of the Life of Frederick Douglass by Frederick Douglass

Make historical figures come to life with comics!

Including these awesome activities:
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Featured Layouts

When students complete the activities in this lesson plan, they will use the following comic layout types.

  • Storyboard
  • Mind Map
  • Character Map
  • Timeline

Your students will create amazing images like these in no time!

This free, printable Pixton lesson plan brings historical figures to life with comics and storyboards.
Pixton Lesson Plan on Narrative of the Life of Frederick Douglass by Frederick Douglass
Pixton Lesson Plan on Narrative of the Life of Frederick Douglass by Frederick Douglass

Main Characters

Narrative of the Life of Frederick Douglass by Frederick Douglass

When you import any of the activities below, you can choose to share these ready-made characters with your students.

  • Frederick Douglass from Narrative of the Life of Frederick Douglass by Frederick Douglass
    Frederick Douglass

    Author, narrator, orator and abolitionist

  • Captain Anthony from Narrative of the Life of Frederick Douglass by Frederick Douglass
    Captain Anthony

    Douglass’s first plantation master and probably his father

  • Colonel Edward Lloyd from Narrative of the Life of Frederick Douglass by Frederick Douglass
    Colonel Edward Lloyd

    Captain Anthony’s boss and Douglass’ first owner

  • Lucretia Auld from Narrative of the Life of Frederick Douglass by Frederick Douglass
    Lucretia Auld

    Captain Anthony’s cruel daughter and Thomas Auld’s wife who inherits Douglass as property

  • Captain Thomas Auld from Narrative of the Life of Frederick Douglass by Frederick Douglass
    Captain Thomas Auld

    Lucretia Auld’s husband and Hugh Auld’s brother who is self-righteously brutal to slaves

  • William Hamilton from Narrative of the Life of Frederick Douglass by Frederick Douglass
    William Hamilton

    Father-in-law of Thomas Auld

  • Hugh Auld from Narrative of the Life of Frederick Douglass by Frederick Douglass
    Hugh Auld

    Thomas' morally-conflicted brother who lives in Baltimore and borrows Douglass as servant for his son

  • Sophia Auld from Narrative of the Life of Frederick Douglass by Frederick Douglass
    Sophia Auld

    Hugh’s wife who becomes corrupt and vengeful from newfound power of owning a slave

  • Edward Covey from Narrative of the Life of Frederick Douglass by Frederick Douglass
    Edward Covey

    Notorious slave “breaker” who "disciplines" unruly slaves, and keeps Douglass for a year

  • Betsy Bailey from Narrative of the Life of Frederick Douglass by Frederick Douglass
    Betsy Bailey

    Douglass’s grandmother who raises him after his mother is taken away

  • Aunt Hester from Narrative of the Life of Frederick Douglass by Frederick Douglass
    Aunt Hester

    Douglass’s exceptionally beautiful and noble-looking aunt

  • Harriet Bailey from Narrative of the Life of Frederick Douglass by Frederick Douglass
    Harriet Bailey

    Douglass’s mother who walks twelve miles at night to see him

  • Sandy Jenkins from Narrative of the Life of Frederick Douglass by Frederick Douglass
    Sandy Jenkins

    Fellow slave of Douglass who represents all uneducated, superstitious slaves

  • William Freeland from Narrative of the Life of Frederick Douglass by Frederick Douglass
    William Freeland

    Douglass’ most fair and straightforward master, who he serves for two years after Covey

  • William Gardner from Narrative of the Life of Frederick Douglass by Frederick Douglass
    William Gardner

    Baltimore shipbuilder who teaches Douglass the trade of caulking

  • Anna Murray from Narrative of the Life of Frederick Douglass by Frederick Douglass
    Anna Murray

    Douglass’s wife, a free black woman from Baltimore

  • Nathan Johnson from Narrative of the Life of Frederick Douglass by Frederick Douglass
    Nathan Johnson

    Massachusetts abolitionist who helps Douglass

  • William Lloyd Garrison from Narrative of the Life of Frederick Douglass by Frederick Douglass
    William Lloyd Garrison

    Founder of the American Anti-Slavery Society who meets and recruits Douglass to abolitionist convention

  • Wendell Phillips from Narrative of the Life of Frederick Douglass by Frederick Douglass
    Wendell Phillips

    President of the American Anti-Slavery Society and close friend of Douglass

Featured Props

Narrative of the Life of Frederick Douglass by Frederick Douglass

Student creations come alive with these themed objects – in addition to our library of over 3,000 props!

  • Barn
    Barn
  • Book
    Book
  • Chains
    Chains
  • Feather
    Feather
  • Field
    Field
  • Jail
    Jail
  • Podium
    Podium
  • Scar
    Scar
  • Ship
    Ship
  • Whip
    Whip
Print this Teacher Guide

Teacher Guide

Narrative of the Life of Frederick Douglass by Frederick Douglass

Step 1Class discussion with students

Getting Started

Have students review the front and back cover of the book, examine the cover images, read the book jacket summary, discuss the significance of when the book was written and when Douglass lived, and make a prediction about the content and significance of the book.

Opening Discussion

Have students create a KW(H)L chart about Frederick Douglass:

  • What do you already know about Frederick Douglass?
  • When did he live and when did he write the book?
  • What can you predict about the book based on the title and author?
Step 2Pixton comic-making activities
  • Make a Storyboard or Mind Map
    Point of View

    Complete after class reading.

    View Activity
  • Make a Character Map
    Character Map

    Begin at the start of the novel, and make additions throughout the unit.

    View Activity
  • Make a Storyboard
    Theme

    Complete after class discussion.

    View Activity
  • Extension / Modification
    Mind Map (Extension / Modification)

    Create a Mind Map to illustrate the setting, imagery, figurative language and/or important quotations in the text.

  • Extension / Modification
    Timeline (Extension / Modification)

    Create a Timeline to illustrate the main events in Frederick Douglass' life.

Step 3Concluding discussion with students

Discuss the following:

  • What were the main themes?
  • What were the major symbols and motifs? What made them important?
  • What was the author's purpose in writing this story?
  • What was the text's overall tone (author's attitude) and mood (reader's reaction)?
  • How might the context of when this text was written influence the conflicts and lessons?
  • What have you learned from reading this text?
  • Has your perspective on or understanding of life changed from reading this? Why or why not?
  • What makes this book unique?
Print this Activity

Pixton Activity: Narrative of the Life of Frederick Douglass 1 Point of View

Featured Layouts

  • Storyboard
  • Mind Map

Intro

Review the definition, elements, and examples of Point of View.

Instructions

Create a Mind Map or Storyboard that illustrates the elements of the point of view in the text:

  • Identify the element in the panel title.
  • Write a detailed description.
  • Include an appropriate illustration for each panel.

See the rubric for grading guidelines.

Print this Activity

Pixton Activity: Narrative of the Life of Frederick Douglass 2 Character Map

Featured Layouts

  • Character Map

Intro

Determining character traits is an important skill necessary to understanding the conflicts and themes of the plot. The characteristics that make up the main character and supporting characters help shape the outcome of the narrative.

Instructions

Choose three of your favorite characters from Narrative of the Life of Frederick Douglass and create a Character Map for each one.

  • It's important to add as many details as you can to all the parts of the map.
  • Include an appropriate illustration based on the character traits outlined in the novel.

See the rubric for grading guidelines.

Rubric: Character Map

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The character map is thoughtful; descriptions are detailed and informative. The character map is fully developed; accurate details and insightful descriptions. The character map is complete; descriptions are simple and settings are accurate. The character map includes basic details, but is not fully developed. The character map does not accurately reflect the characters.
Meaning Ideas, information and use of detail • strong point of view
• summary is clear and highly detailed
• descriptions are thoughtful and highly developed
• significant details that make characters unique and dynamic
• relevant ideas with consistent analysis
• summary is clear and accurate
• logical descriptions that clarify and develop the idea
• characters are similar; includes relevant details
• relevant ideas with some analysis
• summary is short, but accurate
• descriptions are simple and consistent
• characters similar to description
• some relevant ideas
• summary has several errors
• descriptions are brief and lack detail
• characters vaguely looks like description
• often very brief
• summary is has significant errors
• descriptions are difficult to follow
• characters do not look like description
Style Clarity, variety, impact of visuals and language • language is clear, varied
• flows smoothly; variety in sentences
• images and characters are fully developed; high attention to detail
• language is clear with some variety
• includes a variety of sentence lengths and patterns
• images and characters have purpose and significance
• language is clear with little variety
• basic sentence structures with a few variations
• images and characters are basic, but have purpose
• basic language; vague at times
• repeats a few basic sentence structures
• images and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• images and characters are poorly developed
Form Organization and sequence • proper organization
• panels are thoughtful and detailed
• all panels are organized or logical
• all panels are present
• most panels are organized or logical
• all panels are present
• some panels are organized or logical
• some panels may be missing
• panels are not organized or logical
• panels are missing
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total
Print this Activity

Pixton Activity: Narrative of the Life of Frederick Douglass 3 Theme

Featured Layouts

  • Storyboard

Intro

Discuss the themes in the text. A theme of a text is a truth about life or a truth the reader understands better after reading a text.

Instructions

Illustrate at least three themes in a Storyboard:

  • Write the theme in the panel title
  • Create an image that summarizes the theme
  • Include a description that fits the theme

See the rubric for grading guidelines.

Rubric: Theme

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The theme is highly developed; examples have significant purpose and are highly detailed. The theme is well developed; examples are specific and provide ample support. The theme is briefly discussed; examples are accurate but not fully explained. The theme is poorly discussed; vague or irrelevant examples. The theme is not identified; lacks any supporting examples.
Meaning Ideas, information and use of detail • strong point of view
• develops ideas clearly and logically with details, examples, and descriptions
• relevant ideas with consistent analysis
• logical descriptions or examples clarify and develop the ideas
• relevant ideas with some analysis
• examples or descriptions are simple and consistent
• few relevant ideas
• examples or descriptions may be poorly developed or illogical
• ideas are not developed
• few details or descriptions
Style Clarity, variety, impact of visuals and language • language is clear, varied
• flows smoothly; variety in sentences
• images and characters are fully developed; high attention to detail
• language is clear with some variety
• includes a variety of sentence lengths and patterns
• images and characters have purpose and significance
• language is clear with little variety
• basic sentence structures with a few variations
• images and characters are basic, but have purpose
• basic language; vague at times
• repeats a few basic sentence structures
• images and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• images and characters are poorly developed
Form Organization and sequence • proper organization
• examples are properly referenced
• panels are thoughtful and detailed
• all panels are organized or logical
• examples are properly referenced
• all panels are present
• most panels are organized or logical
• examples are properly referenced
• all panels are present
• some panels are organized or logical
• examples are not/improperly referenced
• some panels may be missing
• panels are not organized or logical
• examples are not referenced
• panels are missing
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total

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