Beruflich Dokumente
Kultur Dokumente
Frederick Douglass
Grade: 9
Student Learning Objective: Students will be able to analyze primary documents and understand the purpose and level of persuasive effectiveness of them. Students will also be
able to pull evidence from the text to support their claims.
Materials:
- What, to the Slave, is the Fourth of July? By Frederick Douglass
- KWL Chart
- Notebook
- Pen/pencil
Preparation for the Activities:
Students will read an excerpt from the Douglas speech for homework and fill out a KWL chart to guide reading. This will prepare students for a second reading in class
accompanied by the selective highlighting strategy.
Text Information:
-What to the Slave Is the Fourth of July?." Teaching American History. N.p., n.d. Web. 12 June 2016.
Link to Text:
- http://teachingamericanhistory.org/library/document/what-to-the-slave-is-the-fourth-of-july/
Flesh-Kincaid Readability Level:
-What, to the Slave, is the Fourth of July? = 9.4
Order of the Lesson:
1. Introduction
2. Before reading strategy: KWL Chart
3. During reading strategy: Selective Highlighting
4. After reading strategies: Discussion
Introduction:
The teacher will begin with a class discussion over the KWL chart assigned for homework along with the reading. The teacher will pose important questions and give ample
background information to students on Frederick Douglass and his speech.
2014Cherie Behrens
2014Cherie Behrens
Hess' Level of Cognitive Rigor Matrix: The third highest level (Analyze): Analyze or interpret authors craft (literary devices, viewpoint, or potential bias) to create or critique a
text; use reasoning, planning, and evidence to support inferences.
Rigor Explained to Show Meeting this High Level of Cognitive Rigor: Students will analyze authors speech and interpret his viewpoint and bias, students will then use this
information to take a stance on his audience and effectiveness using evidence to support their inferences.
Reference Information for Hess' Level of Cognitive Rigor Matrix:
http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf
2009 Karin K. Hess: Hess Cognitive Rigor Matrix, khess@nciea.org
The Gradual Release Model:
About the scaffolding technique called the Gradual Release Model (I do it, We do it, You do it):
I do it: explicit teaching (explaining what they need to do)
We do it: guided practice (where you provide support by doing the activity with them)
You do it: independent practice (when the students practice the skills they learned on their own)
Gradual Release Model for the Strategies in this Lesson
Before Reading:
During Reading:
After Reading:
I do it: The teacher will tell
I do it: The teacher will
I do it: The teacher will
students about Frederick
demonstrate and explain
demonstrate selective highlighting
Douglas and the significance
important parts of text to
and explain its importance
of his speech, the teacher will
highlight
We do it: The teacher and
also give ample background
We do it: The teacher and
students will discuss their findings
knowledge on the time period
student will read the first
and comparer parts that they
We do it: Teacher will guide
paragraph together and the
highlighted
class discussion about KWL
teacher will point out pieces to
You do it: Students will get into
charts assigned as homework;
highlight
groups and debate their stance on
asking probing questions about You do it: The students will
Douglass speech
their predictions
finish reading the except on their
You do it: Students will
own and highlight accordingly to
reevaluate their KWL charts
help form solid evidence for the
and adjust their predictions
stance of Douglass effectiveness
based on the discussion
previous
2014Cherie Behrens
After Reading:
The discussion strategy is used to promote cooperative learning. This will give students the opportunity to share their thoughts and compare their findings with one another.
Reflection: This lesson will teach students how to analyze primary documents and evaluate their merit as well as bias given historical context. The KWL chart will help facilitate
this analytical thought process. Students learn to spot important sections of texts through the skill of selective highlighting. This will increase their understanding and encourage
deeper thinking while reading academic texts. Students will also be able to better articulate their thoughts in a group setting and debate academically and professionally. The class
discussion organized by the teacher will help guide students and prepare them for the independent group discussions.
Objectives Connection: The lesson is tied to the objective through two readings of the text, one done with a KWL chart as guidance and the second done with selective
highlighting to increase comprehension. Students will then gather their thoughts and compare analysis with fellow students using quotes from the text to support their stance.
2014Cherie Behrens