Historical materials related to the abolition movement and the Fugitive Slave Act, as well as information about Douglass’s allusions: (especially the video and supporting materials U.S. History: A Nation Enslaved) Determine an author’s of view or purpose CCSS.ELA-Literacy.RI.11-12.6 in a text in which the rhetoric is particularly effective, analyzing how style Content area/course: English Language Arts Grade 11 and content contribute to the power, persuasiveness, or beauty of the text. Unit: The Art of Persuasion and the Craft of Argument CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, Lesson 4: Close Reading of Frederick Douglass’s What to the Slave is the and use of evidence and rhetoric, assessing the stance, premises, links Fourth of July? among ideas, word choice, points of emphasis, and tone used. Time (minutes): 135-180 Instructional resources/tools: By the end of this lesson students will know and be able to: Copies of What to the Slave is the Fourth of July? by Frederick Douglass, Recognize that writers have choices for text structure. with a glossary of terms Identify and analyze the effectiveness of text structure. Close reading questions Explain how rhetorical strategies are used to contribute to the power of the speech: and persuasiveness of a text. Historical materials related to the Abolition Movement and the Fugitive Analyze the rhetorical strategies. Slave Act Essential Questions addressed in this lesson: Q1. How do writers and speakers persuade audiences? Anticipated student preconceptions/misconceptions: Q2. How does the audience and occasion impact a speech? Students may not know that support for slavery was widespread in all Q3. How does the mode of delivery shape the message? parts of the country; abolitionists were considered the fringe.” “lunatic Students may also have the preconception that because most slaves Standard(s)/unit goal(s) to be addressed in this lesson: were prevented from getting an education, a speech by a former CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the effectiveness of the would be written in simple, even grammatically incorrect, language. structure an author uses in his/her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Instructional model: reading and cooperative learning
Historical materials related to the abolition movement and the Fugitive Slave Act, as well as information about Douglass’s allusions: (especially the video and supporting materials U.S. History: A Nation Enslaved) Content area/course: English Language Arts Grade 11 Unit: The Art of Persuasion and the Craft of Argument Lesson 4: Close Reading of Frederick Douglass’s What to the Slave is the Fourth of July? Time (minutes): 135-180 By the end of this lesson students will know and be able to: Recognize that writers have choices for text structure. Identify and analyze the effectiveness of text structure. Explain how rhetorical strategies are used to contribute to the power and persuasiveness of a text. Analyze the rhetorical strategies. Essential Questions addressed in this lesson: Q1. How do writers and speakers persuade audiences? Q2. How does the audience and occasion impact a speech? Q3. How does the mode of delivery shape the message? Standard(s)/unit goal(s) to be addressed in this lesson: CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his/her exposition or argument, including whether the structure makes points clear, convincing, and engaging. CCSS.ELA-Literacy.RI.11-12.6 Determine an author’s of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Instructional resources/tools: Copies of What to the Slave is the Fourth of July? by Frederick Douglass, with a glossary of terms Close reading questions of the speech: Historical materials related to the Abolition Movement and the Fugitive Slave Act Anticipated student preconceptions/misconceptions: Students may not know that support for slavery was widespread in all parts of the country; abolitionists were considered the “lunatic fringe.” Students may also have the preconception that because most slaves were prevented from getting an education, a speech by a former would be written in simple, even grammatically incorrect, language. Instructional model: reading and cooperative learning