Noelle Robison

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.
Vocabulary Component:
Strategy Used: Vocabulary Preview
This method gives students exposure to unfamiliar words before having to read them in context for a challenging reading assignment. This strategy requires them to review a list of
new words and find definitions for them. For this lesson, the teacher will select the more challenging words out of Frederick Douglass speech and make them into a vocabulary list

2014Cherie Behrens

which students will review and find definitions for before reading the excerpt. This is also a great strategy for ELLs because it gives them multiple opportunities to review the
content of the lesson before interacting in a class setting.
CONTENT AREA STANDARD:
Discipline:
Social Studies
Standard SS.912.A.1.2: Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a
historical period
ANCHOR STANDARDS FOR READING, WRITING, LISTENING, and SPEAKING:
CCSS Anchor
Reading
Writing
Listening and Speaking
Standard
Addressed:
K-12 CCSS
CCSS.ELA-Literacy.CCRA.R.1
CCSS.ELA-Literacy.CCRRA.W.9
CCSS.ELA-Literacy.CCRRA.SL.3
Anchor
Read closely to determine what the
Draw evidence from literary or informational texts to support
Evaluate a speaker's point of view,
Standards with text says explicitly and to make
analysis, reflection, and research.
reasoning, and use of evidence and
Link and
logical inferences from it; cite specific
rhetoric.
Standard
textual evidence when writing or
Written Out:
speaking to support conclusions
drawn from the text.
Corresponding Before Reading: Students will scan
Before Reading: Students will utilize the KWL chart by writing
Before Reading: Students will discuss
Before, During speech in order to form predictive
down what they already know and what they want to learn about
in class their KWL charts
and After
statements to write in their KWL chart Frederick Douglass and the significance of his speech
Before Reading: Students will listen to
Strategies
Before Reading: Students will read
During Reading: Students will use selective highlighting to
teacher pose probing questions and
the speech once (assigned for
mark key phrases and words in the speech supporting Douglass
background knowledge to fuel
homework) as a building block for
stance
understanding of the text
greater understanding when the
After Reading: Students will fill in what theyve learned in their After Reading: Students will share in
speech is reread in class
KWL chart
small groups their stance on Douglas
speech and compare their thoughts to
their classmates
Evaluation
During Reading: Teacher will move
Before Reading: Teacher will review partial KWL charts
Before Reading: Teacher will facilitate
Using
around the room to ensure students are (completed as homework) focusing on students background
discussion around Frederick Douglass
Formative
reading and understanding the text
knowledge and predictions
speech and life as well as analyze KWL
Assessment
During Reading: Teacher will ensure that students are
charts
highlighting valuable information during the reading time given
After Reading: Teacher will oversee
in class
group discussions on student findings
and position on speech to ensure
sufficient analysis
Estimated Time: It should take a full class period (50 minutes). The homework assigned the night previous (reading and KWL chart) is imperative to ensure lesson stays in time
constraints. If students do not fulfill this, time may be necessary to complete the homework in class and push final class discussion to the next class as a summary.

2014Cherie Behrens

English Learner Strategies: First time reading is done as homework at students own pace, rereading text in class; highlighting key points/phrases; using KWL chart as
organizational and comprehension help; scaffolding throughout lesson using the Gradual Release Model; practicing reading, writing, listening, and speaking as they are required
activities in lesson
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

Strategies and Links:

Before Reading:

2014Cherie Behrens

The KWL Chart is used to get students thinking critically about the speech and making predictions about its persuasive effectiveness.
During Reading:
Selective highlighting is used to help students focus on the important phrases and words they read to form a thorough understanding and deep analysis of the text.
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