1. A Close Reading Strategy
What’s My Address?
Return Address
A Close Reading Strategy
aligned to the
Common Core Standards
Anthony Fitzpatrick

2. What’s My Address?
This Close Reading strategy will enable students to engage historical addresses and speeches and employ research strategies, collaboration and 21st Century Learning Skills.

3. What’s My Address?
Students will evaluate the place and significance of the address, and acquaint themselves with the chronology and historical narrative surrounding the address.
Students will also be decision-makers with this strategy.

4. Popular Addresses Way: Proposes a solution to a problem
1963 Social-Economic Equality Way, Washington, DC 20001
Drive: Charts a new course or Direction, announces a new policy
Place: Sets the parameters of a policy or historical moment

5. Popular Addresses
Circle: Seeks to bring closure to an issue or announce the conclusion of project, marks the end of an era.
Ex Camelot Circle
Lane: Raises issues associated with historical memory; the long term consequences or legacy of an issue.
Court: Someone flirting with or “Courting” disaster or victory.

6. Address Chart Way: Proposes a solution to a problem
Address and Description
Way: Proposes a solution to a problem
Circle: Seeks to bring closure to an issue or announce the conclusion of project, marks the end of an era.
Drive: Charts a new course or Direction, announces a new policy
Lane: Raises issues associated with historical memory; the long term consequences or legacy of an issue.
Place: Sets the parameters of a policy or historical moment
Court: Someone flirting with or “Courting” disaster or victory.

7. Address Chart - Modified

8. The Common Core Standards
This is an EXCELLENT way to have students interpret text and formulate a response – which will be KEY to the Common Core Standards and Assessments

9. “We Shall Never Surrender”
War for Survival Place
Apt 10
Downing, LDN, SW1A 2AA.
Notice how we’re using the mailing address to support geography, date, main point and overall role of the address.

10. Thesis Statement Formula Product
Main Point + Street Definition = Thesis
MP = War for Survival
SD = The parameters of a policy or historic moment
In 1940, Winston Churchill sets the parameters for Britain’s policy of forcibly resisting the aggression of Hitler in order to preserve their way of life.

11. Always engage Time and Space
Have students identify the person
Identify the title of the address and the occasion on which it was presented
Locate the place it was given on the map
Find the zip code

12. Provide the address and let the students dig for the justification.

13. Then analyze the speech
Churchill, Winston. “Blood, Toil, Tears and Sweat: Address to Parliament on May 13th, 1940.” Lend Me Your Ears:
Great Speeches in History, 3rd Edition. Edited by William Safire. New York: W. W. Norton, (1940)
From “Winston Churchill Braces Britons to Their Task”
I say to the House as I said to ministers who have joined this government, I have nothing to offer but blood, toil, tears, and sweat. We have before us an ordeal of the most grievous kind. We have before us many, many months of struggle and suffering. You ask, what is our policy? I say it is to wage war by land, sea, and air. War with all our might and with all the strength God has given us, and to wage war against a monstrous tyranny never surpassed in the dark and lamentable catalogue of human crime. That is our policy. You ask, what is our aim? I can answer in one word. It is victory. Victory at all costs - Victory in spite of all terrors - Victory, however long and hard the road may be, for without victory there is no survival. I take up my task in buoyancy and hope. I feel sure that our cause will not be suffered to fail among men. I feel entitled at this juncture, at this time, to claim the aid of all and to say, “Come then, let us go forward together with our united strength.”

14. Thesis Statement Formula Product
Main Point + Street Definition = Thesis
MP = War for Survival
SD = The parameters of a policy or historic moment
In 1940, Winston Churchill sets the parameters for Britain’s policy of forcibly resisting the aggression of Hitler in order to preserve their way of life.

15. Your turn:
Find a different main point than the one I supplied and another street definition (interpretation). Record in google form.
Using your main point and interpretation of what is happening – design your own thesis statement and record it in the google form.

16. Common Core Standards Grade 8
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Evaluate the advantages and disadvantages of using
different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Analyze in detail the structure of a specific paragraph in a text, including the role of particular
sentences in developing and refining a key concept.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Analyze how a text makes connections among and
distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
Analyze a case in which two or more texts provide conflicting information on the same topic and
identify where the texts disagree on matters of fact or interpretation.

17. Why is this address determination important?
It’s going to serve as the basis for constructing a thesis statement that students will prove and validate.

18. A House cannot be built on a weak Foundation
Foundation: What is the topic being discussed and what is the opinion on the main issue of the figure delivering the address?
Level One: Social
Level Two: Political
Level Three: Economic
Level Four: Cultural
Street Address

19. Establishing an Address
Conclusion – attach street name
Main Point 4 – Add SPEC significance
Main Point 3 – Add SPEC significance
Main Point 2 – Add SPEC significance
Main Point 1 – Add SPEC significance
Foundation – Main Idea and opinion of the deliverer concerning that topic

20. Scaffolding the process
Provide students with the mailing address and have them search for the proof of the street designation.
Then ask them if another interpretation could fit.

21. In time . . .
You can flip the script and have them make the determination on their own.

22. Constructing an Address:
Number
Could be the year, place in document or something creative
Main Point
The main point of the excerpt condensed into one or two words
Purpose
The street designation, what is the author trying to do with the main point
Place
Can be geographic location or something creative
State, Zip
Real state/zip or something creative

23. “Ain’t I A Woman” 1851 Double Standard Place, Akron, OH 44001.
Notice how we’re using the mailing address to support geography, date, main point and overall role of the address.

24. Thesis Statement Formula Product
Main Point + Street Definition = Thesis
MP = Double Standard
SD = The parameters of a policy or historic moment
In 1851, Sojourner Truth highlighted the parameters of a societal policy that held white and black women to a different standard when affording them rights and opportunities.

25. Then analyze the speech
That man over there says that women need to be helped into carriages, and lifted over ditches, and to have the best place everywhere. Nobody ever helps me into carriages, or over mud-puddles, or gives me any best place! And ain’t I a woman? Look at me! Look at my arm! I have ploughed and planted, and gathered into barns, and no man could head me! And ain’t I a woman? I could work as much and eat as much as a man — when I could get it — and bear the lash as well! And ain’t I a woman? I have borne thirteen children, and seen most all sold off to slavery, and when I cried out with my mother’s grief, none but Jesus heard me! And ain’t I a woman? Then they talk about this thing in the head; wha’'s this they call it? [member of audience whispers, “intellect”] That’s it, honey. What’s that got to do with women’s rights or negroes’ rights? If my cup won’t hold but a pint, and yours holds a quart, wouldn’t you be mean not to let me have my little half measure full?
Way: Proposes a solution to a problem
Circle: Seeks to bring closure to an issue or announce the conclusion of project, marks the end of an era.
Drive: Charts a new course or Direction, announces a new policy
Lane: Raises issues associated with historical memory; the long term consequences or legacy of an issue.
Place: Sets the parameters of a policy or historical moment
Court: Someone flirting with or “Courting” disaster or victory.

26. Thesis Statement Formula Product
Main Point + Street Definition = Thesis
MP = Double Standard
SD = The parameters of a policy or historic moment
In 1851, Sojourner Truth highlighted the parameters of a societal policy that held white and black women to a different standard when affording them rights and opportunities.

27. Way: Proposes a solution to a problem
Circle: Seeks to bring closure to an issue or announce the conclusion of project, marks the end of an era.
Drive: Charts a new course or Direction, announces a new policy
Lane: Raises issues associated with historical memory; the long term consequences or legacy of an issue.
Place: Sets the parameters of a policy or historical moment
Court: Someone flirting with or “Courting” disaster or victory.

28. BE CREATIVE! A cool route to follow! New Streets Apartment Numbers
Intersections

29. Intersection on the Indian Sub-continent!
Let’s utilize the document packet to see where the development of world religions intersects.
Can we construct a thesis surrounding these two documents?

30. Let’s DBQ it!
Social
Political
Economic
Cultural
Charting a new course
Provides closure
Courts disaster
Other addresses?
Now we can get bonus points on our DBQ’s by grouping documents according to purpose using the address chart!
Your students will not only analyze the documents in sophisticated ways, but they will be proving a thesis/ argument.

31. Return Address Yep – It’s not over until we formulate a response!
(This is the part I really love!)

32. The Premise
When examining the text or audio/ visual deliveries of speeches and addresses; we typically ask students questions to make sure they got the main idea and the supporting details.
Let’s extend “What’s Your Address?” and have students respond in a thoughtful way while tying in language arts and skills of courtesy.

33. Based on the last presentation:
We’ve established
The Foundation
The Main Ideas
The SPECial significance
The Conclusion
And created the address

34. Why not make them figure out the Return Address?

35. Step 1 Remember that address? Let’s respond!
Utilize the address determination of the Address that you or your students created.
Remember that address? Let’s respond!

36. Step 2
Have students collect facts and materials that support the determination they made.
In this step – they must physically or virtually collect the text (primary or secondary), audio, or images that support that determination and the main points from the previous exercise.

37. STOP
If students are confused by the chronology of the materials they’ve found and the address; you’ll need to have them sort out the events that happen BEFORE and AFTER the speech.
This is very important as students gauge their reactions to the address.

38. The Mailbox
Students will compile their research materials into a mailbox.
This is similar to the dreaded manila envelope. Students should use this to focus their research. It need not be physical. Let’s 2.0 it.

39. Step 3
Student uses the address determination, main points, and research materials collected to evaluate the person speaking.
The written response is in the form of a standard friendly letter.

40. Sample Friendly Letter Format
The President has made his return address. Now students have to respond. For the final step student will write the “author” a letter using the standard 3rd Grade format for writing a friendly letter.
Grades K-3rd
Young school aged children can begin to write friendly letters as soon as they can write. Using a letter they have received as a model, show them the form the letter follows. A friendly letter has these parts:
The Heading- Address (optional) and date
The Salutation or Greeting- Usually starting with Dear …,
Body of the Letter- The message you want to send
Closing- Generally: Sincerely, Your friend, Love or Very truly yours
The Signature- Usually first name only

41. Thesis reminder . . .
Allow the topic/ thesis statement to utilize the address determination from What’s My Address.

42. Common Core Writing Standards Grade 8
The Standards
1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding
of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section
that follows from and supports the argument
presented.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen
facts, definitions, concrete details, quotations,
or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific
vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

43. Common Core Writing Standards Grade 8
The Standards
Conduct short research projects to answer a
question (including a self-generated question),
drawing on several sources and generating
additional related, focused questions that allow for
multiple avenues of exploration.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Draw evidence from literary or informational texts to support analysis, reflection, and research.

44. The Stamp – Have the students design their own stamp that encapsulates the issue

45. Envelope design image Address determination Return Address
Stamp Design
Address determination

46. What about the back of the envelope?

47. Citations of sources go on the back.
Have students cite the pertinent sources they used in constructing their friendly letter.
Citation formats differ across disciplines – pick the one your school uses:
MLA
APA
Chicago-Style
Turabian

48. Why? It is going to give students practice in the following skills:
Researching a topic
Presenting an opinion
Supporting the opinion
Citing their sources

49. Let’s 2.0 it . . . Create an online blog.
Post a video or podcast response to the address.
Allow students to “informally” evaluate the letters.
The evaluation should come from you but a student exchange and editing process can be most helpful.

50. How do we know the letter was received?

51. How about?
Letting the students construct Thank You notes before you attach the evaluation.
It allows the Thank You note to be personalized and it gives kids practice with a little bit of character education along with collaboration and evaluation.