Critical Reading & Writing Around Complex Texts Tiffany Abbott Fuller Cassie Parson Rome City Schools

Collaboration Literacy Teacher, Social Studies Teacher & Literacy Coach Launching the Unit Guiding Question Teaching Strategies Writing an Analytical Essay-Beginning with the end in mind. We knew the analytical essay was the end goal.

analysis-lesson

Selection of Complex Texts Thinking about the SS, ELA, & Reading standards Use of Primary Source Document-SS Teacher chose topic & literacy teacher chose text Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students to read the complex text.

Teaching Process for this Project First we introduced the project and Lincoln’s reconstruction speech by showing the book trailer & reading this book to the students in order to develop a context for the assignment. -lVM

Guiding Question What is President Abraham Lincoln’s vision for the Unites States after the Civil War? Have we achieved that vision in our country today? Analyze Lincoln’s reconstruction speech to determine the main idea and key details. Which quotes best support Lincoln’s vision?

Teaching Process for this Project Annotate Text

Active Reading Annotation Question (?): Develop a question in regards to something you don’t understand or you would like to discuss further. Statement (!): Write down a sentence/phrase that you feel is a strong point regarding the purpose of the reading that should be discussed. Relate (R): Write down something that you can relate to, whether it is a belief, an experience, another text, etc. Connect the relevance of your experience back to the text. Summary (S): In your own words, summarize the main point of the selection focusing on important details.

Teaching Process-Students Jigsawing Lincoln’s Speech

Teaching Process for this Project What was Lincoln’s Main Idea? How do you know?

Teaching Process for this Project Historical Event Foldable

Teaching Process – Group Work for Literary Device Analysis Tone Analysis Group Student groups were assigned specific literacy devices to analyze. From there, students made one slide PowerPoint Presentations which they presented to the class. Students in the audience gave feedback to the presenting groups.

declaration-of-independence

Reading & Writing Go Hand in Hand 14

Teaching Process – Study of Mentor Analysis Essays

Teaching Process-Thesis Statement

What was Lincoln’s vision for the United States after the Civil War? - Choose a main topic from the speech to answer the question: equal rights, free the slaves, unify the country, to follow the plan (write a general sentence) - Tell the who, where, and when: Lincoln, Reconstruction Speech, April 11, Thesis Statement

Teaching Process – Body Paragraphs

Drafting Checklist KEEP ME ON TRACK!!! Checklist I chose 1 VISION to focus on. I found evidence to support that vision. I explained or clarified each part of evidence. I wrote well-written sentences with vivid words, adjectives, and adverbs to better explain my thoughts. I completed the graphic organizer (planning). I am ready to write my 2nd paragraph onto the drafting paper. I have finished writing my 2nd paragraph. I read it. I looked for spelling errors and corrected each word. I looked for punctuation errors. I capitalized PROPER NOUNS. I have a rich and vivid vocabulary. I used a thesaurus.

How did Lincoln’s use of (IMAGERY, TONE, ASKING QUESTIONS, CALLS TO ACTION, COUNTER ARGUMENTS or REPETITION) help persuade the north to accept his vision for the United States after the Civil War? - When Lincoln wrote his speech, he was sure to include…. - example (quote from the text) - explain the quote - answer the question

Has Lincoln’s vision come to pass today? (don’t just say YES) - Turn the question into a declarative sentence. - Give an example / explain

Write your name and date Indent 5 times (one time for each paragraph). Use " " marks around Lincoln's words only (the evidence). Place page numbers inside (1) after quote. Lincoln stated, "proper practical relations," (3). Check for, before conjunctions (ONLY USE IF THE SENTENCES ON EACH SIDE OF THE CONJUCTION ARE INDEPENDENT CLAUSES) Look for capitalization errors (Lincoln, Reconstruction, etc...) Look for spelling errors. Make sure you use EVIDENCE BASED TERMS/Transition Words. NEAT! NEAT! NEAT!

Evidence Based Terms-Vocabulary

Questions