What’s My
Address?
Return
Address
A Close Reading Strategy
aligned to the
Common Core Standards
Anthony Fitzpatrick
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.
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.
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
Popular Addresses
• Circle: Seeks to bring
closure to an issue or
announce the conclusion of
project, marks the end of an
era.
Ex. 1968 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.
Address Chart
Address and Description
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.
Address Chart - Modified
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
“We Shall Never Surrender”
• 5141940 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.
Thesis Statement
Formula
• Main Point + Street
Definition = Thesis
• MP = War for Survival
• SD = The parameters of
a policy or historic
moment
Product
• 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.
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
Provide the address and let the
students dig for the justification.
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, 2004. (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.”
Thesis Statement
Formula
• Main Point + Street
Definition = Thesis
• MP = War for Survival
• SD = The parameters of
a policy or historic
moment
Product
• 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.
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.
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.
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.
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
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
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.
In time . . .
• You can flip
the script and
have them
make the
determination
on their own.
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
“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.
Thesis Statement
Formula
• Main Point + Street
Definition = Thesis
• MP = Double Standard
• SD = The parameters of
a policy or historic
moment
Product
• 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.
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.
Thesis Statement
Formula
• Main Point + Street
Definition = Thesis
• MP = Double Standard
• SD = The parameters of
a policy or historic
moment
Product
• 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.
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.
BE CREATIVE!
Apartment
Numbers
New Streets
Intersections
A cool
route to
follow!
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?
Let’s DBQ it!
• 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.
Social
Political
Economic
Cultural
Charting a
new course
Provides
closure
Courts
disaster
Other
addresses?
Return Address
Yep – It’s not over until we
formulate a response!
(This is the part I really love!)
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.
Based on the last presentation:
• We’ve
established
– The Foundation
– The Main Ideas
– The SPECial
significance
– The Conclusion
– And created the
address
Why not make them figure out
the Return Address?
Step 1
• Utilize the
address
determina
tion of the
Address
that you
or your
students
created.
Remember that
address? Let’s
respond!
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.
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.
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.
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.
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
Thesis reminder . . .
• Allow the topic/ thesis statement to
utilize the address determination from
What’s My Address.
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.
Common Core Writing
Standards Grade 8
The Standards
Conduct short research
projects to answer a
question (including a selfgenerated 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.
The Stamp – Have the students design their
own stamp that encapsulates the issue
Envelope design image
Return Address
Address
determination
Stamp Design
What about the back of the
envelope?
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
Why?
• It is going to give students practice in
the following skills:
• Researching a topic
• Presenting an opinion
• Supporting the opinion
• Citing their sources
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.
How do we know the letter
was received?
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.
antfitz1976@gmail.com