Today’s Lesson: Analyzing Using Primary Sources
Your Name: Tina Sandwisch
Date: Nov. 4, 2015
Subject/ Course: English II
77 Students
Unit Topic or Theme: Analyzing Primary Sources
Grade Level: 10
45 Minutes
Lesson Rationale & Summary
I am teaching this lesson because it aligns to the common core standards. The lesson teaches students how to
analyze a primary source. Once they understand how to analyze literature, then they learn how to communicate
their analysis through writing. I am teaching this by modeling the skill, then letting them work together in groups to
try it together. By the end of the lesson, they will do it independently. This is effective because students learn the
skill first by seeing how it is done, then by trying with a small group of their peers. Finally, students analyze
independently.
Essential Question
How can five typewritten pieces of paper provide a glimpse into the mind of a great writer?
Primary Sources
Title of Primary Source Document
How will you use this with your students?
Atlanta Compromise Original Speech
Drafts of Langston Hughes poem
Teacher’s Guides and Analysis Tools
Langston Hughes’ Drafts of “Ballad of Booker
T.”: Exploring the Creative Process
Model Analysis
Model Analysis
Analysis tools
Questions that will require students to analyze the
poem.
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•
•
•
•
Common Core Standards for English Language Arts (CCSS for ELA) and History/Social Studies
(CCSS for RHSS) and Ohio New Learning Standards for Social Studies
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced and developed, and the connections
that are drawn between them.
CCSS.ELA-LITERACY.RI.9-10.6: Determine an author's point of view or purpose in a text and analyze how
an author uses rhetoric to advance that point of view or purpose.
CCSS.ELA-LITERACY.RI.9-10.8: Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements
and fallacious reasoning.
CCSS.ELA-LITERACY.W.9-10.1: Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
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•
•
•
Assessments: Formative & Summative
Students will fill out “Analyzing Primary Sources” worksheet.
Students will annotate speeches.
Students answer questions in a small group discussion format.
Students will write an analysis.
Academic Language & Vocabulary
Vocabulary: Students will need to understand general academic language, such as analyze, compare,
contrast, and explain. In addition, they need background with Jim Crow Laws and Reconstruction.
Interdisciplinary Connections: Briefly explain how this lesson making connections between and
among the disciplines.
Reading: Annotate Washington’s
speech and DuBois document.
Writing: After analyzing the
speech and poem, analyze its
theme.
Other discipline: History – Lecture
background over Reconstruction and
Black Laws.
Other discipline:
Speaking & Listening: Read
the drafts of the poems aloud.
Listen to Washington’s
speech.
Other discipline:
Differentiated Instructional Strategies - DI
DIFFERENTIATION:
Using video lessons –stop and start as students need it.
Small Groups
Graphic Organizers
Modified reading
FOR WHOM?
All Students
All Students
All Students
All Students
THE LESSON PROCEDURES
1. READINESS (also called “Motivation” or the “Engage” segment) Allotted Time: __10 min
Teacher asks students how looking at an author’s drafts can gain insight into the creative process?
- Using the “Analyzing Primary Sources” tool, students will work in small groups to make observations,
reflections, and ask questions about the drafts of Langston Hughes’ poem “Ballad of Booker T.”
2. CENTRAL LESSON OR ACTIVITY (Explore, Explain, Extend) Allotted Time: _25 min
Analyze “Ballad of Booker T.”
- Compare the drafts and the final copy to find some of the edits that Hughes made as he revised the poem.
- How much changed between each version of the poem? Is there one draft that changes the poem most
-
dramatically?
Can students find any relationship between the dates on the drafts and the kind of changes in each
version of the poem?
Speculate about the reasons for the author’s edits. Can students identify any possible shifts in the poem’s
attitude towards Booker T. Washington?
Read an early draft and the final copy out loud. How have Hughes’ edits changed the way the poem
sounds?
Speculate about why Hughes might have written this poem when he did, twenty-five years after
Washington’s death.
Groups will explain their findings to the teacher.
3. CLOSURE
Allotted Time: __10 min
Because Langston Hughes’ inspiration for his poem most likely came from The Atlanta Compromise,
give students the Atlanta Compromise speech and tell them to watch the Booker T. video on
EDpuzzle.com. They will take notes on the guided note worksheet.
Enrichment/Extension (This can’t be just tacked on; it has to be woven throughout your design.)
This will segue into the reading of Night.
Today’s Lesson: Analyzing Using Primary Sources -- Day 2
Your Name: Tina Sandwisch
Date: Nov. 4, 2015
Subject/ Course: English II
77 Students
Unit Topic or Theme: Analyzing Primary Sources
Grade Level: 10
45 Minutes
Lesson Rationale & Summary
I am teaching this lesson because it aligns to the common core standards. The lesson teaches students how to
analyze a primary source. Once they understand how to analyze literature, then they learn how to communicate
their analysis through writing. I am teaching this by modeling the skill, then letting them work together in groups to
try it together. By the end of the lesson, they will do it independently. This is effective because students learn the
skill first by seeing how it is done, then by trying with a small group of their peers. Finally, students analyze
independently.
Essential Question
How can five typewritten pieces of paper provide a glimpse into the mind of a great writer?
Primary Sources
Title of Primary Source Document
How will you use this with your students?
Atlanta Compromise Original Speech
Drafts of Langston Hughes poem
Teacher’s Guides and Analysis Tools
Langston Hughes’ Drafts of “Ballad of Booker
T.”: Exploring the Creative Process
Model Analysis
Model Analysis
Analysis tools
Questions that will require students to analyze the
poem.
•
•
•
•
•
Common Core Standards for English Language Arts (CCSS for ELA) and History/Social Studies
(CCSS for RHSS) and Ohio New Learning Standards for Social Studies
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced and developed, and the connections
that are drawn between them.
CCSS.ELA-LITERACY.RI.9-10.6: Determine an author's point of view or purpose in a text and analyze how
an author uses rhetoric to advance that point of view or purpose.
CCSS.ELA-LITERACY.RI.9-10.8: Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements
and fallacious reasoning.
CCSS.ELA-LITERACY.W.9-10.1: Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
•
•
•
•
Assessments: Formative & Summative
Students will fill out “Analyzing Primary Sources” worksheet.
Students will annotate speeches.
Students will be tested.
Students will write an analysis.
Academic Language & Vocabulary
Vocabulary: Students will need to understand general academic language, such as analyze, compare,
contrast, and explain. In addition, they need background with Jim Crow Laws and Reconstruction.
Interdisciplinary Connections: Briefly explain how this lesson making connections between and
among the disciplines.
Reading: Annotate Washington’s
speech and DuBois document.
Writing: After analyzing the
speech and poem, analyze its
theme.
Other discipline: History – Lecture
background over Reconstruction and
Black Laws.
Other discipline:
Speaking & Listening: Read
the drafts of the poems aloud.
Listen to Washington’s
speech.
Other discipline:
Differentiated Instructional Strategies - DI
DIFFERENTIATION:
Using video lessons –stop and start as students need it.
Grouping
Graphic Organizers
Modified reading
FOR WHOM?
All Students
All Students
All Students
All Students
THE LESSON PROCEDURES
1. READINESS (also called “Motivation” or the “Engage” segment) Allotted Time: __10 min
The students are in groups with their notes from video lecture. Teacher asks students to discuss what they
think about Washington’s speech. After a short time, share with class.
2. CENTRAL LESSON OR ACTIVITY (Explore, Explain, Extend) Allotted Time: _25 min
Analyze “Ballad of Booker T.”
- Further discuss what you think Hughes’ opinion of Washington is based on his poem.
- Highlight in the poem 3 places that back up your opinions
- Discuss with teacher
- Write a 1 paragraph response
3. CLOSURE
Allotted Time: __10 min___
How does learning about an author and understanding what is happening in history at its publication help
in analyzing a poem? How do primary sources help in the analysis?
Enrichment/Extension (This can’t be just tacked on; it has to be woven throughout your design.)
This will segue into the reading of Night.