Sample Lesson Plan – Close Reading
English 8
Close Reading Lesson
“Letter to Harriet Tubman” by Frederick Douglas
Lesson Overview This lesson may cover multiple days depending on the class structure.
The purpose of this lesson is to provide a close reading of the text, “Letter to Harriett Tubman”
by Frederick Douglas (page 765). This lesson will enable students to understand the author’s
purpose in writing and realize that he carefully chooses and uses words and phrases to respond to
a request.
Teacher Planning and Preparation (include UDL considerations and planning for ELL and
special education students)
 Review the answers for all questions asked in this lesson and locate the textual support.
(Teachers should always complete the task they expect students to do in order to anticipate
difficulties and know when a student is providing a response that is appropriate and based on
evidence from the text.)
 Apply appropriate elements of UDL
o Enlarge font if necessary (UDL 1.1)
o Create an electronic version of the close reading student packet (UDL 4.1/4.2)
o Allow students to use the Notebook version of Microsoft Word to record in their answer
instead of having to write. (UDL 5.2)
o Provide illustrations or pictures to accompany vocabulary words in the lesson. (UDL
5.1)
 Apply WIDA Performance Definitions and CAN DO Descriptors to differentiate the lesson
for English Language Learners
 Determine partners/groups to maximize
Essential Questions
 Does Douglass’ letter effectively respond to Tubman’s request?
Student Objectives
Students will be able to
 Determine the meaning of words and phrases in a text
 Analyze the impact of specific word choices on meaning and tone
 Determine the author’s purpose
 Analyze the structure of a specific paragraph
 Write an argument stating whether Douglass’ letter effectively responds to Tubman’s
request
Common Core Lesson Focus Standards
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
RI.8.2 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.
RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas,
or events (e.g., through comparisons, analogies, or categories).
RI.8.4 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
“Letter to Harriet Tubman,” 8th Grade Close Reading Lesson
Page 1
meaning and tone, including analogies or allusions to other texts.
RI.8.5 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.
SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher)
W.8.2 Write arguments to support claims with clear reasons and relevant evidence.
Materials/Equipment
 Teacher Resource Sheet
 Dictionaries
 Copies of The Language of Literature, Grade 8 or The Student Resource Packet copied for
each student
 Post-It notes if the book is used
 Student Reading Journals (optional)
Pre-assessment (what do students need to know in order to be successful with this lesson)
 Students should know what an abolitionist is.
 Students should have a general understanding of highlighting and annotating a text.
 Students should have an understanding of how to make and support a claim.
Anticipatory Set/Context Setting (5 minutes)
Read the background information provided on the Student Resource #1 “First Reading: ‘Letter to
Harriet Tubman’ by Frederick Douglass.” Explain to students that we will read this letter to
answer the essential question “Does Douglass’ letter effectively respond to Tubman’s request?”
Development/Procedures (30 minutes)
1. First Reading: Students read the passage independently. While “talking to the text” they write
notes in the margins, highlight important information, and circle words that are unclear in
meaning. Annotations may consist of any of the following:
o Make a PREDICATION
o Record a REACTION
o Ask a QUESTION
o Record a VISUALIZATION
o Give an OPINION
o Make a CONNECTION (personal or to other works)
2. After the first reading, students should work in pairs to share their annotations, highlighting,
and words that are difficult to understand.
3. When students have finished sharing with a partner, ask which words are unfamiliar or
difficult. (See possible words in the Teacher Resource1.) Be sure that students understand
the meaning of these words and how they are able to find the meaning from the context. The
teacher may need to model an example of finding the meaning within the text. Students
should continue to make notes in the margins.
4. Second Reading: The teacher then asks students to re-read the passage and answer the first
set of Text-dependent Questions independently. Teacher should model how to answer the
first question. (See Student Resource #2.)
1
This resource is not to be given to students as a list of words to look up and define.
“Letter to Harriet Tubman,” 8th Grade Close Reading Lesson
Page 2
Assessment (formative)
The teacher observes as students work independently. If several students are struggling with a
particular question or section of the text, be sure to address this during the third reading.
Summary/Closure (5 minutes)
 Revisit the Essential Question and ask students “What is Tubman’s request?”
Anticipatory Set/Context Setting (3 minutes)
Ask students to explain the following quote from “Letter to Harriet Tubman” without referring
back to their text or notes.
“The difference between us is very marked.”
This will allow the teacher to assess what students remember from the previous lesson or what
needs to be reviewed. Explain that students will be analyzing the contrast that Douglass makes
between himself and Tubman in today’s lesson and assessing the effectiveness of his letter.
Development/Procedures (15 mins.)
1. Third Reading: Students work with partners. They first discuss their answers to the first set of
questions and come to agreement on the responses. They then work together to answer the
additional Discussion Questions. Be sure to explain to the students the importance of
referencing the text in their answers. Teacher may model the process of answering the
Discussion Questions.
2. Teacher circulates and facilitates the process of students working in pairs. Listen to the
conversation between partners in order to formatively assess their understanding. Remind
students they will use the text evidence to support their claim in a written response. The
teacher should check student work to ensure they are using text evidence in their responses.
3. When students have completed the questions, ask partners to share their answers. Discuss the
responses and address any concepts that are misunderstood as needed.
4. Ask if anyone has questions about the text since they will be using their Student Resources
#1 and #2 to complete a writing assignment. (Students should have a clear understanding of
the passage, since the purpose of the writing assignment is for them to support a claim and
express their ideas in paragraph form, not to work through the details of the passage. If the
teacher feels that the class needs more time to discuss the responses, then he/she may assign
the writing to be done for homework.)
Transition
Have students return to their seats and be sure they have their books and their responses in the
Student Resources #1 and #2.
Summary/Closure
Students should write their response to the following prompt:
Using text evidence from “Letter to Harriet Tubman” write an argument stating whether
Douglass effectively responds to Tubman’s request. Be sure to include information about the
author’s purpose for writing, the author’s language choices, and the structure used.
Assessment (formative/summative)
Quality of the responses
“Letter to Harriet Tubman,” 8th Grade Close Reading Lesson
Page 3
Teacher Resource
Essential Question: Does Douglass’ letter effectively respond to Tubman’s request?
The following excerpt is from page 765 of The Language of Literature. Read the passage
independently. Highlight important information, circle words you don’t understand, and make
notes or identify questions in the margin.
Background Information: The following is a letter written from Fredrick Douglass to Harriett
Tubman. Fredrick Douglass was born a slave and escaped to the North as a young man. He is
known for his work with the Abolitionist Movement and speaking and writing for Civil Rights.
Harriet Tubman, who was a contemporary of Douglass, was an escaped slave who helped lead
other slaves to freedom, demonstrating the spirit and bravery that helped build this nation.
Passage for Close Reading: “Letter to Harriet Tubman”
Rochester, August 29, 1868
Dear Harriet,
I am glad to know that the story of your eventful life has been written by a kindly lady, and that
the same is soon to be published. You ask for what you do not need when you call upon me for a
word of commendation. I need such words from you far more than you can need them from me,
especially where your superior labors and devotion to the cause of the lately enslaved of our
land are known as I know them. The difference between us is very marked. Most that I have done
and suffered in the service of our cause has been in public, and I have received much encouragement
at every step of the way. You, on the other hand, have labored in a private way. I have wrought in
the day – you in the night. I have had the applause of the crowd and the satisfaction that comes of
being approved by the multitude, while the most that you have done has been witnessed by a few
trembling, scarred, and footsore bondmen and women1, whom you have led out of the house of
bondage, and whose heartfelt “God Bless you” has been your only reward. The midnight sky and
the silent stars have been the witnesses of your devotion to freedom and of your heroism.
Excepting John Brown – of sacred memory – I know of no one who has willingly encountered more
perils and hardships to serve our enslaved people than you have. Much that you have done would
seem improbable to those who do not know you as I know you. It is to me a great pleasure and a
great privilege to bear testimony to your character and your works, and to say to those to whom
you may come, that I regard you in every way truthful and trustworthy.
Your friend,
Frederick Douglass
Vocabulary that should be understood:
List Confusing Vocabulary Here:
1
bondsmen and women: people forced to work for others without pay; slaves
“Letter to Harriet Tubman,” 8th Grade Close Reading Lesson
Page 4
eventful
kindly
commendation
superior
labors
cause
enslaved
marked
wrought
multitude
trembling
scarred
footsore
bondage
silent
perils
hardships
improbable
privilege
trustworthy
Short biography of Frederick Douglass and Harriet Tubman’s request
Unquestionably the most eminent African-American figure of his time, Frederick Douglass was born a
slave and escaped bondage at the age of 21, fleeing from Maryland to Massachusetts in 1838. Douglass
secretly taught himself to read and write, and while technically a fugitive, went on to become a renowned
orator and writer. (Unbelievably, It was illegal in most Southern states, and even punishable by death in
some, to teach a slave to read or write!). His "Narrative of the Life of Frederick Douglass, an American
Slave" was a profoundly influential autobiography that exposed many Americans to the physical and
mental torment of being a slave. Concerning his fellow abolitionists, Douglas was well aware of the
sacrifices made by others and expressed his praise for them in both public forums and private messages.
Douglass was especially impressed with Harriet Tubman, a fugitive slave who could neither read nor
write but who went on to assist, at great personal risk, hundreds of slaves escape to freedom through the
Underground Railroad. When a biography of Tubman, referred to as the "Moses of Her People," was
written in 1868, Tubman asked Douglass for an endorsement. He responded with the following letter:
(http://boards.ancestry.co.uk/topics.ethnic.afam.slaveinfo/255/mb.ashx )
Name: ___________________________________________________________ Date: ____________ Period: ____
“Letter to Harriet Tubman,” 8th Grade Close Reading Lesson
Page 5
Student Resource #1: Close Reading “Letter to Harriet Tubman”
First Reading
The following excerpt is from page 765 of The Language of Literature. Read the passage
independently. Highlight important information, circle words you don’t understand, and make
notes or identify questions in the margin.
Background Information: The following is a letter written from Fredrick Douglass to Harriett
Tubman. Fredrick Douglass was born a slave and escaped to the North as a young man. He is
known for his work with the Abolitionist Movement and speaking and writing for Civil Rights.
Harriet Tubman, who was a contemporary of Douglass, was an escaped slave who helped lead
other slaves to freedom, demonstrating the spirit and bravery that helped build this nation.
Rochester, August 29, 1868
Dear Harriet,
I am glad to know that the story of your eventful life has been written by a kindly lady,
and that the same is soon to be published. You ask for what you do not need when you call
upon me for a word of commendation. I need such words from you far more than you
can need them from me, especially where your superior labors and devotion to the
cause of the lately enslaved of our land are known as I know them. The difference
between us is very marked. Most that I have done and suffered in the service of our cause
has been in public, and I have received much encouragement at every step of the way.
You, on the other hand, have labored in a private way. I have wrought in the day – you
in the night. I have had the applause of the crowd and the satisfaction that comes of being
approved by the multitude, while the most that you have done has been witnessed by a
few trembling, scarred, and footsore bondmen and women1, whom you have led out
of the house of bondage, and whose heartfelt “God Bless you” has been your only
reward. The midnight sky and the silent stars have been the witnesses of your devotion to
freedom and of your heroism. Excepting John Brown – of sacred memory – I know of no
one who has willingly encountered more perils and hardships to serve our enslaved
people than you have. Much that you have done would seem improbable to those who
do not know you as I know you. It is to me a great pleasure and a great privilege to bear
testimony to your character and your works, and to say to those to whom you may come,
that I regard you in every way truthful and trustworthy.
Your friend,
Frederick Douglass
1
bondsman and women: people forced to work for others without pay; slaves.
“Letter to Harriet Tubman,” 8th Grade Close Reading Lesson
Page 6
Name: ________________________________________________ Date: _________________ Period: ____________
Student Resource #2: Independent Questions
2nd Reading
“Letter to Harriet Tubman” Text
Rochester, August 29, 1868
A
B
Dear Harriet,
I am glad to know that the story of your eventful life has been written
by a kindly lady, and that the same is soon to be published.
You ask for what you do not need when you call upon me for a word of
commendation. I need such words from you far more than you can
need them from me, especially where your superior labors and
devotion to the cause of the lately enslaved of our land are known as I
know them.
Questions
Important
Words
1. What does Douglass mean by “the story of
your eventful life has been written”?
1. What is Tubman requesting?
2. Why does Douglass it is not needed?
3. What does the reader predict Douglas
C
The difference between us is very marked.
Most that I have done and suffered in the service of our cause has been
in public, and I have received much encouragement at every step of the
way. You, on the other hand, have labored in a private way. I have
wrought in the day – you in the night. I have had the applause of the
D crowd and the satisfaction that comes of being approved by the
multitude, while the most that you have done has been witnessed by a
few trembling, scarred, and footsore bondmen and women1, whom
you have led out of the house of bondage, and whose heartfelt “God
Bless you” has been your only reward.
1
will explain in the following section
of the letter?
4. What are the three examples
Douglass uses to contrast himself
with Tubman?
bondsman and women: people forced to work for others without pay; slaves.
“Letter to Harriet Tubman,” 8th Grade Close Reading Lesson
Page 7
“Letter to Harriet Tubman” Text
Important
Words
Questions
5. What figurative language does
Douglass use to create an image?
E
The midnight sky and the silent stars have been the witnesses of your
devotion to freedom and of your heroism. Excepting John Brown – of
sacred memory – I know of no one who has willingly encountered
more perils and hardships to serve our enslaved people than you have.
Much that you have done would seem improbable to those who do not
know you as I know you.
6. What words does Douglass use to
describe Tubman and her work?
7. What is Douglass’ conclusion about
Tubman?
F
It is to me a great pleasure and a great privilege to bear testimony to
your character and your works, and to say to those to whom you may
come, that I regard you in every way truthful and trustworthy.
8. How will she be able to use this
Your friend,
Frederick Douglass
“Letter to Harriet Tubman,” 8th Grade Close Reading Lesson
letter? And why is that important?
Page 8
Name: ___________________________________________________________ Date: ____________ Period: ____
Student Resource #3: Close Reading “Letter to Harriet Tubman”
Third Reading
Working in pairs, answer the following discussion questions. You can use your Student Resource #1 and
Student Resource #2 to help you answer. Be sure to include text evidence for each answer.
1. What is Frederick Douglass’ purpose in writing this letter? How do you know?
2. What word choices does Douglass use to make his point? Give three examples. What effect do those
words have? Do they support his purpose?
3. Look at the section labeled D. What is the structure of this section? Explain Douglass’ organization.
Why does he organize it this way?
“Letter to Harriet Tubman,” 8th Grade Close Reading Lesson
Page 9