Lesson 7. Introduction. Standards

Transcription

1 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 11 Mdule 2 Unit 2 Lessn Lessn 7 Intrductin In this lessn, students read and analyze paragraphs f An Address by Elizabeth Cady Stantn (frm Vices were the visitrs and advisers f Jan f Arc t the glrius wrds inscribed upn it, Equality f Rights ). In this final excerpt, Cady Stantn calls n wmen t prphesy fr equal rights despite the ppsitin they will face. Student analysis fcuses n Cady Stantn s use f rhetric and hw it advances her purpse. Student learning is assessed via a Quick Write at the end f the lessn: Hw d the style and cntent f paragraphs cntribute t the pwer, persuasiveness, r beauty f the text? Fr hmewrk, students cntinue their Accuntable Independent Reading (AIR), add tw new ideas t their Ideas Tracking Tl, and identify ne idea frm their tl as a central idea. Standards Assessed Standard(s) RI Addressed Standard(s) W b Determine an authr s pint f view r purpse in a text in which the rhetric is particularly effective, analyzing hw style and cntent cntribute t the pwer, persuasiveness, r beauty f the text. Draw evidence frm literary r infrmatinal texts t supprt analysis, reflectin, and research. b. Apply grades Reading standards t literary nnfictin (e.g., Delineate and evaluate the reasning in seminal U.S. texts, including the applicatin f cnstitutinal principles and use f legal reasning [e.g., in U.S. Supreme Curt Case majrity pinins and dissents] and the premises, purpses, and arguments in wrks f public advcacy [e.g., The Federalist, presidential addresses] ). File: Lessn 7 Date: 9/12/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 1

2 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 11 Mdule 2 Unit 2 Lessn 7 Assessment Assessment(s) Student learning is assessed via a Quick Write at the end f the lessn. Students answer the fllwing prmpt, citing textual evidence t supprt analysis and inferences drawn frm the text. Hw d the style and cntent f paragraphs cntribute t the pwer, persuasiveness, r beauty f the text? High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Identify at least ne example f style that cntributes t the pwer, persuasiveness, r beauty f the text (e.g., Cady Stantn uses a reference t Jan f Arc t describe wmen s fight fr equal rights and uses a metaphr f war, including armr and weapns t describe the struggle fr equal rights (par. 13).). Identify at least ne example f cntent that cntributes t the pwer, persuasiveness, r beauty f the text (e.g., Cady Stantn cncludes her speech with a descriptin f the entrenched ppsitin t equal rights but respnds by saying hw wmen will steadfastly abide the result and secure their rights (par. 14).). Analyze hw the identified examples cntribute t the pwer, persuasiveness, r beauty f the text (e.g., The war metaphr reveals hw serius and difficult the struggle fr wmen s rights is and will cntinue t be; the cntrast between the entrenched ppsitin and wmen s cmmitment t beat the dark strm, cntributes t the pwer f the text by reinfrcing the wmen s strength and cmmitment t achieve the result f equal rights (par. 14).). Vcabulary Vcabulary t prvide directly (will nt include extended instructin) haunts (n.) ghsts unheeded (adj.) heard r nticed but then ignred r nt fllwed keenest (adj.) sharpest, mst piercing, r mst biting nerved (v.) gave strength, vigr, r curage t fretld (adj.) predicted r tld f befrehand prphesy (v.) t state that smething will happen in the future entrenched (adj.) established firmly and slidly File: Lessn 7 Date: 9/12/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 2

3 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 11 Mdule 2 Unit 2 Lessn 7 bulwarks (n.) walls f earth r ther material built fr defense frtified (adj.) prtected r strengthened against attack steadfastly (adv.) in a manner that is firmly fixed in place r psitin undauntedly (adv.) in a manner that is nt discuraged unfurl (v.) t spread r shake ut frm a flded r rlled state; unfld gale (n.) a very strng wind Vcabulary t teach (may include direct wrd wrk and/r questins) Nne. Additinal vcabulary t supprt English Language Learners (t prvide directly) ridicule (n.) wrds r actins meant t make fun f smene r smething in a cruel r harsh way utterance (n.) the act f saying smething strewn (adj.) spread r scattered ver r n the grund r sme ther surface abide (v.) t accept r bear (smene r smething bad, unpleasant, etc.) rend (v.) t tear (smething) int pieces with frce r vilence Lessn Agenda/Overview Student-Facing Agenda Standards & Text: Standards: RI , W b Text: An Address by Elizabeth Cady Stantn, paragraphs Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Masterful Reading 4. Reading and Discussin 5. Quick Write 6. Clsing % f Lessn 1. 5% 2. 10% 3. 5% 4. 60% 5. 15% 6. 5% File: Lessn 7 Date: 9/12/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 3

4 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 11 Mdule 2 Unit 2 Lessn 7 Materials Student cpies f the Rhetrical Impact Tracking Tl (refer t Lessn 6) students may need additinal blank cpies Student cpies f the Ideas Tracking Tl (refer t Lessn 2) students may need additinal blank cpies Student cpies f the Shrt Respnse Rubric and Checklist (refer t Lessn 1) Learning Sequence Hw t Use the Learning Sequence Symbl Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. Plain text indicates teacher actin. n symbl Bld text indicates questins fr the teacher t ask students. Italicized text indicates a vcabulary wrd. Indicates student actin(s). Indicates pssible student respnse(s) t teacher questins. Indicates instructinal ntes fr the teacher. Activity 1: Intrductin f Lessn Agenda 5% Begin by reviewing the agenda and sharing the assessed standard fr this lessn: RI In this lessn, students read paragraphs f An Address by Elizabeth Cady Stantn, and analyze hw Cady Stantn uses rhetric t enhance the pwer, persuasiveness, r beauty f her speech. Students lk at the agenda. Activity 2: Hmewrk Accuntability 10% Instruct students t talk in pairs abut hw they applied their chsen fcus standard t their AIR text. Lead a brief share ut n the previus lessn s AIR hmewrk assignment. Select several students (r student pairs) t explain hw they applied their fcus standard t their AIR texts. Students (r student pairs) discuss and share hw they applied their fcus standard t their AIR texts frm the previus lessn s hmewrk. File: Lessn 7 Date: 9/12/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 4

5 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 11 Mdule 2 Unit 2 Lessn 7 Instruct students t share what they learned frm their previus lessn s hmewrk in their pairs. (Cnduct a brief search n the histrical figure f Jan f Arc t prepare fr the next lessn. Cnsider the fllwing prmpt during yur research: Independently cnduct a brief search n Jan f Arc s life and cme prepared t discuss her cntributins and imprtant events frm her life.) Student respnses may include: Jan f Arc lived in France in the 1400 s. She claims t have heard vices and seen visins f angels. She led French sldiers in a victrius battle against England in the Hundred Years War. She dressed in men s clthes because she wanted t fight alngside the male sldiers. Thrughut her life, she was arrested and cnvicted fr dressing like a man. She was burned at the stake when she was abut 19 years ld. Lead a whle-class discussin f student respnses. Activity 3: Masterful Reading 5% Have students listen t a masterful reading f paragraphs f An Address by Elizabeth Cady Stantn (frm Vices were the visitrs and advisers f Jan f Arc t the glrius wrds inscribed upn it, Equality f Rights ). Differentiatin Cnsideratin: Cnsider psting r prjecting the fllwing guiding questin t supprt students in their reading: Cady Stantn uses specific wrd chices t create images in the text. What specific wrds and phrases cntribute t the text s imagery in paragraphs 13 14? Students fllw alng, reading silently. Activity 4: Reading and Discussin 60% Instruct students t frm small grups. Pst r prject each set f questins belw fr students t discuss. Instruct students t cntinue t anntate the text as they read and discuss. This anntatin supprts students engagement with W b, which addresses the use f textual evidence in writing. Instruct small grups t read paragraph 13 (frm Vices were the visitrs and advisers f Jan f Arc t yur sns and yur daughters shall prphesy ) and discuss the fllwing questins befre sharing ut with the class. File: Lessn 7 Date: 9/12/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 5

6 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 11 Mdule 2 Unit 2 Lessn 7 Prvide students with the fllwing definitins: haunts means ghsts, unheeded means heard r nticed but then ignred r nt fllwed, keenest means sharpest, mst piercing, r mst biting, nerved means gave strength, vigr, r curage t, fretld means predicted r tld f befrehand, and prphesy means t state that smething will happen in the future. Students write the definitins f haunts, unheeded, keenest, nerved, fretld, and prphesy n their cpies f the text r in a vcabulary jurnal. Differentiatin Cnsideratin: Cnsider prviding students with the fllwing definitins: ridicule means wrds r actins meant t make fun f smene r smething in a cruel r harsh way and utterance means the act f saying smething. Students write the definitins f ridicule and utterance n their cpies f the text r in a vcabulary jurnal. Based n yur research abut Jan f Arc, what are the vices at the beginning f paragraph 13? Student respnses may include: The vices describe Jan f Arc s visins f angels. The vices are visitrs and advisrs (par. 13) wh tld Jan f Arc hw t help the king f France and win a battle against the English. What is the impact f Cady Stantn s use f qutatin marks arund vices in the first tw sentences f paragraph 13? The first vices describes Jan f Arc s visins that prepare her fr battle (par. 13). The secnd vices describes the visitrs and advisrs r haunts that shuld mtivate wmen in their wrk t btain rights (par. 13). The qutatin marks draw attentin t bth uses f the wrd and indicate that althugh the vices are different in each case, they serve the same purpse fr wmen. Wh is the enemy in paragraph 13? The enemy describes peple wh ppse wmen s rights (par. 13). What are the keenest weapns f the enemy? Hw des the adjective keenest impact Cady Stantn s descriptin f the weapns? The keenest weapns f the enemy are cntempt and ridicule (par. 13). In describing these as the keenest weapns, Cady Stantn further develps the understanding that cntempt and ridicule are mst harmful in the fight fr wmen s rights. File: Lessn 7 Date: 9/12/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 6

7 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 11 Mdule 2 Unit 2 Lessn 7 What metaphr des Cady Stantn use t explain what the wmen f this cuntry must d? Hw des the metaphr cntribute t the pwer f the text? Student respnses shuld include: Cady Stantn uses a war metaphr (wmen must buckle n the armr (par. 13)) t establish that wmen must fight fr their rights similarly t knights and warrirs. This metaphr cntributes t the pwer f the text by cmparing wmen s struggle t the vilence and danger f war and further develps the paragraph s references t the female warrir Jan f Arc. Hw des the cntent f paragraph 13 develp ideas intrduced in paragraph 8? Student respnses may include: Paragraph 8 intrduces the idea f war as a metaphr fr the struggle fr wmen s rights. Cady Stantn describes images like the battlements f righteusness against the raging elements f sin and death. In paragraph 13, Cady Stantn further develps this idea f the fight fr rights as war by calling n wmen t buckle n [their] armr r prepare t fight, s they can resist the weapns f cntempt and ridicule, by their ppnents. In paragraph 8, Cady Stantn intrduces the idea f a mral stagnatin, and in paragraph 13 she further develps this idea by describing hw wmen can listen t the haunts f thse wh are mst in despair r srrw. Wmen can listen t the advisrs f pverty and degradatin (par. 13) and fight against the mral stagnatin. Hw des Cady Stantn use religius references t advance her purpse? Cady Stantn s purpse is t advcate fr wmen s rights, especially freedm and plitical representatin. Her use f religius references advances her purpse by demnstrating that Gd supprts the advcates wrk. By cmparing the religius enthusiasm f the advcates t the religius enthusiasm f Jan f Arc, Cady Stantn develps the idea that the advcates are heres with a spiritual reasn fr their wrk (par. 13). Cnsider explaining that this is an example f the rhetrical technique appeal t paths, which students discussed in Lessn 8. In an appeal t paths, an authr appeals t a listener r reader s emtins by depicting issues in a way that persuades them t feel a certain way in rder t make a pint mre persuasive. Cnsider reminding students that Cady Stantn s chice t include references t Jan f Arc is a cntent chice. Lead a brief, whle-class discussin f student respnses. Instruct students t add t their Rhetrical Impact Tracking Tls based n Cady Stantn s use f rhetric in paragraph 13. File: Lessn 7 Date: 9/12/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 7

8 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 11 Mdule 2 Unit 2 Lessn 7 Instruct small grups t read paragraph 14 (frm We d nt expect ur path will be strewn with the flwers t the glrius wrds inscribed upn it, Equality f Rights ) and answer the fllwing questins befre sharing ut with the class. Prvide students with the fllwing definitins: entrenched means established firmly and slidly, bulwarks means walls f earth r ther material built fr defense, frtified means prtected r strengthened against attack, steadfastly means in a manner that is firmly fixed in place r psitin, undauntedly means in a manner that is nt discuraged, unfurl means t spread r shake ut frm a flded r rlled state; unfld, and gale means a very strng wind. Students write the definitins f entrenched, bulwarks, frtified, steadfastly, undauntedly, unfurl, and gale n their cpies f the text r in a vcabulary jurnal. Differentiatin Cnsideratin: Cnsider prviding students with the fllwing definitins: strewn means spread r scattered ver r n the grund r sme ther surface, abide means t accept r bear (smene r smething bad, unpleasant, etc.), and rend means t tear (smething) int pieces with frce r vilence. Students write the definitins f strewn, abide, and rend n their cpies f the text r in a vcabulary jurnal. Hw des the cntrast between the descriptins f ppular applause and bigtry and prejudice develp an idea in the text? Flwers f ppular applause creates a sft, pleasant image, and thrns f bigtry and prejudice creates a sharp, painful image. The cntrast between these descriptins develps the idea that many peple will nt supprt wmen s struggle fr civil rights, s wmen will cntinue t face ppressin and hardship as they struggle fr their rights. Cnsider reminding students that this cntrast is an example f the rhetrical strategy f juxtapsitin, which they were intrduced t in Lessn 19. Juxtapsitin means an act r instance f placing clse tgether r side by side, especially fr cmparisn r cntrast. Differentiatin Cnsideratin: If students struggle t answer the questin abve, cnsider asking the fllwing scafflding questins: Hw des Cady Stantn describe the path t equal rights? Student respnses shuld include: Cady Stantn states, We d nt expect ur path will be strewn with the flwers f ppular applause (par. 14). File: Lessn 7 Date: 9/12/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 8

9 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 11 Mdule 2 Unit 2 Lessn 7 Cady Stantn als states that the path will be filled with thrns f bigtry and prejudice (par. 14). Hw des Cady Stantn use metaphr in paragraph 14 t develp a central idea? Cady Stantn cntinues the war metaphr frm previus paragraphs and intrduces a strm metaphr t describe hw wmen and their allies shuld stand up t ppsitin in the struggle fr Equality f Rights (par. 14). The war and strm metaphrs develp the central idea that wmen deserve rights whether r nt they prve their equality t men. Describing wmen s determinatin and persistence against custm and authrity (par. 14) further develps the idea that wmen deserve their rights. Differentiatin Cnsideratin: If students struggle t analyze the metaphrs in paragraph 14, cnsider asking the fllwing scafflding questins: Wh is Cady Stantn describing in the phrase, thse wh have entrenched themselves behind the strmy bulwarks f custm and authrity? Cady Stantn describes the ppnents f wmen s rights. What is the ppsitin entrenched behind? The ppsitin is entrenched behind custm and authrity, r traditin and pwer (par. 14). Hw des Cady Stantn develp the idea that the ppsitin is entrenched behind custm and authrity in previus paragraphs? Student respnses may include: Cady Stantn develps the idea f unjust laws in paragraph 4. These are laws that create r cntinue disadvantages fr wmen. Cady Stantn describes hw the vices f wmen have been silenced in the state in paragraph 9. This describes hw wmen cannt vte r participate in demcracy. Hw des Cady Stantn s use f figurative language in paragraph 14 cntribute t the pwer, persuasiveness, r beauty f the text? Student respnses shuld include: Paragraph 14 includes multiple metaphrs such as dark strm cluds f ppsitin and bulwarks f custm and authrity. Within the metaphrs, Cady Stantn als uses juxtapsitin and imagery such as flwers in cntrast t thrns, and additinal metaphrs. File: Lessn 7 Date: 9/12/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 9

10 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 11 Mdule 2 Unit 2 Lessn 7 The chice t use metaphr in paragraph 14 t explain wmen s struggle fr rights cntributes t the pwer f the text because it develps a memrable and pwerful image f wmen s struggles. Ending the address with the advcates unfurl[ing] their banner in the strm and seeing the banner light up with the electric flash cncludes the address with a pwerful image f wmen winning the struggle fr their rights. Cnsider reminding students that imagery (intrduced in Lessn 6) and metaphr (intrduced in Lessn 8) are tw distinct literary devices. Explain that imagery creates a vivid image fr the reader r listener while metaphr develps a cmparisn between tw things. Cady Stantn uses bth imagery and metaphr in paragraph 14. Cnsider reminding students that Cady Stantn s chice t use figurative language thrughut paragraph 14 is a style chice. What is Cady Stantn s purpse in paragraph 14? Cady Stantn s purpse in paragraph 14 is t describe the entrenched ppsitin t Equality f Rights and t explain hw wmen will vercme this ppsitin by steadfastly abid[ing] and being undaunted[] in their wrk. Lead a brief, whle-class discussin f student respnses. Instruct students t add t their Rhetrical Impact Tracking Tls based n Cady Stantn s rhetric frm paragraph 14. Nw that students have read and analyzed Cady Stantn s speech in its entirety, instruct students t fill ut the purpse and pint f view sectins f their Rhetrical Impact Tracking Tls t reflect Cady Stantn s verall purpse and pint f view. Students cmplete the purpse and pint f view sectins f their Rhetrical Impact Tracking Tls. See the Mdel Rhetrical Impact Tracking Tl fr sample student respnses. Activity 5: Quick Write 15% Instruct students t respnd briefly in writing t the fllwing prmpt: Hw d the style and cntent f paragraphs cntribute t the pwer, persuasiveness, r beauty f the text? Instruct students t lk at their anntatins t find evidence. Instruct students t use this lessn s vcabulary whenever pssible in their written respnses. Remind students t use the Shrt Respnse Rubric and Checklist t guide their written respnses. Students listen and read the Quick Write prmpt. File: Lessn 7 Date: 9/12/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 10

11 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 11 Mdule 2 Unit 2 Lessn 7 Display the prmpt fr students t see, r prvide the prmpt in hard cpy. Transitin t the independent Quick Write. Cnsider reminding students f their wrk with W e in Lessn 4 and W f in Lessn 6. Students independently answer the prmpt, using evidence frm the text. See the High Perfrmance Respnse at the beginning f this lessn. Activity 6: Clsing 5% Display and distribute the hmewrk assignment. Fr hmewrk, instruct students t cntinue reading their AIR texts thrugh the lens f a fcus standard f their chice and prepare fr a 3 5 minute discussin f their texts based n that standard. Als, instruct students t add at least tw new ideas t their Ideas Tracking Tls, and identify ne idea frm their tls as a central idea. Students fllw alng. Hmewrk Cntinue reading yur Accuntable Independent Reading text thrugh the lens f a fcus standard f yur chice and prepare fr a 3 5 minute discussin f yur text based n that standard. Add at least tw new ideas t yur cpy f the Ideas Tracking Tl and identify ne idea frm yur tl as a central idea. File: Lessn 7 Date: 9/12/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 11

12 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 11 Mdule 2 Unit 2 Lessn 7 Mdel Rhetrical Impact Tracking Tl Name: Class: Date: Directins: Use this tl t track the rhetrical devices yu encunter in the text, as well as examples f these devices and their definitins. Be sure t nte the rhetrical effect f each device in the text. Text: An Address by Elizabeth Cady Stantn RI : Determine an authr s pint f view r purpse in a text in which the rhetric is particularly effective, analyzing hw style and cntent cntribute t the pwer, persuasiveness, r beauty f the text. Rhetric: the specific techniques that writers r speakers use t create meaning in a text, enhance a text r a speech, and in particular, persuade readers r listeners. Pint f View (an authr s pinin, attitude, r judgment): Cady Stantn s pint f view is that wmen shuld have the right t vte. Purpse (an authr s reasn fr writing): Cady Stantn s purpse is t advcate fr wmen s rights. Rhetrical device and definitin Imagery: the use f figurative language r vivid descriptins t make pictures in the reader s mind Examples f the rhetrical device in the text (with paragraph r page reference) Cady Stantn creates images f wmen as sldiers in a battle. defend the right, t buckle n the armr (par. 13) the keenest weapns f the enemy (par. 13) Rhetrical Effect (pwer, persuasiveness, beauty, pint f view, purpse) Describing wmen as sldiers is pwerful. This image illustrates the difficulty and danger f wmen s struggle fr vting rights. File: Lessn 7 Date: 9/12/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 12

13 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 11 Mdule 2 Unit 2 Lessn 7 Religius reference: a reference t religius text, histry, r custm Juxtapsitin: an act r instance f placing clse tgether r side by side, especially fr cmparisn r cntrast Figurative language: language that differs frm the literal meaning f wrds and phrases Cady Stantn cmpares wmen s wrk fr rights t the religius enthusiasm f Jan f Arc (par. 13). She als states that wmen s wrk is fulfilling what has been fretld by the Prphet. Then she qutes Jel 2:28 which includes, yur sns and yur daughters shall prphesy (par. 13). The cntrast between flwers and thrns is an example f juxtapsitin (par. 14). Cady Stantn states, We d nt expect ur path will be strewn with the flwers but ver the thrns f bigtry (par. 14). Paragraph 14 develps metaphrs abut wmen carrying a banner f Equality f Rights thrugh a strm and past entrenched enemies. Referring t the Bible, especially t a verse that mentins daughters, is pwerful (par. 13). This reference gives authrity t Cady Stantn s wrds by claiming that the Bible supprts wmen s fight fr the right t vte. This juxtapsitin cntributes t the pwer and beauty f the text. The wrd chice f thrns is mre meaningful when it is paired with the wrd flwers. This emphasis n thrns develps the understanding that bigtry and prejudice are hurtful frces against wmen as they try and fight fr their rights. These metaphrs cntribute t the address s beauty and pwer. They als advance Cady Stantn s purpse f advcating fr wmen s rights, especially the right t vte. The metaphrs f the strm and carrying the banner supprt the belief that wmen will remain cmmitted t their wrk until they secure their rights. File: Lessn 7 Date: 9/12/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 13