11.2.2 Lessn 8 Intrductin In this lessn, students use the previus lessns text analysis wrk t analyze An Address by Elizabeth Cady Stantn in its entirety t explre hw Cady Stantn structures her argument, specifically nting the relatinship between reasning and evidence. Students discuss Cady Stantn s central claim and supprting claims and then analyze hw reasning and evidence supprt these claims. Fr the lessn assessment, students cmplete a written respnse t the fllwing prmpt: Identify ne f Stantn s supprting claims and analyze hw she uses evidence and reasning t supprt the claim. Fr hmewrk, students cntinue t read their Accuntable Independent Reading (AIR) thrugh the lens f a fcus standard f their chice. Standards Assessed Standard(s) CCRA.R.8 Addressed Standard(s) W.11-12.9.b SL.11-12.1 Delineate and evaluate the argument and specific claims in a text, including the validity f the reasning as well as the relevance and sufficiency f the evidence. Draw evidence frm literary r infrmatinal texts t supprt analysis, reflectin, and research. b. Apply grades 11 12 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] ). Initiate and participate effectively in a range f cllabrative discussins (ne-n-ne, in grups, and teacher-led) with diverse partners n grades 11 12 tpics, texts, and issues, building n thers ideas and expressing their wn clearly and persuasively. File: 11.2.2 Lessn 8 Date: 9/12/14 Classrm Use: Starting 9/2014 2014 Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License http://creativecmmns.rg/licenses/by-nc-sa/3.0/ 1
Assessment Assessment(s) Student learning is assessed via a Quick Write at the end f the lessn. Students respnd t the fllwing prmpt, citing textual evidence t supprt analysis and inferences drawn frm the text. Identify ne f Cady Stantn s supprting claims and analyze hw she uses evidence and reasning t supprt the claim. High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Identify ne f Cady Stantn s supprting claims (e.g., Gvernment in the United States exists withut the cnsent f the gverned (par. 4); wmen d nt necessarily need t be equal t men in rder t secure the right t vte; men need wmen in rder t fulfill their destiny (par. 9)). Analyze ne r mre examples f evidence that supprts the identified supprting claim (e.g., Even drunkards, idits, hrse-racing, rum-selling rwdies, ignrant freigners, and silly bys (par. 6) are able t vte.). Analyze ne r mre examples f reasning that supprts the identified supprting claim (e.g., Cady Stantn reasns that laws that harm wmen are immral ( a disgrace t a Christian republic in the nineteenth century ) and that wmen already have the right t vte based n the Declaratin f Independence ( we nw demand ur right t vte accrding t the declaratin f the gvernment under which we live ) (par. 4).). Vcabulary Vcabulary t prvide directly (will nt include extended instructin) Nne.* Vcabulary t teach (may include direct wrd wrk and/r questins) Nne.* Additinal vcabulary t supprt English Language Learners (t prvide directly) Nne.* *Because this is nt a clse reading lessn, there is n specified vcabulary. Hwever, in the prcess f returning t the text, students may uncver unfamiliar wrds. Teachers can guide students t make meaning f these wrds by fllwing the prtcls described in 1e f this dcument: http://www.engageny.rg/sites/default/files/resurce/attachments/9-12_ela_prefatry_material.pdf. File: 11.2.2 Lessn 8 Date: 9/12/14 Classrm Use: Starting 9/2014 2014 Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License http://creativecmmns.rg/licenses/by-nc-sa/3.0/ 2
Lessn Agenda/Overview Student-Facing Agenda Standards & Text: % f Lessn Standards: CCRA.R.8, SL.11-12.1, W.11-12.9.b Text: An Address by Elizabeth Cady Stantn Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Argument Terminlgy Review 4. Central and Supprting Claims Discussin 5. Reasning and Evidence Activity 6. Quick Write 7. Clsing 1. 5% 2. 10% 3. 10% 4. 25% 5. 30% 6. 15% 7. 5% Materials Student cpies f the Argument Visual Handut (refer t 11.2.1 Lessn 24) Student cpies f the Shrt Respnse Rubric and Checklist (refer t 11.2.1 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. n symbl Plain text indicates teacher actin. 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. File: 11.2.2 Lessn 8 Date: 9/12/14 Classrm Use: Starting 9/2014 2014 Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License http://creativecmmns.rg/licenses/by-nc-sa/3.0/ 3
Activity 1: Intrductin f Lessn Agenda 5% Begin by reviewing the agenda and the assessed standard fr this lessn: CCRA.R.8. In this lessn, students revisit An Address by Elizabeth Cady Stantn in its entirety t analyze hw reasning and evidence are related and hw they supprt Cady Stantn s claims. Students lk at the agenda. Activity 2: Hmewrk Accuntability 10% Instruct students t talk in pairs abut hw they applied their fcus standard t their Accuntable Independent Reading (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 text. Students (r student pairs) discuss and share hw they applied their chsen fcus standard t their AIR texts frm the previus lessn s hmewrk. Instruct student pairs t discuss their hmewrk assignment frm the previus lessn. (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.) Student pairs discuss the ideas they added t their Ideas Tracking Tls. See the Mdel Ideas Tracking Tl fr sample student respnses. Instruct student pairs t discuss the central idea they identified during their hmewrk. In paragraphs 13 and 14, Cady Stantn uses war and strm metaphrs t develp and refine the central idea that rights fr wmen will be gained thrugh plitical and civil actin. Activity 3: Argument Terminlgy Review 10% Ask students t take ut their cpies f the Argument Visual Handut frm 11.2.1 Lessn 24. Remind students that they shuld use specific argument-related terms t analyze Cady Stantn s argument. Students listen. Draw students attentin t the fllwing terms frm the handut: File: 11.2.2 Lessn 8 Date: 9/12/14 Classrm Use: Starting 9/2014 2014 Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License http://creativecmmns.rg/licenses/by-nc-sa/3.0/ 4
Argument: the cmpsitin f precise claims abut a tpic, including relevant and sufficient evidence, and valid reasning Central Claim: an authr r speaker s main pint abut an issue in an argument In rder t supprt students wrk with Cady Stantn s central claim, explain that an issue in argument means an imprtant aspect f human sciety fr which there are many different pinins abut what t think r d. Supprting Claim: smaller, related pints that reinfrce r advance the central claim Reasning: the lgical relatinships amng ideas, including relatinships amng claims and relatinships acrss evidence Evidence: the tpical and textual facts, events, and ideas frm which the claims f an argument arise, and which are cited t supprt thse claims Cnsider psting the Argument Visual Handut and terms in the classrm s that students can use these dmain-specific terms in their discussins f the text. Remind students that relevant evidence is evidence that directly supprts ne r mre f the authr s claims. Explain that evaluating reasning includes determining hw an authr uses specific pieces f evidence t supprt claims and hw an authr relates supprting claims t the central claim. Students listen. Explain that students explre the relatinship between reasning and evidence in a subsequent activity. Students listen. Activity 4: Central and Supprting Claims Discussin 25% Instruct students t frm small grups and discuss the fllwing questins. Pst r prject the questins fr students t see. What are the issues Cady Stantn discusses in her address? Student respnses shuld include: Cady Stantn discusses issues such as wmen s right t be free as man is free and t be represented in the gvernment (par. 4) the same way men are represented in gvernment: with the right t vte. Cady Stantn discusses the rle f wmen in imprving the human race. File: 11.2.2 Lessn 8 Date: 9/12/14 Classrm Use: Starting 9/2014 2014 Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License http://creativecmmns.rg/licenses/by-nc-sa/3.0/ 5
What is Cady Stantn s central claim? Cady Stantn s central claim is that wmen deserve the same rights as men. Specifically, she argues that wmen shuld be able t vte, r t be represented in the gvernment which [they] are taxed t supprt (par. 4). Cnsider reminding students f their wrk with central claims in 11.2.1 Lessn 25. Lead a whle-class discussin f student respnses. Remind students that supprting claims are smaller, related pints that reinfrce r advance the central claim. Students listen. Instruct small grups t cnsider Cady Stantn s central claim and then identify and discuss smaller, related pints frm her address that supprt the central claim. Small grups may identify the fllwing supprting claims: Gvernment in the United States exists withut the cnsent f the gverned (par. 4). This means that the gvernment has pwer ver wmen, but wmen are unable t participate in the gvernment. Wmen d nt have t be equal t men in rder t be able t vte, because men are nt equal t each ther: all white men in this cuntry have the same rights, hwever they may differ in mind, bdy, r estate (par. 5). The right is urs (pp. 6 7). Cady Stantn claims that the right t vte already belngs t wmen, but that they must nw figure ut hw t get pssessin f what rightfully belngs t [them] (par. 6). America is in the midst f a mral stagnatin (par. 8). Cady Stantn claims that the natin cannt prtect itself against sins (par. 8). Man cannt fulfill his destiny alne (par. 9); men need wmen t redeem (par. 9) the human race. Lead a whle-class discussin f student respnses. Activity 5: Reasning and Evidence Activity 30% Explain that reasning and evidence are tw clsely related cncepts; an imprtant element f reasning is effectively cnnecting pieces f evidence, and cnnecting evidence t claims. File: 11.2.2 Lessn 8 Date: 9/12/14 Classrm Use: Starting 9/2014 2014 Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License http://creativecmmns.rg/licenses/by-nc-sa/3.0/ 6
Students listen. Using Cady Stantn s claim frm paragraph 4 that gvernment in the United States exists withut the cnsent f the gverned, ask students t anntate paragraph 4 fr examples f supprting evidence and reasning. Student respnses shuld include: Evidence: T supprt her claim that gvernment in the United States exists withut the cnsent f the gverned, Cady Stantn cites facts abut the unjust laws that harm wmen, wh are gverned withut cnsent. Fr example, men have the right t chastise and imprisn [their wives] and t take their wives wages and prperty away frm them. Reasning: Cady Stantn reasns that laws that harm wmen are immral ( a disgrace t a Christian republic in the nineteenth century ) and that wmen already have the right t vte based n the Declaratin f Independence ( we nw demand ur right t vte accrding t the declaratin f the gvernment under which we live ). This anntatin supprts students engagement with W.11-12.9.b, which addresses the use f textual evidence in writing. Differentiatin Cnsideratin: T supprt student cmprehensin, cnsider mdeling the wrk f identifying and anntating evidence and reasning in paragraph 4, prir t asking students t d s in pairs. Lead a whle-class discussin f the reasning and evidence frm paragraph 4. Cnsider reminding students that as they build n thers ideas and express their wn ideas clearly and persuasively they are practicing the skills frm SL.11-12.1. Differentiatin Cnsideratin: T supprt students understanding f the relatinship amng a claim, evidence, and reasning, cnsider asking the fllwing questins: Hw des the evidence yu identified supprt Cady Stantn s claim? The evidence includes specific examples f unjust laws t which wmen did nt cnsent. Hw des the reasning yu identified cnnect the evidence t the claim? Student respnses shuld include: The reasning explains hw the laws t which wmen did nt cnsent are unjust ( a shame and a disgrace t a Christian republic ). File: 11.2.2 Lessn 8 Date: 9/12/14 Classrm Use: Starting 9/2014 2014 Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License http://creativecmmns.rg/licenses/by-nc-sa/3.0/ 7
The reasning explains why the laws t which wmen did nt cnsent are unjust ( ur right t vte accrding t the declaratin f the gvernment under which we live ). Instruct students t wrk in pairs t identify and discuss ne additinal example f the relatinship amng a claim, evidence, and reasning in Cady Stantn s address. Student pairs analyze reasning and evidence in the address. Lead a whle-class discussin f student respnses. Student respnses may include: Paragraphs 5 and 6: Claim: Wmen d nt have t be equal t men in rder t be able t vte, because men are nt equal t each ther: all white men in this cuntry have the same rights, hwever they may differ in mind, bdy, r estate (par. 5). Evidence: Cady Stantn cites facts abut the kinds f men wh are able t vte. She uses the examples f drunkards, idits and silly bys (par. 6) t illustrate that even men wh are weak, flawed, and unintelligent are able t vte and have the same say as great, intelligent men. Reasning: Cady Stantn cnnects the evidence t her claim by nting that men d nt have t prve their equality in rder t vte: we wish the questin f equality kept distinct frm the questin f rights, fr the prf f the ne des nt determine the truth f the ther (par. 5). She als cnnects the evidence t her claim by stating that being treated differently than men in this case is grssly insulting (par. 6). Paragraph 7: Claim: The right is urs. Evidence: The evidence Cady Stantn uses includes the fact that many wmen are already pledged t secure the right thrugh writing ( the pens ), speaking ( the tngues ), mney ( the frtunes ), and persistence ( the indmitable wills ). Reasning: Cady Stantn cnnects the evidence t her claim by asserting that wmen will cntinue t fight fr their rights until the unjust judge becmes weary. Paragraph 8: Claim: America is in the midst f a mral stagnatin. Evidence: Cady Stantn supprts her claim with specific facts abut the institutins that are trying, but failing, t crrect the prblem. She states, Churches missinary scieties, File: 11.2.2 Lessn 8 Date: 9/12/14 Classrm Use: Starting 9/2014 2014 Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License http://creativecmmns.rg/licenses/by-nc-sa/3.0/ 8
Sunday schls, and prayer meetings exist, but the battlements f righteusness are weak against the mral stagnatin. Reasning: Cady Stantn cnnects the evidence t her claim by explaining that sciety refuses t take actin against its sins : with iditic laugh we hug thse mnsters t ur breast and rush n t destructin. Paragraphs 9 and 10: Claim: Man cannt fulfill his destiny alne. (par. 9) Evidence: T supprt her claim, Cady Stantn cites the idea that there are deep and tender chrds f sympathy that wman can tuch mre skillfully than man (par. 9). Reasning: Cady Stantn explains that the wrld needs sme spirit f mercy and lve (par. 9) t purify itself, but the wrld has nt yet been purified because the vice f wman has been silenced (par. 9), withut the right t vte. She als reasns that wmen, as mthers, are the very funtains f life (par. 10); this idea illustrates wmen s imprtance in man s destiny. Activity 6: Quick Write 15% Instruct students t respnd briefly in writing t the fllwing prmpt: Identify ne f Cady Stantn s supprting claims and analyze hw she uses evidence and reasning t supprt the claim. Instruct students t select a supprting claim fr the Quick Write, ther than the ne they analyzed in Activity 5. Instruct students t lk at their anntatins t find evidence. Remind students t use the Shrt Respnse Rubric and Checklist t guide their written respnses. Students listen and read the Quick Write prmpt. Display the prmpt fr students t see, r prvide the prmpt in hard cpy. Transitin t the independent Quick Write. Students independently answer the prmpt using evidence frm the text. See the High Perfrmance Respnse at the beginning f this lessn. File: 11.2.2 Lessn 8 Date: 9/12/14 Classrm Use: Starting 9/2014 2014 Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License http://creativecmmns.rg/licenses/by-nc-sa/3.0/ 9
Activity 7: Clsing 5% Display and distribute the hmewrk assignment. Fr hmewrk, instruct students t cntinue t read their AIR texts thrugh the lens f a fcus standard f their chice and prepare fr a 3 5 minute discussin f their text based n that standard. 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. File: 11.2.2 Lessn 8 Date: 9/12/14 Classrm Use: Starting 9/2014 2014 Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License http://creativecmmns.rg/licenses/by-nc-sa/3.0/ 10
Mdel Ideas Tracking Tl Name: Class: Date: Directins: Identify the ideas that yu encunter thrughut the text. Trace the develpment f thse ideas by nting hw the authr intrduces, develps, r refines these ideas in the text. Cite textual evidence t supprt yur wrk. Text: An Address by Elizabeth Cady Stantn Paragraph # Ideas Ntes and Cnnectins 13 Wmen s struggle fr equal rights is a battle. 14 Wmen will face ppsitin when they struggle t btain equal rights. 14 Even thugh it will be difficult, wmen will remain cmmitted t their struggle fr equal rights. 13 14 Wmen deserve equal rights whether r nt they prve their equality t men. Cady Stantn develps the idea with images and descriptins such as: buckle n the armr keenest weapns f the enemy references t Jan f Arc heric actin These images and descriptins wrk tgether t develp the idea that securing rights is like a battle. Cady Stantn begins paragraph 14 with the realizatin, we d nt expect ur path will be strewn with the flwers f ppular applause, t acknwledge the ppsitin wmen will face. Cady Stantn develps images f wmen carrying a banner thrugh strm cluds and ppsitin t illustrate wmen s determinatin. She states, we will steadfastly abide the result. Unmved, we will bear it alft. Cady Stantn develps and refines the idea that wmen deserve rights whether r nt they prve their equality t men. She describes wmen s wrk as heric wrk similar t Jan f Arc s military leadership. She als describes wmen s determinatin and persistence t challenge custm and authrity, thrugh images f wmen carrying a banner with the wrds Equality f Rights thrugh a strm and past enemies. File: 11.2.2 Lessn 8 Date: 9/12/14 Classrm Use: Starting 9/2014 2014 Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License http://creativecmmns.rg/licenses/by-nc-sa/3.0/ 11