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How can teachers facilitate the rereading of the persuasive speech first read in Lesson 1? This lesson shows how rereading for significance and then explaining the moment’s significance can help students move from initial comprehension to drawing textual inferences. We suggest users go on to Lessons 3-4 to follow the progression to reading for interpretation and analysis of texts. Development supported by The William and Flora Hewlett Foundation

Agenda for the day

  • Reread for significance
  • Share significant sentences and phrases
    • Share in pairs or trios
    • Share in whole group
  • Reflect on Sojourner Truth's argument
  • Reflect on explanations of significant sentences/phrases
  • StepBack: Thinking about learning
  • Homework: Interpreting Sojourner Truth's speech

Standards addressed in this lesson

LS1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence.

Instructional materials for lesson

Unit text "Ain't I a Woman?" by Sojourner Truth
Student work tool Reader's/Writer's Notebooks
Amplified student work tool Amplified Reader's/Writer's Notebooks
Overhead projector with blank transparencies and markers
Chart paper and markers
Teacher Resource (rubric) Significant Sentences in "Ain't I a Woman?"
Handout Interpreting Sojourner Truth's Speech
Amplified Handout Amplified Interpreting Sojourner Truth's Speech

Reread for significance

Ask students to reread "Ain't I a Woman?" to individually select three sentences or phrases that appear to be most significant to Sojourner Truth's argument. Stress to students that there is not a right or wrong sentence or phrase; however, some moments will be better to select than others given what the reader can say about the moment's significance to the speaker's argument.

Note-taking such as this gives students a good reason to reread carefully and teaches key cognitive skills for critical reading.
Teachers may want to assist English learners through this second rereading by chunking the text and assigning them one particular portion to reread initially. The chunk to select might build upon prior language concepts that they have studied or be one that offers rich examples of potential significant moments, for example, paragraph two. As the English learner engages in rereading, the language in the speech will become more familiar and they can reread more chunks of the text.

Have students make a two-column note chart in their Reader's/Writer's Notebooks to record the sentences/ phrases they select. Ask them to write the sentences/ phrases in the left column of their chart, then, across from each, do a Quick Write to explain the significance of the sentence/phrase to the speaker's argument. Before students begin, model a sentence/ phrase of your own on a transparency. Consider how you will phrase your explanation so that the model assists students' performance of the task without revealing too much of the argument you want them to discover for themselves.

In order to give English learners more time to study the model, leave this example on the overhead during the entire activity.

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Source:  OpenStax, Selected lessons in persuasion. OpenStax CNX. Apr 07, 2008 Download for free at http://cnx.org/content/col10520/1.2
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