coreconnects ela sample teacher manual grades 9-12

Professional Development for College and Career Readiness

Teaching a deep understanding of reading content and how to use reading in the real world

Teacher Resource

Manual

Grades9-12

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©2014 This information is confidential and proprietary to Catapult Learning™. For internal distribution only.

CoreConnects: English Language Arts

Teaching Reading Skills to Achieve Common Core Outcomes

Grades 9-12

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This information is confidential and proprietary to Catapult Learning™. It is for internal use and distribution only.

Distribution of this document beyond employees of Catapult Learning™ is strictly prohibited.

External Distribution: In the event that any proprietary or confidential information is disclosed, intentionally or otherwise to a School District/Schools, its employees, agents or assigns, the School District/Schools agrees to hold same in strictest confidence and not to disclose same to any other person for any reasons nor utilize same within the School District or Schools without prior written approval by Catapult Learning.

The School District/Schools further agree to use all efforts at its disposal to assure that its employees, agents or assigns are aware of the confidential and proprietary nature of the subject matter, and do not disclose same to any other person for any reasons nor utilize same without prior written approval by Catapult. The School District/Schools acknowledges that unauthorized disclosure of Catapult’s proprietary and confidential information may cause Catapult irreparable harm and may entitle Catapult to injunctive relief in a court of competent jurisdiction.

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CoreConnects: English Language Arts 5 ©2014 This information is confidential and proprietary to Catapult Learning™. For internal distribution only.

Table of Contents

Tab 1: Introduction Common Core General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 How to Use This Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Performance Character Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Tab 2: Teacher Reading Skills (see TOC at the front of each grade band section for specific skills and page numbers)

Grades 9–12 Reading for Key Ideas and Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Reading for Craft and Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 Reading for Integration of Knowledge and Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Tab 3: Teaching Writing Skills

Writing Argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 Writing Informative/Explanitory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 Writing Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75

Tab 4: Performance Tasks

Performance Tasks - Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97 Performance Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111

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Teaching Reading Skills Table of Contents

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Introduction


How to Use This Guide

There are four Teaching Reading Skills guides. K-2, 3-5, 6-8 and High School. K skills are divided into readiness, listening comprehension, and vocabulary. Skills in grades 3-5 and 6-8 are divided into comprehension and vocabulary. High school lessons are based on the Common Core ELA standards for Reading for Literacy and Reading for Information skills. All levels include a teaching writing skills section that covers how to teach writing arguments and opinions, narratives and informative and explanatory texts. Basic instruction of the skills within each band is very similar; however the Common Core Standards make subtle, and sometimes not so subtle, differences between each grade. For example, note the subtle differences (bolded) within the RL.1 (literary) standard for two grade bands (3-5 and 6-8) below.

Grade 3: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Grade 4: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Grade 5: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Grade 6: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Grade 7: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Grade 8: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

The facts/details/opinion skill falls into this standard as well as standard RI.1 (informational). Instruction of the skill itself won’t differ dramatically between the grades within a band, but how the information is used by the students when answering questions does change. This is especially true in the upper grades, where the focus moves to analyzing how the skill addressed is used within the text. As you teach a skill, it is vital that you take time to review how the expectations change between grades and what is expected beyond just teaching the skill. In other words, teachers need to be keenly aware of the precedents and the antecedents of what a student should know or be able to do at a given level.

A set of boxes, specific to the standard in which the skill falls, is located at the top of the first page of each lesson. An example demonstrating the boxes for a Facts/Details/Opinion lesson for grade band 3-5 follows. Note the following in this example:

• The prerequisite standard for the skill is included for what the student should know at the grade level prior to the lesson band.

• The standard for the current grade-level skill expectation for each grade within the band is included.

• The growth level, which is the standard for the next grade above the band, is included.

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Pre-Requisite: Grade 8 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS RL.8.1, RI.8.1

Current: Grade 9-10 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS RL.9-10.1, RI.9-10.1

Growth: Grade 11-12 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS RL.11-12.1, RI.11-12.1

The TRS Skills Sheet Organization

The skills sheets will each be set up with the following sections: Review and Pre-assessment, Instruction, Scaffolding, and Evidence of Learning.

Review and Pre-assessment: This section provides a set of review and pre-assessment questions. As noted above, they will align to the pre-requisites required for the current standard. Students should have sufficient knowledge of these review items in order to continue with instruction at this level. If they do not, the teacher should refer to the pre-requisite standard, and start instruction by reviewing the skill more thoroughly at the lower grade level.

Instruction: This section will present several instructional activities that pertain to the current grade-band lesson. They are bulleted activities and suggestions for teaching the skill. Teachers should be looking for student engagement in these areas.

Scaffolding: It is rare that all students will be working at the exact same pace and at the exact same level. A few options are provided to give either additional support or an additional challenge to those students who may need it.

Evidence of Learning: Once an adequate amount of time has been spent on the skill and standards for the grade level, the teacher will need to look for evidence of learning. At the end of each skills sheet, there is a bulleted list of what is expected of students. As a reminder, since the lessons are banded by grades, students at the beginning level of the band may not meet all the expectations listed in this section.

The skills sheets have been provided as a guide for instruction. Teachers are encouraged to supplement with additional activities that align to the standards indicated.

The TRS Skills Sheets are not intended to be used only once. They can be used to reteach the skill as many times as necessary, taking the skill to the next level, using more complex texts.

Choosing a Text

For the most part, there is no mention of specific book titles within these skills lessons. It is up to the teacher to make the best choice among the books you have available to you. The Common Core has a list of suggested titles.

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As noted in the Common Core General Information section, several standards refer to primary and secondary source documents, especially at the higher grades. If you have access to primary source documents that can be referenced during a lesson, consider adding them when appropriate. Keep the CCSS text complexity model in mind when choosing texts: qualitative characteristics, quantitative measures, and reader & task considerations.

While teaching skills, it is also important for you to provide opportunities for students to think analytically and critically. When possible, have students assess both primary and secondary sources to determine the authenticity and validity of a text. Encourage them to ask the following questions to determine if they can trust the information they are reading:

• Is this a first-hand eyewitness account? Was the author present at the event being described? If not, where did the information come from? Do other accounts corroborate the information?

• Is the document/information true? This may sound basic, but do experts recognize the authenticity of the document? Just because it sounds true, doesn’t always mean it is. Students must learn to analyze and evaluate the information, looking for evidence regarding its validity, especially when using internet sources.

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• Are sources cited in a secondary document, giving credit to other authors or articles? Is there enough evidence to corroborate what is being said?

Analyzing Text and Text-based Questions

One of the biggest challenges for teachers is to ask questions that encourage students to analyze, synthesize, and evaluate text, not just fact-based questions or those not directly based on text details. Take time to pre-read the text and think of questions that require finding evidence in the text as well as questions that focus on how the author uses specific vocabulary and language to support his purposes for writing.

One of the first steps you can take to help your student analyze text is to teach them to identify text structure and look for text features which will assist in determining text meaning. (Specific instruction for teaching text structure and text features is included in this guide.)

• Text structure - how the text is structured (e.g., chronological, cause/effect), any text features that were included (e.g., headings, bolded text), type of text/how the text is presented (e.g., prose, poetry, narrative, play), as well as patterns, similarities, repetitions, figures of speech, etc.

• Text meaning - what exactly the text says and what inferences can be made, if any; are facts included or just opinion? Is there anything that seems out of place or doesn’t make sense (not just in comprehending the text, but based on the student’s knowledge of the author or time period)?

Teachers can also help students analyze text, specifically primary source or more difficult texts, by examining:

• Author - his voice, claims, arguments, and possible bias; information about the author and his background, society and historical context during his life, etc. Ask, “Why did the author write this? What influenced him or her?”

• Language - specific word choice/vocabulary and phrases, and the historical significance of the word if it is an older document; determine how “the little pieces” or details, which include word choice, connect to the whole.

Encourage discussion among students, note taking, text annotation, and the use of graphic organizers (found in the Teacher Resources tab), in order to aid in the text analysis.

Finally, it is helpful to know that The Alliance for Excellent Education’s 2006 report, “Reading Next”, helped to spark the CCSS’ approach to developing the reading standards. They say in part, “Explicit comprehension instruction, intensive writing and use of texts in a wide array of difficulty levels, subjects, and disciplines all help to improve struggling adolescent readers.” Fluency and comprehension skills evolve together throughout every grade. Certainly this overview of what constitutes good reading instruction can be generalized to all students.

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Objectives

Pre-Requisite: Grade 8 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS RL.8.1, RI.8.1

Current: Grade 9-10 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS RL.9-10.1, RI.9-10.1

Growth: Grade 11-12 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS RL.11-12.1, RI.11-12.1

Note: In Common Core English Language Arts, students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about.

In history/social studies, students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historically or empirically situated interpretation.

In science, students make claims in the form of statements or conclusions that answer questions or address problems. Using data in a scientifically acceptable form, students marshal evidence and draw on their understanding of scientific concepts to justify their claims.” (See Appendix A, p23, Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects)

Also, across academic texts and through the CCSS standards, students are confronted with the prompt to analyze what they have read. Below is a definition of analysis.

• Analysis: An analysis of a text requires breaking it down into small sections. Readers can examine the sections closely and define the relationship between the parts. An examination of the parts will result in a better understanding of the text as a whole. This “close reading” of text is at the center of the ELA common core standards.

Reading Skills Text Evidence

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Text Evidence Reading Skills

Review & Pre-AssessmentUse the following questions to help students activate prior knowledge

• What is meant by “text evidence”?

• When reading a selection what does text evidence help us to determine?

• Can you give some examples of something that would be considered text evidence?

• Why is text evidence an important part of every reading selection?

• Why is it important to analyze text evidence?

• What does it mean to “cite” text evidence?

• Why is it important to cite text evidence when you are discussing or writing about what you read?

• How do we determine the author’s message when the text leaves matters uncertain?

Instruction• This standard is almost the same for both literary and informational texts. It is about students being

able to focus on the small details in a text to support a claim or inference. The only difference between applying this standard to literary and informational text types is that in literary texts, students are mostly making inferences about story and character motivation and in informational texts they are making inferences about the author’s belief or deciding what the author would or would not agree with.

• At high school level, students should have a basic understanding of text evidence from previous instruction. However, if any students are still struggling with understanding this concept, start by reviewing facts, details, and opinions. This skill lesson can be found in the 6-8 grade band lessons. Once students are clear on what constitutes facts, details and opinions, you can move on to recognizing and analyzing text evidence.

> Begin with a dialogue on text evidence by telling students that all reading selections, whether they are literary or informational, have a central theme, main idea or primary message that the author supports with evidence. The reader can use this evidence from the text to answer questions the reader may have, as well as use textual evidence to support or justify the inferences the reader is making about the selection, are accurate and logical. When the reader answers a text based question that is literal or inferential and references part of the text as proof, he is “citing textual evidence”.

Text Dependent Questions (G 9-12)

• In order for students to develop the ability to analyze and cite textual evidence, they first need to be presented with and taught to recognize and generate text-dependent questions.

> A text-dependent question asks a question that can only be answered by referring explicitly back to the text being read. It does not rely on any particular background information nor depend on students having other experiences or knowledge. It relies solely on the text itself and what students can extract from it.

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> For example, in a close analytic reading of Frederick Douglass’ “Fourth of July,” speech the following would not be text-dependent questions:

What was the plight of the Negro at the time of Douglass’ speech?

Have you ever had to give a speech?

“Douglass says that, ‘I do not remember ever to have appeared as a speaker before any assembly more shrinkingly, nor with greater distrust of my ability, than I do this day.’ Why might he be nervous about making this speech?”

Unlike text-based questions, these questions do not require the student to be in any way familiar with the text. However, Questions such as, “How does Douglass use irony in the second paragraph?” relate directly to the text and the text must be used to answer the question.

> In order to begin instruction in finding textual evidence, start by providing students with precise text-specific questions that focus on select phrases and sentences to ensure careful comprehension of the text. Create these text dependent questions based on the following:

1. Think about what you think are the most important learnings to be drawn from the text, i.e., Frederick Douglass used rhetoric to communicate the plight of the slave in his 4th of July speech.

2. Determine the key ideas of the text and write questions that focus on them i.e., “What evidence does Douglass provide in his speech that supports the idea that the Fourth of July holiday is a celebration of freedom for white people but not blacks?

3. Locate the academic words and phrases in the text and pose questions that explore their role in the text, i.e., “What does Douglass mean when he says ‘liberty is fettered’? Where in the text can you find a hint as to what this means?”

4. Find the most difficult sections of the text and develop questions that support students in mastering these sections. These could be sections with difficult syntax, particularly dense information, and tricky transitions or places that offer a variety of possible inferences, i.e., “The sunlight that brought life and healing to you has brought stripes and death to me.” Does Douglass mean to say he is dead? If not him, who? What are the stripes? How do succeeding sentences help you to understand this statement?”

Note: When a text or idea is complex, a single question may not help students. The teacher may need to prepare a line of questioning that helps lead them to the big answer, in more of a Socratic style, building from the more explicit and obvious towards the implicit and obscure. More information on the Socratic style of questioning can be found at http://www.socraticmethod.net/


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Citing Textual Evidence (G 9-12)

• After students are familiar with and have had multiple opportunities to answer text dependent questions during direct instruction and class discussions, introduce them to note taking graphic organizers that provide scaffolding in their efforts to successfully generate and answer text-based questions and cite evidence in writing.

> Conduct a close reading of a text selection such as The Nobel Prize Acceptance Speech1993 (Nelson Mandela). After reading the text, provide students with a graphic organizer such as a “QRT” Chart.

Question Response Text Evidence

> List text-based questions in the Question column. Have students reread the selection and write their answer to the question in the Response column. Instruct students to pinpoint evidence in the text that supports their answer and record it in the Text Evidence column.

> Begin this G.O. instruction by modeling its use with the first question. Encourage exchange of ideas by using student academic conversations while modeling.

> After students become proficient using this graphic organizer, they can be introduced to a Quotes, Notes, Questions graphic organizer (Quotes—from text; Notes—students responses to the quote; Questions—Clarifications students want to make while continuing reading)where they will be able to ask self- generated questions based on text quotes and notes they record.

> Tell students that these are good ways to collect textual evidence to answer text based questions as well as to prepare for any related writing assignments they will be completing.

> It is always important to first model use, then practice completing the organizers in both large and small group environments before expecting students to use them successfully during independent practice.

> It is also important to engage students in assessing the quality of their citations by having them work collaboratively with a partner to generate a cited summary in agreement with or in dispute of a statement starter developed by the teacher such as, “Frederick Douglass was a renowned orator whose rhetoric contributed to greater understandings of slavery.” As students complete their response writing, they should refer to the following questions to guide them:

1. Am I interpreting the text accurately?

2. Am I citing specific language from the text?

3. Is my evidence strong and will it convince the reader (or listener)?


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Determining Uncertain Text Evidence (G 11-12)

• Additionally, in grades 11 and 12 students should be able to demonstrate the ability to identify a passage or text that leaves unanswered questions in order to determine possible reasons for the ambiguity, and to articulate the implications from the uncertainties. They need to recognize where an author purposely leaves events open-ended or vague or judge where a text is inconclusive.

• In order to make these determinations the student must first be able to infer. To infer, students must be able to form an opinion based on facts. Students must be capable of making observations, and from observations, be able to use the knowledge they have been given and/or background knowledge to make an inference. If students are struggling with making inferences see the lessons on Fact-Details-Opinion and Conclusion-Inferences in the TRS 6-8 grade band.

• Once students are able to determine and infer ideas and information from a text that contains clear information and an author’s message, they need to be able to do the same with text that contains uncertain information and/or an author’s message. In literature, some gaps are intentional, meant to leave room for interpretation or allow for some ambiguity that adds depth and complexity to a text. Often in informational text, gaps or uncertainties may be unintended and undermine the credibility of the work or author by raising questions about the accuracy or reliability of the information. In both literary and informational texts, the writer may intend to be ambiguous or unclear to imply a lack of clarity or resolution about this subject. All of these reasons should be shared with students.

> For both informational and literary texts, identification “uncertainties,” “gaps,” or “inconsistencies,” requires reading and rereading key sections that focus on reasoning or evidence, and asking, “So what?” or any of the reporter’s questions (who, what, when, where, why, how) that seem appropriate to the text or topic. Students should focus their attention on text that does not answer these basic questions logically or fully. Students can also highlight gaps and inconsistencies in text as well as information that seem ambiguous or vague. Tell students the following sentence is ambiguous; “Jill saw the man with binoculars.” The sentence is ambiguous because it is unclear regarding whether it was Jill who used the binoculars or the man she saw, possessed binoculars. Vague text provides unclear information. In normal communication vagueness is inevitable but students should be aware that in content area text and legal documents vagueness is distracting and can have a negative effect on the reader’s ability to understand the author’s message or make accurate inferences. Provide practice in recognizing vagueness, particularly in content area text. One way is to provide direct instruction and /or review in the mechanics of language. Review sentence construction and provide examples of pronoun reference.

1. A pronoun should refer to one, clear, unmistakable noun coming before the pronoun or a sentence, i.e. After putting the book on the shelf, Anna sold it. The unclear reference has the reader wondering what was sold.

2. The noun that comes before the pronoun is called the antecedent. Sentences with too many antecedents are also unclear. For example, Take the rudder off the boat and fix it. Is the reader asking what needs fixing, the rudder or the boat? Both of those nouns are antecedents)

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3. Sometimes antecedents are hidden. This can also contribute to lack of clarity. In the sentence, “We couldn’t get the lid off the cookie jar, but we were sick of eating it anyway,” we aren’t clear as to what is being eaten. The pronoun should be substituted with the noun ‘cookies’.

Language exercises like these help students develop a deeper awareness of vagueness in texts.

> In unclear literary texts, one way to determine the author’s message is by analyzing contrasting images. Three steps can be employed to do this:

1. Highlight contrasting information/images in a passage

2. Ask, what does the author want me to recognize about these contrasts?

3. Ask, what bigger message is the author trying to convey through these images?

> In step one, highlight contrasts such as in an excerpt from The Yellow Wallpaper below: If a physician of high standing, and one’s own husband, assures friends and relatives that there is really nothing the matter with one but temporary nervous depression—a slight hysterical tendency—what is one to do?....I don’t like our room a bit. I wanted one downstairs that opened on the piazza and had roses all over the window, and such pretty old-fashioned chintz hangings! but John would not hear of it. He said there was only one window and not room for two beds, and no near room for him if he took another. He is very careful and loving, and hardly lets me stir without special direction.

In this selection the narrator is making contrasting statements about her husband. On one hand, the first two highlights show the husband to be controlling. The third highlighted statement indicates that the narrator thinks he is caring and loving in contrast to his behaviors.

> In step two, students are asked to consider what they think the author is trying to communicate through these contrasts. This is a good place for students to use sticky notes to jot down their thoughts about these contrasts. (NOTE: If we read the entire selection, we would know that the story is set around the end of the 19th century and throughout the passage the narrator continuously makes these contrasting statements).

Based upon students’ knowledge of the story, when it takes place, the contrasts observed in the wife’s descriptions of how she is treated vs. what she tries to believe about her husband, students should notice the juxtaposition and make personal notes inferring the author’s purposes. In The Yellow Wallpaper, throughout the story, the wife focuses on trying to believe in the “goodness” of her husband while constantly noting his power over her.

> In step three, students are asking themselves to analyze the contrasts and the story framework in which they are found, to make a generalization about the author’s message.

Men’s power and women’s powerlessness was a social condition of that period of time. This could be one big message in the story.

> By having students focus on uncertain parts of text, students are able to recognize how important structure and word choice is to the text, its meanings and messages.

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Scaffolding

Additional support

• Use below grade level texts to provide instruction and practice, then build to more difficult, complex text selections

• After reading a story or text aloud, provide prepared text-related questions and have student pairs “turn and talk” to determine text evidence

• Focus on developing and asking key details questions first, followed by vocabulary and text structure questions and finally general understanding questions

Additional challenge or rigor

• Provide opportunities to use more complex text to purposefully analyze and generate text dependent questions.

• Provide opportunities for students to apply questioning, analysis, evaluating and debate activities to their content area reading, asking questions such as, “What does uncertain text evidence look like in a science article?” “When should we be skeptical about information written in a history selection?”

Evidence of Learning• Students are able to define text evidence as well as cite examples of each.

• Students are able to ask and answer text related questions about a selection they’ve read.

• Students are able to use graphic organizers to generate text related questions and identify strong and thorough textual evidence to support answers.

• Students are able to cite textual evidence in response writing.

• Students are able to identify and interpret uncertain information and ideas to determine author’s message.

• Students are able to monitor their own progress provide feedback to peers, and welcome feedback from other students as well as their teacher.SAMPLE

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Performance Tasks - Level 9-12


Read the passage and answer the two-part question that follows:

“What to the Slave is the Fourth of July” by Frederick DouglassFellow citizens, pardon me, and allow me to ask, why am I called upon to speak here today? What have I or those I represent to do with your national independence? Are the great principles of political freedom and of natural justice, embodied in that Declaration of Independence, extended to us? And am I, therefore, called upon to bring our humble offering to the national altar, and to confess the benefits, and express devout gratitude for the blessings resulting from your independence to us?

Would to God, both for your sakes and ours, that an affirmative answer could be truthfully returned to these questions. Then would my task be light, and my burden easy and delightful. For who is there so cold that a nation’s sympathy could not warm him? Who so obdurate and dead to the claims of gratitude, that would not thankfully acknowledge such priceless benefits? Who so stolid and selfish that would not give his voice to swell the hallelujahs of a nation’s jubilee, when the chains of servitude had been torn from his limbs? I am not that man. In a case like that, the dumb might eloquently speak, and the “lame man leap as an hart.”

But such is not the state of the case. I say it with a sad sense of disparity between us. I am not included within the pale of this glorious anniversary! Your high independence only reveals the immeasurable distance between us. The blessings in which you this day rejoice are not enjoyed in common. The rich inheritance of justice, liberty, prosperity, and independence bequeathed by your fathers is shared by you, not by me. The sunlight that brought life and healing to you has brought stripes and death to me. This Fourth of July is yours, not mine. You may rejoice, I must mourn. To drag a man in fetters into the grand illuminated temple of liberty, and call upon him to join you in joyous anthems, were inhuman mockery and sacrilegious irony. Do you mean, citizens, to mock me, by asking me to speak today? If so, there is a parallel to your conduct. And let me warn you, that it is dangerous to copy the example of a nation [Babylon] whose crimes, towering up to heaven, were thrown down by the breath of the Almighty, burying that nation in irrecoverable ruin. . . .

Fellow citizens, above your national, tumultuous joy, I hear the mournful wail of millions, whose chains, heavy and grievous yesterday, are today rendered more intolerable by the jubilant shouts that reach them. If I do forget, if I do not remember those bleeding children of sorrow this day, “may my right hand forget her cunning, and may my tongue cleave to the roof of my mouth!” [Psalm 137:5]

To forget them, to pass lightly over their wrongs and to chime in with the popular theme would be treason most scandalous and shocking, and would make me a reproach before God and the world.

Whether we turn to the declarations of the past, or to the professions of the present, the conduct of the nation seems equally hideous and revolting. America is false to the past, false to the present, and solemnly binds herself to be false to the future. Standing with God and the crushed and bleeding slave on this occasion, I will, in the name of humanity, which is outraged, in the name of liberty, which is fettered, in the name of the Constitution and the Bible, which are disregarded and trampled upon, dare to call in question and to denounce, with all the emphasis I can command, everything that serves to perpetuate slavery—the great sin and shame of America! “I will not equivocate—I will not excuse.” I will use the severest language I can command, and yet not one word shall escape me that any man, whose judgment is not blinded by prejudice, or who is not at heart a slave-holder, shall not confess to be right and just.

Level 9-12, Performance Task 1

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Part 1: Speaking and Listening in Response to Informational TextRead the excerpt from Douglass’s speech to the people of Rochester, New York, at their celebration of the Fourth of July some nine years before the Civil War.

Take notes to prepare for a classroom discussion. How does Douglass’ use of irony make his message more provocative and disturbing? Use details from the passage to support your response.

Common Core Reading and Speaking & Listening StandardsGrades 9-10 Grades 11-12

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.


Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.


Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.

CCSS.ELA-Literacy RI.11-12. 4:

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10)


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.


Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

CCSS.ELA-Literacy SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Grade-Level Differences

For this task, students in Grades 11 and 12 should be expected to:

• Understand textual ambiguity at a greater level than in grades 9-10

• Discuss how an author refines the meanings of key terms over the course of a text

• Analyze how style and content contribute to the power, persuasiveness, or beauty of a rhetorical text



Teacher TipsManaging the Discussion

When guiding students through a close reading and leading a classroom discussion for Part 1 of this task, there are a number of ways to analyze the text:

• Top-Down

> In the top-down approach, you throw the big question out to students and let them grapple with it as best they can, following their lead with probing questions and ensuring that they find multiple examples of irony in his speech. When students offer examples of irony, encourage them to go to their notes or to the text to find evidence in support of their claim.

• Bottom-Up

> In the bottom-up approach, start with one example of irony and have students discuss it thoroughly—what it means and why he says it. Have students use their notes and the text to support what they are saying. Gradually work your way through multiple examples.

• First-Things-First

> In the first-things-first approach, move through the text from beginning to end, stopping at any moments when Douglass uses irony and discussing them thoroughly before moving on.

Ironic Statements vs. Direct Statements

As you talk through the text with students, point out areas where Douglass uses irony, saying the opposite of what he means and when he says exactly what he means. Understanding the irony, means that students must “read between the lines.” Two examples might include:

• (Ironic) “And am I, therefore, called upon to bring our humble offering to the national altar, and to confess the benefits, and express devout gratitude for the blessings resulting from your independence to us?”

> Douglass asks his audience if they expect him to talk about the benefits of independence that he is grateful for in spite of the fact that they have never been extended to him and his people.

> Even though Douglass is a free man, having escaped from slavery, and is permitted to live and travel throughout the North, he continues to identify with his people who are still enslaved and do not enjoy the same freedoms that he does. His life and work is dedicated to ending slavery.

• (Direct) “America is false to the past, false to the present, and solemnly binds herself to be false to the future.”

> This is a very serious charge, one that no doubt had some people in the audience fuming. But he defends this statement, saying that he “dare[s] to call in question and to denounce, with all the emphasis [he] can command, everything that serves to perpetuate slavery—the great sin and shame of America!”

* Also, as you walk through Douglass’ statements, identify if any could be interpreted as provocative and disturbing to the largely white audience and how the use of these statement contributes added power to the speech. By using irony to assume this tone, is Douglass creating the potential for dangerous reactions from the audience? Why or why not?

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Task 1 EvaluationAnalytical Reading Rubric

Question or Topic 3 (Demonstrating) 2 (Developing) 1 (Beginning)Main Ideas and Author’s Purpose

Student responses are accurate and relevant with clear examples.

Student demonstrates full understanding of the author’s purpose and how the main ideas support it.

Student discusses the importance or relevance of the main ideas or arguments.

Student responses are accurate and relevant but include no examples.

Student demonstrates basic understanding of the author’s purpose but does not connect it to the main ideas.

Student responses are inaccurate or a misinterpretation with little or no relevance to text or question.

Student demonstrates no understanding or a misunderstanding of the author’s purpose.

Supporting Details and Arguments

Student explains how key details or arguments support the main idea and discusses the effectiveness of those details or arguments in bringing main ideas to life or advancing key arguments.

Student identifies key details or arguments that support the main ideas, but provides no elaboration or discussion.

Student does not identify key details or arguments that support the main ideas.

Structure of Text and Writing Techniques

Student explains how the structure of the text and specific writing techniques contribute to the development of the main ideas or arguments.

Student explains how the text is structured and sequenced.

Student identifies and defines specific writing techniques used by the author

Student does not explain how the text is structured and sequenced.

Student does not identify or define specific writing techniques used by the author.



Part 2: Writing in Response to Informational TextIdentify the claim that Frederick Douglass makes in his Fourth of July Speech and write a multi-paragraph essay in which you analyze the claim and defend whether or not you think it is an effective argument. Your essay will include:

• A well-developed introductory paragraph which includes the claim made by Douglass in his speech and your opinion about how well he defended this claim,

• A minimum of two body paragraphs in which you

> Explain how he used irony (saying the opposite of what he meant) to defend his claim. Give examples and comment on whether you think they did or did not sufficiently support his argument. You may choose the evidence and examples you would like to use in your essay.

> Explain how he used direct statements (saying exactly what he meant) to defend his claim. Give examples and comment on whether you think they did or did not sufficiently support his argument. You may choose the evidence and examples you would like to use in your essay.

• An additional body paragraph in which you explore the provocative nature of his speech and a potential counterargument to his claim along with his potential response to such a counter argument. Although he did not actually present a counterargument in this excerpt, we can easily imagine what some audience members might say to him in response to his speech. After all, was he not standing there as a free man speaking to this crowd? How might he answer someone who challenged him because he enjoys independence and freedom from slavery?

• A concluding paragraph in which you summarize your opinion regarding how well Douglass defended his claim.

Common Core Writing Standards, Grades 9-10 / 11-12CCSS.ELA-Literacy W.9-10. 1

CCSS.ELA-Literacy W.11-12 1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Grade-Level Differences

When responding to this part of the task, students in Grades 11 and 12 should be expected to:

> Make more knowledgeable, well-informed claims

> Establish the significance of those claims

> Develop arguments more thoroughly than in grades 9-10

> Anticipate and deal with potential audience values and biases, as well as knowledge level and concerns

> Use more varied syntax than is expected in grades 9-10

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Teacher Tips• Remind students of the elements of argument and make suggestions for how to analyze Douglass’s

argument (as it is represented by this excerpt)

• Ask students to think about what Douglass was trying to say—what is his claim?

• Remind students that as they think about Douglass’s use of argument, they should think about whether or not they believe his use of irony and direct statements effectively support his claim and if the examples and supporting details he provides help further his argument.

• Circulate around the room to help students shape their thoughts into statements of Douglass’s claim.

• Feel free to have students share ideas about what the claim is and encourage them to revise their thinking based on what their classmates suggest. It’s important to make certain that all students have a good understanding of the claim before they begin to write.

• When students have successfully formed a clear statement of the claim, they can prepare to organize their essay.

> If students need additional time and support to come up with good examples of ironic and direct statements, you might put students into small groups to identify as many statements as they can. Give each group a poster and markers and ask them to make a T-Chart. In the left column they will identify ironic statements and in the right column they identify direct statements that Douglass makes.

Ironic Statements Direct StatementsSaying the opposite of what he means Saying exactly what he meansThen would my task be light, and my burden easy and delightful.

I am not included within the pale of this glorious anniversary!

Who so stolid and selfish that would not give his voice to swell the hallelujahs of a nation’s jubilee, when the chains of servitude had been torn from his limbs?

Standing with God and the crushed and bleeding slave on this occasion, I will . . . dare to call in question and to denounce, with all the emphasis I can command, everything that serves to perpetuate slavery—the great sin and shame of America!

> When students have had sufficient time to complete their poster, they can share their posters by putting them on the classroom wall. You can instruct the class to do a gallery walk during which they read all the ideas of their classmates. Each group, using an alternate color marker, puts check marks beside statements they also identified. When the gallery walk is finished, each group has returned to their poster. They will see how many of their statements other groups have chosen. The purpose here is to give the students as much information and ideas as possible so they can write their essay later. Leave the posters on the wall throughout the remainder of the lesson until the students have completed their essays.



Task 2 EvaluationOpinion/Argument Writing Rubric

Question or Topic 3 (Demonstrating) 2 (Developing) 1 (Beginning)Thesis, Claim, or Opinion

Student expresses a clear and concise opinion or argumentative claim.

Statements of opinion (grades 2-5) are personal opinions and not restatements of facts or quotes from the text.

Argumentative claims (grades 6-12) are both debatable (open to argument) and defensible (able to be argued).

Student expresses an opinion or claim that is overly wordy or confusing.

Statements of opinion do not clearly reflect or state a personal opinion, but may simply restate pieces of the text.

Argumentative claims are either non-debatable or indefensible.

Student does not express an opinion or state a claim.

Supporting Evidence or Arguments

Student provides details or arguments that effectively support the opinion or claim.

Student provides details or arguments that do not effectively support the opinion or claim.

Student provides details or arguments that do not connect to the opinion or claim, or…

Student does not provide key details or arguments in support of the opinion or claim.

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Question or Topic 3 (Demonstrating) 2 (Developing) 1 (Beginning)Warrant or Explanation

Student effectively discusses how and why details support the opinion or advance the argument.

Student uses linking words or phrases to make connections among the opinion or claim, the supporting evidence, and the explanation or warrant.

Student has trouble explaining why or how textual details support the opinion or claim, or wanders off topic in their writing.

Student does not make explicit connections among the opinion or claim, the supporting evidence, and the explanation or warrant.

Student does not discuss how and why details support the opinion or advance the argument.

Writing Skills Student provides a variety of language and use of conventions to support meaning.

Student responses are logical and well organized, with a clear introduction (including the title and author of the text) and a concluding sentence).

Student provides a lack of variety in word choice and commits errors in conventions, but at a level that does not distract from meaning.

Attempts at organization are partially successful, but elements (such as an introductory and concluding sentence) may be missing.

Student errors in vocabulary and use of conventions distract from meaning.

Ideas and content are not developed or appear random.

coreconnects ela sample teacher manual grades 9-12

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