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