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  4. Lesson 1: routines of reading,

0.1 Lesson 1: routines of reading, writing, thinking, and talking

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Read how to support students to access prior knowledge about inspiring change and to engage in a first reading of a persuasive speech to get its gist. Lesson 1 includes the routines for writing to learn, talking in pairs or trios, note-taking and tracking learning. It also describes how to introduce the language of persuasion and the big picture of the unit via a graphic of a curricular architecture. Do not miss Lessons 2-4 in order to follow the progression from initial reading comprehension to critical thinking about one’s reading. Development supported by The William and Flora Hewlett Foundation.

Agenda for two days

  • Access prior knowledge about inspiring change
    • Quick Write
    • Share in Pairs or Trios
    • Discuss in Whole Group
  • Preview the unit:
    • Architecture
    • Content and habits of thinking
  • Read to get the gist: "Ain't I a Woman?" by Sojourner Truth
  • Discuss comprehension questions
  • Homework: Inspiring change

Standards addressed in the lesson

LS1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence.
R2.3 Generate relevant questions about readings on issues that can be researched.
Teacher Resource Aligning ELA Content Standards to ELD Standards

Instructional materials for lesson

Handout /transparency Inspiring Change Handout / Transparency
Amplified /Handout transparency Amplified Inspiring Change Handout / Transparency
Overhead projector
Student work tool Reader's/Writer's Notebooks
Amplified student work tool Amplified Reader's/Writer's Notebooks
Handout /display Unit Architecture
Teacher Resource Reading an Architecture (Spanish-language Version)
Display Content and Habits of Thinking
Unit text "Ain't I a Woman?" by Sojourner Truth

Access prior knowledge about inspiring change

Distribute the amplified (see Language Support below) or regular handout titled Inspiring Change, and display a copy of the quotation from Frederick Douglass on the overhead. Read or have at least two students read the quotation to the class.

English learners benefit from having a handout in addition to seeing the information on the overhead. It is helpful for students to hear the different voices of multiple readers and the repetition of the reading assists comprehension, especially English learners' oral comprehension. The Amplified Handouts provided in the unit were developed for English learners with an intermediate level of English proficiency; however, they can be amplified for all students along the continuum by extending language or content study as needed.
Explain to students that Frederick Douglass was a former slave who became one of the principal people speaking out about the abolition of slavery in the 19th century.

Additional information about Frederick Douglass is available on the PBS web site: (External Link)

"If there is no struggle, there is no progress. Those who profess to freedom and yet deprecate agitation are men who want crops without plowing. They want rain without thunder and lightening. They want the ocean without the awful roar of its mighty waters. This struggle may be a moral one, or it may be physical, but it must be a struggle. Power concedes nothing without a demand. It never did and it never will."
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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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