Cornerstone: Comparing Different Views on a Woman's Role in Society (Day 2 of 2)
Lesson 2 of 15
Objective: SWBAT write an analysis of the language authors use to define woman's role in society by writing a comparison of two texts.
Only 1 Sentence
For this Day 2 of the lesson, I want to activate student's prior knowledge by asking them to write one sentence in their journals that summarize their thoughts about the two different texts we read the day before, I Want a Wife and Ain't I a Woman. I explain to the students that writing only one sentence to express their thoughts is more difficult than one might think. I recommend that they think about the theme of the texts and the manner in which each author expressed their message.
I begin this part of the activity by asking students to take out their completed Student Venn diagrams from the day before. I ask students to share the answer to the question: How are the two author's attitudes similar or different? I facilitate a discussion and sharing of the responses students' make to the two different texts I Want a Wife and Ain't I A Woman SL.9-10.1. As they share their compare and contrast Venn, I give feedback and suggests corrections or additions to their diagrams when needed.
Student learning Activity
We did not have enough time in the previous day's class to complete the final step of the lesson W.9-10.2 which requires students to examine and convey complex ideas by writing a paragraph answering this question:
- What words (diction) do Brady and Truth use to define a women’s role in society? How are their attitudes similar or different? Use specific evidence RI.9-10.1 to support your answer.
I project this activity which is on slide #11, I Want A Wife as I explain the writing assignment. As students write thier paragraph which for some of my students will take a lot of focus and concentration, I circulate among them asking clarifying questions to check for understanding.
As a wrap up activity I ask two or three students to read their paragraph out loud so the class can respond or add to their analysis SL.9-10.1. This debriefing activity is essential in that it gives be a formative assessment of their understanding of the two texts as well as supports the notion of academic rigor and the expectations of thinking-writing-sharing that I am trying to create in all my classes.