To prime students' minds today, I ask them to give tips for success when working with multiple texts. They remember:
While what they remember is good, they didn't show it in their first practice. I take the next few minutes to talk about my observations, specifically the lack of textual details. We look at the questions and consider what kinds of textual proof could be used where. For example, textual proof for style could be a few sample words to illustrate academic language, whereas the content could feature a specific claim. I ask students to focus on specific textual proof in their practice today.
For our second practice with multiple texts, I ask students to work independently so they can check their own level of understanding (versus group understanding). Today, they compare and evaluate Chief Joseph's "Speech to Washington" to Dr. Martin Luther King Jr.'s "I Have a Dream" speech. Because students need to dig into the text for evidence, I give them 35 minutes to work before we come back together. Students need this time to thoroughly analyze and evaluate multiple foundational U.S. documents for the development of central ideas, purpose, structure, and rhetoric, in particular to address the question of equality.
I ask each student to share one observation, and I give extra praise to those who used text proof in their analysis and evaluation.