Division of School Improvement

LESSON TWO: Apply Post-Reading Skills and Discuss Persuasive Text

LESSON DESCRIPTION

After reading a passage, students use inductive reasoning and inferences to draw conclusions, as well as analyze figurative language and audience appeal.

GRADE-LEVEL EXPECTATIONS

R1H Apply the post-reading skill of ________ to comprehend and interpret text

questioning to clarify
reflecting
analyzing
drawing conclusions
summarizing
paraphrasing

R3B Analyze and evaluate author’s use of figurative language emphasizing irony in nonfiction text

R3C Analyze and evaluate the logic, reasonableness, and audience appeal of arguments using details from text.

LESSON MATERIALS

§ Sources of literature

Chief Red Jacket’s Reply: An Excerpt From An Account of Sa-Go-Ye-Wat-Ha by Elbert Hubbard. Project Gutenberg Literary Archive Foundation. (n.d.).
Project Gutenberg Online Book Catalog: An Account of Sa-Go-Ye-Wat-Ha, or Red Jacket, and His People, 1750-1830, by Elbert Hubbard.
Retrieved January 12, 2006, from http://www.gutenberg.org/dirs/etext05/redjk10.txt provided
Teacher-selected persuasive passage; may use the passage selected for the Formative Assessment in Lesson One

§ Supplies: sticky notes for Read-Write-Talk

§ Handouts provided

§ Words to know

post-reading skill
reflecting
analyze/ analyzing
drawing conclusions
paraphrasing

figurative language
irony
imagery
sound devices

nonfiction
graphic organizer
tone
slant
connotation

The “It Says-I Say-And So” strategy can be used with all literary selections to assess students’ ability to draw inferences and conclusions.

Directions for “It Says-I Say-And So”

1. Model the “It Says-I Say-And So” graphic organizer in a “talk aloud” process with the first question:

“What was Chief Red Jacket’s attitude toward Reverend Cram?”

2. Students independently complete the process by following the Questions and Strategies format.

Blank “It Says-I Say-And So” graphic organizer

LEARNING ACTIVITIES

1. Continue/ complete the “Read-Write-Talk” strategy, if used in Lesson One, as needed.

2. Introduce or reinforce concepts of tone, slant, connotation (attitude). Use the Glossary.

3. To develop students’ independent abilities to make inferences and draw conclusions, use the “It Says-I Say-And So” graphic organizer.
This graphic organizer is used in the sample summative assessment for this unit.

“Why doesn’t Reverend Cram shake hands with Chief Red Jacket at the conclusion of their meeting?”

The question may elicit wide responses. Encourage students to find text evidence to support their responses.

Discuss student responses to this guided practice.

4. Use the “Read-Write-Talk” strategy to enhance student comprehension of the passage or you may use another research-based reading strategy.

Questions

for

Students

a. How do the elements of figurative language in this passage add depth to Chief Red Jacket’s speech?

b. Compare/ contrast the similarities/differences in the audience appeal of this passage to a teacher selected passage. May use the passage selected for the Formative Assessment in Lesson One.

c. Since the logic and reasonableness of a text influence the audience appeal, evaluate the effect of logic and reasonableness on the audience appeal of this passage.

Examples of Figurative Language

Situational irony:

§ the white men fled religious persecution in England, yet are intolerant of the Native American way of worship;

§ the Native Americans gave settlers land, corn, and meat—yet the white settlers took land and gave the Native Americans liquor in return;

§ the Native Americans once outnumbered whites, but now whites outnumber Native Americans.

Verbal irony:

Chief Red Jacket calls Reverend Cram “Brother,” but obviously does not feel brotherly regard for him.

Symbolism:

Reverend Cram refuses to shake Chief Red Jackets offered hand when he has finished talking.