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English 11 - Module 2 banner

English 11 - Module 2

Prejudice and Oppression

Module 11.2 develops the concepts of oppression and power structures in the study of historical American nonfiction and contemporary American poetry. Students begin the module with a focus on how rhetoric becomes a tool to combat oppression through a close reading of the first chapter of W.E.B. Du Bois’s The Souls of Black Folk, followed by Booker T. Washington’s “Atlanta Compromise Speech.” Students then broaden their exploration of struggles against oppression to include issues of gender as they consider point of view and purpose in “An Address by Elizabeth Cady Stanton,” a foundational speech in the women’s rights movement, and analyze imagery and figurative language in Audre Lorde’s contemporary poem “From the House of Yemanjá.” Module 11.2 is comprised of two units:

  • Unit 1a: W.E.B. Du Bois Lessons and Resources
  • Unit 1b: Booker T. Washington Lessons and Resources
  • Unit 2 Lessons and Resources


W. E. B. Du Bois

Lessons

Unit 1

“He began to have a dim feeling that, to attain his place in the world, he must be himself, and not another.”

  • Chapter 1 of W.E.B. Du Bois’s “Of Our Spiritual Strivings”
  • Complete online text of W.E.B. Du Bois’s The Souls of Black Folk
  • Complete e-book from Project Gutenberg: epub or Kindle
  • Complete book in pdf from UVA (but missing the Forethought)

Lesson 1 - In this lesson, students are introduced to chapter 1 of W.E.B. Du Bois’s seminal compilation of essays, The Souls of Black Folk. Students begin their exploration of the chapter entitled “Of Our Spiritual Strivings” by considering the effect created by the author’s choice of epigraph.

  • Classwork 1a - Read and annotate Arthur Symons’ poem “The Crying of Water,” the epigraph to “Of Our Spiritual Strivings” by W.E.B Du Bois, and box any unfamiliar words and look up their definitions.)
    • Use the Annotation Markings Bookmark to improve your annotation skills.
  • Classwork 1b - listen to a masterful reading of chapter 1 of W.E.B. Du Bois’s The Souls of Black Folk entitled “Of Our Spiritual Strivings” Follow along and pause twice during the chapter (after paragraphs 4 and 9) to write down your initial questions and reactions.
  • Classwork 1c - Read and annotate the first half of paragraph 1, from “Between me and the other world there is ever an unasked question” to “I answer seldom a word."
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following question:How does Du Bois use the word' problem' in the text?
      • Use the Short Response Rubric and Checklist - to help improve your Quick Write and reflective writing responses
  • Homework - to the following prompt: Analyze how two ideas interact and develop over the course of this excerpt.
    • Use the Short Response Rubric and Checklist - to help improve your Quick Write and reflective writing responses

Lesson 2 - In this lesson, students read and analyze paragraph 2 of “Of Our Spiritual Strivings,” in which Du Bois writes of the “strange experience” of “being a problem” in America (par. 2). Students analyze how Du Bois introduces key ideas, and consider how these ideas interact and develop over the course of this excerpt.

  • Classwork - Read and annotate the second paragraph in Chapter 1 of W. E. B. DuB Bois's Of Our Spiritual Strivings, from "And yet, being a problem" to "watch the streak of blue above."
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following prompt: Interpret an example of figurative language and analyze its role in this excerpt.
  • Homework - Reread paragraph 2 (from “I had thereafter no desire to tear down” to “watch the streak of blue above”) and record ideas that emerge in this passage on the Ideas Tracking Tool.
    • Ideas Tracking Tool - individual task

Lesson 3 - In this lesson, students read and analyze paragraph 3 of “Of Our Spiritual Strivings” from The Souls of Black Folk by W.E.B. Du Bois, in which Du Bois introduces the idea of “double-consciousness.”

  • Classwork - Read and annotate the third paragraph in Chapter 1 of W. E. B. DuB Bois's Of Our Spiritual Strivings, from "After the Egyptian and Indian, the Greek and Roman" to “strength alone keeps it from being torn asunder.”
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following prompt: Determine two ideas from paragraph 3 and explain how the ideas interact and develop over the course of the paragraph.
  • Homework - Reread paragraph 3 and add at least one idea to your Ideas Tracking Tool and identify at least one central idea.

Migration Series

Lesson 4 - In this lesson, students read and analyze paragraph 4 of “Of Our Spiritual Strivings” from The Souls of Black Folk by W.E.B. Du Bois, in which Du Bois discusses the desire of African Americans to unify their two identities “into a better and truer self”

  • Classwork - Read and annotate the fourth paragraph in Chapter 1 of W. E. B. DuB Bois's Of Our Spiritual Strivings, from “The history of the American Negro is the history of this strife” to “the doors of Opportunity closed roughly in his face.”
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following prompt: Determine two central ideas from the paragraphs 1–4 and explain how the ideas interact and develop over the course of the text so far.
  • Homework - Preview the first part of paragraph 5 (from “This, then, is the end of his striving” to “it is the contradiction of double aims”). Box any unfamiliar words and look up their definitions. Choose the definition that makes the most sense in context, and write a brief definition above or near the word in the text. Also, conduct a brief search on the historical term “Emancipation” (par. 5) for homework and be prepared for a brief discussion of its historical meaning. Refer to this website for information about Emancipation: www.pbs.org/ (or search: The Civil War and Emancipation, WBGH).

Lesson 5 - In this lesson, students read and analyze paragraph 5 of “Of Our Spiritual Strivings” from The Souls of Black Folk by W.E.B. Du Bois, in which Du Bois discusses how “double aims” (par. 5) negatively impact the African American community.

  • Classwork - Read and annotate the fifth paragraph in Chapter 1 of W. E. B. DuB Bois's Of Our Spiritual Strivings, “This, then, is the end of his striving”” to “about to make them ashamed of themselves.”
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following qustion: How does Du Bois use rhetoric in this passage to advance his point of view?
  • Homework - Reread paragraph 5 and add at least one idea to your Ideas Tracking Tool.

Lesson 6 - In this lesson, students read and analyze paragraphs 6-7 of “Of Our Spiritual Strivings” from The Souls of Black Folk by W.E.B. Du Bois, Du Bois explores the hope, impact, and aftermath of Emancipation.

  • Classwork - Read and annotate the sixth and seventh paragraphs in Chapter 1 of W. E. B. DuB Bois's Of Our Spiritual Strivings, from “Away back in the days of bondage” to “by the simple ignorance of a lowly people”).
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following question: How does Du Bois use rhetoric in paragraphs 6–7 to further develop his point of view on freedom?
  • Homework - Based on your analysis in this lesson, add at least two ideas introduced in paragraphs 6–7 to your Ideas Tracking Tool and determine one central idea. Additionally, conduct a brief search for information about the following events and groups that Du Bois mentions in paragraph 8: the Ku-Klux Klan, carpet-baggers, Reconstruction, the 15th Amendment to the U.S. Constitution, and “the revolution of 1876,” also referred to as “The Compromise of 1877” (see the website http://www.history.com/ (Search terms: “Reconstruction”; “Compromise of 1877”)). Write a short description of each.

Lesson 7 - In this lesson, students read and analyze paragraph 8 of “Of Our Spiritual Strivings” from The Souls of Black Folk by W.E.B. Du Bois, in which Du Bois describes the renewed optimism African Americans felt after the passing of the 15th Amendment, and how they continued to seek change through the power of the vote.

  • Classwork - Read and annotate the third paragraph in Chapter 1 of W. E. B. DuB Bois's Of Our Spiritual Strivings, from "The first decade was merely a prolongation" to “leading to heights high enough to overlook life.”
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following question: How do ideas and events interact and develop over the course of this excerpt?
  • Homework - Reread paragraph 8 and add at least two ideas to your Ideas Tracking Tool and identify at least one central idea.

Lesson 8 - In this lesson, students read and analyze paragraph 9 of “Of Our Spiritual Strivings” from The Souls of Black Folk by W.E.B. Du Bois, in which Du Bois explores African Americans’ “dawning” sense of “self-consciousness.”

  • Classwork - Read and annotate the ninth paragraph in Chapter 1 of W. E. B. DuB Bois's Of Our Spiritual Strivings, from "Up the new path the advance guard toiled, " to “the obliteration of the Negro home.”
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following question: How do two or more central ideas introduced earlier in the text interact or build on one another in this excerpt?
  • Homework - Reread paragraph 9 and add at least one idea to your Ideas Tracking Tool.

Migration Series

Lesson 9 - In this lesson, students read and analyze paragraph 10 of “Of Our Spiritual Strivings” from The Souls of Black Folk by W.E.B. Du Bois, in which Du Bois explores how African Americans experience prejudice.

  • Classwork - Read and annotate the tenth paragraph in Chapter 1 of W. E. B. DuB Bois's Of Our Spiritual Strivings, from “A people thus handicapped ought not to be asked” to “to whom ‘discouragement’ is an unwritten word.”
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following question: How does Du Bois use and refine the meaning of the key term prejudice over the course of paragraph 10?
  • Homework - Add at least one idea from paragraph 10 to your Ideas Tracking Tool. Additionally, conduct a brief search into Jim Crow laws and write a short paragraph to answer the following question: How does your understanding of Jim Crow laws contribute to your understanding of Du Bois’s use of the word prejudice in paragraph 10?

Lesson 10 - In this lesson, students read and analyze paragraph 11 of “Of Our Spiritual Strivings” from The Souls of Black Folk by W.E.B. Du Bois, in which Du Bois develops the meaning of the word prejudice and the impact it has on the African-American community.

  • Classwork - Read and annotate the eleventh paragraph in Chapter 1 of W. E. B. DuB Bois's Of Our Spiritual Strivings, from "But the facing of so vast a prejudice” to “the sobering realization of the meaning of progress.”
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following prompt: Analyze how Du Bois's style and content contribute to the power, persuasiveness, or beauty of paragraph 11.
  • Homework - Read and annotate an excerpt from the Declaration of Independence as preparation for the next lesson..

Lesson 11 - In this lesson, students read and analyze paragraph 12 of “Of Our Spiritual Strivings” from The Souls of Black Folk by W.E.B. Du Bois, in which Du Bois further develops the central idea of attaining liberty as he reflects upon the “ideals of the past” (par. 12) and considers what is necessary for the future.

  • Classwork - Read and annotate the twelfth paragraph in Chapter 1 of W. E. B. DuB Bois's Of Our Spiritual Strivings, from "So dawned the time of Sturm and Drang” to “or her vulgar music with the soul of the Sorrow Songs?”
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following question: How do two or more central ideas from “Of Our Spiritual Strivings” interact and build on one another in this excerpt?
  • Homework - Reread paragraph 12 and add at least two ideas to your Ideas Tracking Tool.

Lesson 12 - In this lesson, students read and analyze paragraphs 13-14 of “Of Our Spiritual Strivings” from The Souls of Black Folk by W.E.B. Du Bois, in which Du Bois concludes the chapter.

  • Classwork - Read and annotate paragraphs 13 and 14 in Chapter 1 of W. E. B. DuB Bois's Of Our Spiritual Strivings, from "Merely a concrete test of the underlying principles” to “listen to the striving in the souls of black folk.”
    • Discussion/Study Questions - individual or groups
    • QuickWrite - Expand and develop your Quick Write response from either Lesson 10 or 11 by refining your evidence selection or adding more significant and relevant evidence, and incorporate appropriate and varied transitions to link ideas and create cohesion.
  • Homework - Reread paragraph 13-14 and add at least two ideas to your Ideas Tracking Tool.

Lesson 13 - In this lesson, students reread and briefly analyze the epigraph to “Of Our Spiritual Strivings” from The Souls of Black Folk. The epigraph is “The Crying of Water,” a poem by Arthur Symons that describes the experience of a speaker listening to the sea.

  • Classwork 13a - Reread and briefly analyze the epigraph to “Of Our Spiritual Strivings” from The Souls of Black Folk (from “O water, voice of my heart, crying in the sand” through “water all night long is crying to me”).
    • Discussion/Study Questions - individual or groups
  • Classwork 13b - work in small groups or individually to complete the Mid-Unit Assessment Evidence Collection Tool to colect evidence for a response to the Mid-Unit Assessment Prompt: Identify a central idea in “Of Our Spiritual Strivings” and analyze how Du Bois uses figurative language or rhetoric to develop this central idea.
    • Mid-Unit Assessment Evidence Collection Tool - individual or groups
    • QuickWrite - Expand and develop your Quick Write response from either Lesson 10 or 11 by refining your evidence selection or adding more significant and relevant evidence, and incorporate appropriate and varied transitions to link ideas and create cohesion.
  • Homework - Organize, expand, and revise your notes in preparation for the Mid-Unit Assessment. Remember to add to your Mid-Unit Assessment Evidence Collection Tool as you expand your notes.

Lesson 14 - Mid-Unit Assessment - In this lesson, the Mid-Unit Assessment, students use textual evidence from “Of Our Spiritual Strivings” from The Souls of Black Folk by W.E.B. Du Bois to craft a formal, multi-paragraph response to the following prompt: Identify a central idea in “Of Our Spiritual Strivings” and analyze how Du Bois uses figurative language or rhetoric to develop this central idea.

  • Mid-Unit Assessment
  • Mid-Unit Text Analysis Rubric





Booker T. Washington

Unit 1b - Booker T. Washington’s “Atlanta Compromise Speech.”

Lesson 15 - In this lesson, students are introduced to Booker T. Washington’s “Atlanta Compromise Speech” and read and analyze paragraphs 1–2, in which Washington begins to explore the important role he believes African Americans play in the future success of the South.

  • Classwork - Read and annotate the first two paragraphs of Booker T. Washington’s “Atlanta Compromise Speech” from “Mr. President and Gentlemen of the Board of Directors and Citizens” to “starting a dairy farm or truck garden.”
    • Atlanta Compromise Speech by Booker T. Washington
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following question: How does Washington establish his point of view in paragraphs 1–2?
  • Homework - Reread paragraph 1-2 of Booker T. Washington’s “Atlanta Compromise Speech” and add at least two ideas to a new Ideas Tracking Tool and determine one central idea. Additionally, respond briefly in writing to the following questions:
    • What is the problem in the story that Washington tells in paragraph 3? What is the solution?
    • Why might the “unfortunate” ship repeat their distress signal a second, “third and fourth” time after receiving a response from the “friendly” ship “at once”?

Lesson 16 - In this lesson, students read and analyze paragraphs 3-4, in which Washington tells the story of “a ship lost at sea” to further develop his point of view that African Americans should participate in the economic development of the South in order to improve their circumstances.

  • Classwork - Read and annotate paragraphs 3-4 of Booker T. Washington’s “Atlanta Compromise Speech” from “A ship lost at sea for many days” through “permit our grievances to overshadow our opportunities.”
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following question: How does Washington’s use of rhetoric contribute to the persuasiveness of this excerpt?
  • Homework - Reread paragraphs 3-4 of Booker T. Washington’s “Atlanta Compromise Speech” and add at least two ideas to your Ideas Tracking Tool and determine one additoional central idea.

Lesson 17 - In this lesson, students read and analyze paragraph 5, in which Washington addresses “the white race” and advises them to work with African Americans to ensure the success of the South.

  • Classwork - Read and annotate paragraph 5 of Booker T. Washington’s “Atlanta Compromise Speech” from “To those of the white race who look” to “in all things essential to mutual progress”
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following question: How does Washington refine the phrase “[c]ast down your bucket” in paragraphs 3–5 to further develop his point of view?
  • Homework - Reread paragraph 5 of Booker T. Washington’s “Atlanta Compromise Speech” and add at least two ideas to your Ideas Tracking Tool and determine one central idea.

Lesson 18 - In this lesson, students read and analyze paragraphs 6-7, in which Washington explores the relationship between the “development” of African Americans and Southern progress.

  • Classwork - Read and annotate paragraphs 6-7 of Booker T. Washington’s “Atlanta Compromise Speech” from “There is no defense or security for any” to “retarding every effort to advance the body politic.”
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following question: How does Washington’s rhetoric in paragraphs 6–7 contribute to the persuasiveness or power of the text?
  • Homework - Reread paragraph 6-7 of Booker T. Washington’s “Atlanta Compromise Speech” and add at least two ideas to your Ideas Tracking Tool.

Lesson 19 - In this lesson, students read and analyze paragraphs 8-9, in which Washington speaks about the difficult path of Southern progress, as well as how “Southern states” and “Northern philanthropists” (par. 8) have helped African Americans.

  • Classwork - Read and annotate paragraphs 8-9 of Booker T. Washington’s “Atlanta Compromise Speech” from “Gentlemen of the Exposition, as we present to you” to “the opportunity to spend a dollar in an opera-house.”
    • Discussion/Study Questions - individual or groups
    • Writing - Revise and rewrite your Quick Write response from Lesson 18, using precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to explain how Washington’s use of rhetoric contributes to the power and persuasiveness of the text. Include additional evidence from paragraphs 8–9.
  • Homework - Reread paragraph 8-9 of Booker T. Washington’s “Atlanta Compromise Speech” and add at least two ideas to your Ideas Tracking Tool.

Lesson 20 - In this lesson, students read and analyze paragraphs 10, in which Washington concludes his speech by pledging African Americans’ cooperation in Southern progress.

  • Classwork - Read and annotate paragraph 10 of Booker T. Washington’s “Atlanta Compromise Speech” from “In conclusion, may I repeat that nothing in thirty years” to “a new heaven and a new earth.”
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following question: How do two central ideas build on one another to advance Washington’s purpose in this excerpt?
  • Homework - Prepare for the End-of-Unit Assessment by reviewing Washington’s “Atlanta Compromise Speech” and Du Bois’s “Of Our Spiritual Strivings.” Rewrite and expand your related notes and annotations. Also, note two instances in which each author’s use of rhetoric contributes to the power or persuasiveness of the text and come prepared to discuss these examples in the following lesson.

Lesson 21 - End-of-Unit Assessment - In this final lesson of the unit, students complete the End-of-Unit Assessment. Students apply the writing skills they have learned throughout this unit and draw upon their analysis of Booker T. Washington’s “Atlanta Compromise Speech” and W.E.B. Du Bois’s “Of Our Spiritual Strivings” from The Souls of Black Folk to craft a formal, multi-paragraph response to the following prompt: Consider Du Bois’s “Of Our Spiritual Strivings” and Washington’s “Atlanta Compromise Speech.” Analyze how each author uses rhetoric to advance his point of view, and consider how each author’s use of rhetoric contributes to the power or persuasiveness of the text.

  • End-of-Unit Assessment
  • End-of-Unit Text Analysis Rubric and Checklist
Elizabeth Cady Stanton

Unit 2 - Women's Rights

““I am / the sun and moon and forever hungry””


Lesson 1 - In this first lesson of the unit, students are introduced to “An Address by Elizabeth Cady Stanton,” in which Cady Stanton argues that women should have the right to vote. Following a masterful reading of the speech, students read and analyze the first paragraph, in which Cady Stanton presents the reason for her address.

  • Classwork 1a - listen to a masterful reading of “An Address by Elizabeth Cady Stanton.” Follow along and write down your initial questions and reactions once in the middle of the speech (after paragraph 6) and again at the end.
  • Classwork 1c - Read and annotate paragraph 1, from “from “We have met here today to discuss” to “to clothe every woman in male attire.”
    • An Address by Elizabeth Cady Stanton - download text to read and annotate
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following prompt: How does Cady Stanton begin to establish her purpose in the first paragraph? (Refer to the Short Response Rubric and Checklist to help improve your writing responses.
  • Homework - preview and annotate paragraphs 2–3 of “An Address by Elizabeth Cady Stanton” (from “None of these points, however important they may be” to “yet have wind enough to sustain life”). Box any unfamiliar words from paragraphs 2–3 and look up their definitions. Choose the definition that makes the most sense in context, and write a brief definition above or near the word in the text.

Lesson 2 - In this lesson, students read and analyze paragraphs 2-3 of of “An Address by Elizabeth Cady Stanton,” in which Cady Stanton continues to advocate for the “civil and political” rights of women by demonstrating the triviality of men’s concerns.

  • Classwork - read and annotate paragraphs 2-3 from “None of these points, however important they may be” to “yet have wind enough to sustain life”.
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following question: How does Cady Stanton’s use of style and content in paragraphs 2–3 advance her purpose in the text?
  • Homework - For homework, preview and annotate paragraphs 4–5 of “An Address by Elizabeth Cady Stanton” (from “But we are assembled to protest against a form of government” to “however they may differ in mind, body, or estate”).

Lesson 3 - In this lesson, students read and analyze paragraphs 4-5 of of “An Address by Elizabeth Cady Stanton,” in which Cady Stanton establishes a key distinction between rights and equality in support of her argument for women’s right to vote.

  • Classwork - read and annotate paragraphs 4-5 from “But we are assembled to protest against” to “however they may differ in mind, body, or estate.”
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following question: How do ideas interact and develop over the course of this excerpt?
  • Homework - For homework, read the assigned excerpt from the Declaration of Independence and write a response to the following question: How does Cady Stanton further develop and refine ideas from the “Declaration of Independence” in her address?

Lesson 4 - In this lesson, students read and analyze paragraphs 6-7 of of “An Address by Elizabeth Cady Stanton,” in which Cady Stanton further develops the idea that women deserve the right to vote and explains how they will achieve success through action

  • Classwork - read and annotate paragraphs 6-7 from “The right is ours. The question now is” through “until by continual coming we shall weary him.”
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following question: How does Cady Stanton’s use of style and content in this excerpt advance her purpose?
  • Homework - For homework, preview and annotate paragraphs 8-10 of “An Address by Elizabeth Cady Stanton” (from “But we are assembled to protest against a form of government” to “however they may differ in mind, body, or estate”).

Lesson 5 - In this lesson, students read and analyze paragraphs 8-10 of of “An Address by Elizabeth Cady Stanton,” in which Cady Stanton argues for the crucial role women play in saving the nation from its sins.

  • Classwork - read and annotate paragraphs 8-10 from “None of these points, however important they may be” to “yet have wind enough to sustain life”.
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following question: How does Cady Stanton’s use of figurative language contribute to the development of complex ideas in this excerpt?
  • Homework - For homework, preview and annotate paragraphs 11-12 of “An Address by Elizabeth Cady Stanton” (from “to look for silver and gold from mines of copper and lead.”

Lesson 6 - In this lesson, students read and analyze paragraphs 11-12 of of “An Address by Elizabeth Cady Stanton,” in which Cady Stanton argues that giving women the right to vote will benefit future generations of children.

  • Classwork - read and annotate paragraphs 11-12 from “It is the wise mother that has the wise son” to “so in her elevation shall the race be recreated.”
    • Discussion/Study Questions - individual or groups
    • Writing - Expand and develop your Lesson 5 Quick Write response by refining your evidence selection or adding more significant and relevant evidence from paragraphs 11–12 and providing a concluding statement.
  • Homework - Conduct a brief search on the historical figure of Joan of Arc to prepare for the next lesson. Consider the following prompt during your research: Independently conduct a brief search on Joan of Arc’s life and come prepared to discuss her contributions and important events from her life.

Lesson 7 - In this lesson, students read and analyze the last two paragraphs (13-14) of “An Address by Elizabeth Cady Stanton,” in which she rallies women to “prophesy” for equal rights despite the opposition they face.

  • Classwork - read and annotate paragraphs 13-14 from “‘Voices’ were the visitors and advisers of Joan of Arc” to “the glorious words inscribed upon it, ‘Equality of Rights’"
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following question: How do the style and content of paragraphs 13–14 contribute to the power, persuasiveness, or beauty of the text?
  • Homework - Complete the QuickWrite.

Lesson 8 - In this lesson, students analyze “An Address by Elizabeth Cady Stanton” in its entirety. Students call upon their previous text analysis work as they consider how Cady Stanton structures her argument, specifically noting the relationship between reasoning and evidence. Students refer to the Argument Visual Handout as they engage in collaborative small group discussions about how Cady Stanton’s reasoning and evidence support her central claim and supporting claims.

  • Classwork - complete a written response to the following prompt: Identify one of Stanton’s supporting claims and analyze how she uses evidence and reasoning to support the claim.
  • Homework - Complete response to writing prompt

Lesson 9 - In this lesson, students consider the relationship between events and central ideas in pages 48–50 of Virginia Woolf’s A Room of One’s Own.

  • Classwork - reread pages 48-50 of A Room of One’s Own (from “Be that as it may, I could not help thinking” to “where the omnibuses now stop outside the Elephant and Castle”)..
    • Important Events and Central Ideas Tracking Tool - individual or groups
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following prompt: Identify one central idea and one event from the text, and explain how they interact and develop in the life of Judith Shakespeare.
  • Homework - Read the quotes from “My Last Duchess,” Hamlet, and A Room of One’s Own on the Text Comparison Homework Tool. Explain how 3 of these quotes support a single central idea.
    • Text Comparison Homework Tool - individual or groups

Lesson 7 - In this lesson, students review the central ideas identified in pages 48–52 of Virginia Woolf’s A Room of One’s Own and analyze how similar ideas are developed in Act 4.5, lines 148–224 of Hamlet. In this excerpt, Laertes returns to Denmark demanding revenge for the death of his father, Polonius, and finds that Ophelia has gone mad with grief.

  • Classwork - Read Act 4.5, lines 148–224 of Hamlet (from “How came he dead? I’ll not be juggled with” to “And of all Christians’ souls, I pray God. God be wi’ you”).
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following question: Analyze the relationship between Woolf’s text and the character of Ophelia.
  • Homework - Review Hamlet and the excerpt from A Room of One’s Own, as well as your notes, tools, and annotations. Use the evidence you collect to draft a claim about the relationship between Woolf’s text and Shakespeare’s character of Ophelia.
    • Cross-Text Evidence Collection Tool: Woolf and Ophelia - individual task

Lesson 8 - End-of-Unit Assessment - In this final lesson of 11.1.3, the End‐of‐Unit Assessment, students craft a multi‐paragraph response analyzing the relationship between Virginia Woolf’s text and the character of Ophelia. Students return to the scenes they analyzed in Hamlet to look again at Ophelia, this time in conversation with the excerpt of A Room of One’s Own by Virginia Woolf. To compose their End‐of‐Unit Assessment, students use textual details from both texts to support a claim in response to the following prompt: Analyze the relationship between Woolf’s text and the character of Ophelia. As they write, students consult both texts and their notes, annotations, and Cross‐Text Evidence Collection Tools from 11.1.3 Lesson 7.

  • End-of-Unit Assessment
  • End-of-Unit Text Analysis Rubric and Checklist

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