GRADE 11 ELA EXEMPLAR LESSON Quarter 1, Week 7: 10/01/12 – 10/05/12
GRADE 11 ELA EXEMPLAR LESSON – Teacher Copy Quarter 1, Week 7: 10/01/12 – 10/05/12
(ELL=Weeks 9 & 10)
Learning ObjectivesThis exemplar lesson concludes a close analysis of several Early American historical documents. Through repeated readings of targeted sections and the effective use of collaborative discussions (one-on-one, in groups, and teacher-led), students recognize complex arguments and common themes that contributed to America’s thirst for independence. Varying the length and purpose for writing (paraphrasing, objective summarization, analysis of evolving themes, use of graphic organizers to deconstruct arguments) provides time for evidentiary writing tasks that support deeper understanding of text. Teachers may need to further scaffold activities to address individual students’ needs depending on the intent of the lesson and specific learners’ needs.
Rationale: This lesson explores the viewpoint of citizens of Malden, Massachusetts, and an excerpt from de Crevecoeur’s third and most famous letter, "What is an American?" By looking at the historical perspectives of these colonists, students will conduct a close, analytic reading to unravel common themes from writings of the Revolutionary era.
Text Title(s): The Declaration of Independence (Thomas Jefferson); excerpt from Second Treatise of Government (John Locke);Letters from an American Farmer, 1783 (Michel-Guillaume-Jean De Crevecoeur); public document “Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence”
Genre/Text Structure: Public documents – Primary Source Informational Nonfiction/Literary Nonfiction
Targeted Text Selections
Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence at http://www.TeachingAmericanHistory.org/library/index.asp?documentprint=238
Letters from an American Farmer, 1783 (Michel-Guillaume-Jean de Crevecoeur) at http://staff.jccc.net/vclark/doc8_1_1.htm
Common Core State Standards (CCSS)
RI.11-12; RH.11-12; W.11-12; WHST.11-12
http://www.corestandards.org
Lesson Sequence
PERFORMANCE TASK /CULMINATING INDEPENDENT WRITING ASSESSMENT:
· Analyze the persuasive techniques and rhetorical devices used in the writing of Michel-Guillaume Jean de Crevecoeur and the public document “Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence” to establish a portrait of American society that expresses the common themes and historical perspectives of colonists during the Revolutionary era.
Activity 1:
GUIDING QUESTION(S):
· What is the argument made by the citizens of Malden, Massachusetts, to their representative, viz. to Mr. Ezra Sargeant?
· What persuasive techniques and rhetorical devices are used in the public document “Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence”?
1. The students will read “Instructions from the Town of Malden…..” letter in its entirety. Rereading is embedded in the text-dependent
questions and discussion activities.
2. Students should discuss (one-on-one, in groups, and teacher-led) and write about the initial meaning they have made from reading the
document.
3. Graphic organizers (Persuasive Essay at www.Classzone.com) and Reader Response Journals serve as a means to organize thoughts for prewriting
activities. Identify both the purpose (logical, emotional, ethic appeals) and use of rhetorical features (rhetorical question, antithesis, repetition,
parallelism) in the letter in preparation for the independent summative assessment.
Activities 2, 3 and 4:
GUIDING QUESTION(S):
· Delineate and evaluate the argument that Michel-Guillaume Jean de Crevecoeur makes in the excerpt from Letters from an American Farmer, 1783; assess the reasoning present in his analysis, including the premises and purposes of his essay.
· Write an objective summary of Michel-Guillaume Jean de Crevecoeur’s portrait of American society.
· Does the society de Crevecoeur describes bear any resemblance to American society in Malden, Massachusetts?
· Compare de Crevecoeur’s position to the argument advanced in the May 27, 1776, public document “Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence”
1. The students will read de Crevecoeur’s letter in its entirety. Rereading is embedded in the text-dependent questions and discussion activities.
2. Students should discuss (one-on-one, in groups, and teacher-led) and write about the initial meaning they have made from reading de
Crevecoeur’s essay.
3. Returning to the text, the teacher asks students a small set of guiding questions about the first paragraph of the essay. The targeted text should be in front of the students as they engage in their discussions.
4. Identify de Crevecoeur’s purpose and use of rhetorical features in the essay. Write an objective summary of Michel-Guillaume Jean de Crevecoeur’s portrait of American society as a prewriting exercise for the summative writing task.
Activity 5:
GUIDING QUESTION(S):
· Write a 500 word analysis of the persuasive techniques and rhetorical devices used in the writing of Michel-Guillaume Jean de Crevecoeur and the public document “Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence” to establish a portrait of American society that expresses the common themes and historical perspectives of colonists during the Revolutionary era.
Targeted Text Selection
“Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence”
(paragraphs 1 – 5, lines 1 - 30) / Vocabulary / Teacher Activities and Techniques
Text-Dependent Questions
(lines 1 – 30)
1 At a legal meeting of the inhabitants of the town of Malden, (Mass.), May 27, 1776, it was voted unanimously that
2 the following instructions be given to their representative, viz. to Mr. Ezra Sargeant.
3 Sir--A resolution of the hon. house of representatives, calling upon the several towns in this colony to express their
4 minds in respect to the important question of American independence, is the occasion of our now instructing you.
5 The time was, sir, when we loved the king and the people of Great Britain with an affection truly filial; we felt
6 ourselves interested in their glory; we shared in their joys and sorrows; we cheerfully poured the fruit of all our
7 labours into the lap of our mother country, and without reluctance expended our blood and our treasure in their cause.
8 These were our sentiments toward Great Britain while she continued to act the part of a parent state; we felt
9 ourselves happy in our connection with her, nor wished it to be dissolved; but our sentiments are altered, it is now
10 the ardent wish of our soul that America may become a free and independent state.
11 A sense of unprovoked injuries will arouse the resentment of the most peaceful. Such injuries these colonies have
12 received from Britain. Unjustifiable claims have been made by the king and his minions to tax us without our
13 consent; these claims have been prosecuted in a manner cruel and unjust to the highest degree. The frantic policy
14 of administration hath induced them to send fleets and armies to America; that, by depriving us of our trade, and
15 cutting the throats of our brethren, they might awe us into submission, and erect a system of despotism in
16 America, which should so far enlarge the influence of
the crown as to enable it to rivet their shackles upon
the people of Great Britain.
17 This plan was brought to a crisis upon the ever memorable nineteenth of April. We remember the fatal day! the
18 expiring groans of our countrymen yet vibrate on our
ears! and we now behold the flames of their peaceful
19 dwellings ascending to Heaven! we hear their blood crying to us from the ground for vengeance! charging us, as
20 we value the peace of their names, to have no further connection with,-- who can unfeelingly hear of the slaughter
21 of--, and composedly sleep with their blood upon his soul. The manner in which the war has been prosecuted hath
22 confirmed us in these sentiments; piracy and murder, robbery and breach of faith, have been conspicuous in the
23 conduct of the king’s troops: defenceless towns have been attacked and destroyed: the ruins of Charlestown,
24 which are daily in our view, daily reminds us of this: the cries of the widow and the orphan demand our attention;
25 they demand that the hand of pity should wipe the tear from their eye, and that the sword of their country should
26 avenge their wrongs. We long entertained hope that the spirit of the British nation would once more induce them
27 to assert their own and our rights, and bring to condign punishment the elevated villains who have trampled upon
28 the sacred rights of men and affronted the majesty of the people. We hoped in vain; they have lost their spirit of
29 just resentment; we therefore renounce with disdain our connexion with a kingdom of slaves; we bid a final adieu to Britain. / underlined words: with insufficient contextual clues
BOLD words: Tier Two words
line 5 filial: having the relationship of a child to a parent;
line 7 mother country: the country of one’s birth; the country or origin of settlers
line 8 parent state: the governing body; ruling empowered leaders
line 15 despotism: exercising absolute power or control; an absolute government; tyranny; arbitrary authority
line 29 connexion: British noun for connection; something that links or joins; a union / GUIDING QUESTION(S):
· What is the argument made by the citizens of Malden, Massachusetts, to their representative, viz. to Mr. Ezra Sargeant?
· What persuasive techniques and rhetorical devices are used in the public document “Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence”?
Return to the text, and ask students a small set of guiding questions about the document.
(Q1) What, for the citizens of Maiden, Massachusetts, are the roots of American independence?
Possible answer. The citizens of Malden believe that the relationship between Great Britain and the colonists, once “truly filial” (line 5), have been altered to the point that “A sense of unprovoked injuries…arouse the resentment of the most peaceful” (line 11)
(Q2) Analyze the persuasive techniques and rhetorical devices used in the document.
Possible answer. See attached KEY Deconstructing an Argument.
“Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence” presents the united position of the citizens of Malden regarding the rights of the colonists under debate by the Continental Congress. It instructs their representative, Ezra Sargeant, to uphold the principles and ideals enumerated in the correspondence. The letter is rounded in persuasive rhetoric and argues effectively for the separation from British rule. The letter uses both inductive and deductive arguments. Paragraph 5 relies heavily on emotional appeal to convince the American representative to act decisively against the British. Paragraphs 6-7 contain ethical and logical appeals to encourage the Continental Congress to proceed against British king George III and dissolve ties to Britain.
/ (Q3) Reread the entire document. Use the Persuasive Essay graphic at www.Classzone.com to deconstruct the argument expressed in the public document “Instructions from the Town of Malden, Massachusetts, for a Declaration of Independence.”
Possible answer. See attached KEY Deconstructing an Argument.
(Q4) Write an objective summary of liberties outlined by the citizens of Malden. Include evidentiary quotations/reference lines.
Possible answer. See attached KEY Deconstructing an Argument for evidentiary quotations/reference lines.
Cross Genre Connections:
Letters from an American Farmer, 1783
(paragraph 1 – lines 1 -23) / Vocabulary / Teacher Activities and Techniques
Text-Dependent Questions
(paragraph 1 – lines 1 -23)
1 In this great American asylum, the poor of Europe have by some means met together, and in
2 consequence of various causes; to what purpose, should they ask one another, what countrymen they
3 are? Alas, two thirds of them had no country. Can a wretch who wanders about, who works and
4 starves, whose life is a continual scene of sore affliction or pinching penury; can that man call England
5 or any other kingdom his country? A country that had no bread for him, whose fields procured him no
6 harvest, who met with nothing but the frowns of the rich, the severity of the laws, with jails and
7 punishments; who owned not a single foot of the extensive surface of this planet? No! urged by a
8 variety of motives, here they came. Every thing has tended to regenerate them; new laws, a new mode
9 of living, a new social system; here they are become men: in Europe they were as so many useless
10 plants, wanting vegetative mould, and refreshing showers; they withered, and were mowed down by
11 want, hunger, and war: but now, by the power of transplantation, like all other plants, they have taken root and flourished! Formerly
12 they were not numbered in any civil list of their country, except in those of the poor; here they rank as citizens. By what invisible
13 power has this surprising metamorphosis been performed? By that of the laws, and that of their industry. The laws, the indulgent
14 laws, protect them as they arrive, stamping on them the symbol of adoption; they receive ample rewards for their labours; these
15 accumulated rewards procure them lands; those lands confer on them the title of freemen; and to that title every benefit is affixed
16 which men can possibly require. This is the great operation daily performed by our laws. From whence proceed these laws? From our
17 government. Whence that governments It is derived from the original genius and strong desire of the people ratified and confirmed by
18 government. This is the great chain which links us all, this is the picture which every province exhibits, Nova Scotia excepted. There the
19 crown has done all; either there were no people who had genius, or it was not much attended to: the consequence is, that the
20 province is very thinly inhabited indeed; the power of the crown, in conjunction with the musketos, has prevented men from settling
21 there. Yet some part of it flourished once, and it contained a mild harmless set of people. But for the fault of a few leaders the whole were
22 banished. The greatest political error the crown ever committed in America, was to cut off men from a country which wanted
23 nothing but men! / line 1 asylum: a place of shelter or refuge
line 4 penury: great poverty
line 8 regenerate: cause to be reborn
line 11 transplantation:
line 13 metamorphosis: to change; to alter
line 26 Ubi panis ibi patria: where my bread is earned, there is my county
line 31 Alma Mater: fostering mother / GUIDING QUESTION(S):