Effectiveness of Sojourner Truth S Ain T I A Woman

Effectiveness of Sojourner Truth's "Ain't I A woman"
Effectiveness of Sojourner
Truth's "Ain't I A woman"
by Veronica Spigner
Adapted from "One-text, One Week Module Template" by Eleanor Dougherty
This module is adapted from the One Week One Text template. The one complex text is Sojourner Truth's
"Ain't I A Woman," which students will analyze the effectiveness of her speech through rhetorical devices
that we have previously studied in class.
This template involves a "lean" skills list for modules that focus on one complex text and are paced for one
week. It sets the stage for a process in which students analyse a single text. Add a teaching task, focus
standards, and mini-tasks as you deem appropriate for your students' needs.
GRADES
DISCIPLINE
COURSE
PACING
9 - 10
ELA
English 9
4hr
Literacy Design Collaborative
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https://s.ldc.org/u/3xudu4n2aapdxs2me4qalhf62
Section 1: What Task?

Teaching Task
Task Template A4 - Argumentation
After reading "Ain't I A Woman" by Sojourner Truth , write a short constructed response in which you argue the
effect of one rhetorical device in the development of a central idea in the speech. Support your position with
evidence from the text/s.
Standards
Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects
RI.9-10.3
Focus
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the
points are made, how they are introduced and developed, and the connections that are drawn between them.
W.9-10.1
Focus
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
Texts
Ain't I A Woman pdf
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Argumentation Rubric for Grade 6-12 Teaching Tasks

Not Yet
Approaches
Expectations
Meets Expectations
Advanced
Addresses prompt
appropriately and establishes
a position but focus is uneven.
D: Addresses additional
demands superficially.
Addresses prompt
appropriately and maintains a
clear, steady focus. Provides a
generally convincing position.
Addresses all aspects of

prompt appropriately with a
consistently strong focus and
convincing position.
demands sufficiently.
demands with thoroughness
and makes a connection to
claim.
Attempts to establish a claim,

but lacks a clear purpose.
Establishes a claim.
Establishes a credible claim.
Establishes and maintains a

substantive and credible claim
or proposal.
Reading/Research
(when applicable)
Attempts to reference reading

materials to develop
response, but lacks
connections or relevance to
the purpose of the prompt.
Presents information from

reading materials relevant to
the purpose of the prompt with
minor lapses in accuracy or
completeness.
Accurately presents details

from reading materials relevant
to the purpose of the prompt to
develop argument or claim.
Accurately and effectively

presents important details
from reading materials to
develop argument or claim.
Development
Attempts to provide details in

response to the prompt, but
lacks sufficient development
or relevance to the purpose of
the prompt.
Presents appropriate details to

support and develop the focus,
controlling idea, or claim, with
minor lapses in the reasoning,
examples, or explanations.
Presents appropriate and

sufficient details to support and
develop the focus, controlling
idea, or claim.
Presents thorough and

detailed information to
effectively support and
develop the focus, controlling
idea, or claim.
Attempts to organize ideas,

but lacks control of structure.
Uses an appropriate
organizational structure for
development of reasoning and
logic, with minor lapses in
structure and/or coherence.
Maintains an appropriate
organizational structure to
address specific requirements
of the prompt. Structure
reveals the reasoning and
logic of the argument.
Maintains an organizational
structure that intentionally and
effectively enhances the
presentation of information as
required by the specific
prompt. Structure enhances
development of the reasoning
and logic of the argument.
Attempts to demonstrate
standard English conventions,
but lacks cohesion and
control of grammar, usage,
mechanics, language and
tone. Sources are used
without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion.
Uses language and tone with
some inaccurate,
inappropriate, or uneven
features. Inconsistently cites
sources.
Demonstrates a command of
standard English conventions
and cohesion, with few errors.
Response includes language
and tone appropriate to the
audience, purpose, and
specific requirements of the
prompt. Cites sources using
appropriate format with only
minor errors.
Demonstrates and maintains a

well-developed command of
standard English conventions
and cohesion, with few errors.
Response includes language
and tone consistently
appropriate to the audience,
purpose, and specific
requirements of the prompt.
Consistently cites sources
using appropriate format.
Attempts to include
disciplinary content in
argument, but understanding
of content is weak; content is
irrelevant, inappropriate, or
inaccurate.
Briefly notes disciplinary

content relevant to the prompt;
shows basic or uneven
understanding of content;
minor errors in explanation.
Accurately presents
disciplinary content relevant to
the prompt with sufficient
explanations that demonstrate
understanding.
Integrates relevant and

accurate disciplinary content
with thorough explanations
that demonstrate in-depth
understanding.
Attempts to address prompt

but lacks focus or is off task.
Focus
Controlling Idea
D: Attempts to address
additional demands but lacks
focus or is off task.
Organization
Conventions
Content
Understanding
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Background for Students

Recall the rhetorical devices that we have talked about in class in the past, such as ethos, pathos, logos,
metaphors, and repetition. Now, you are going to use your knowledge of these devices to analyze the
effectiveness of them in a speech. Why did Sojourner Truth choose to use these devices to make her speech
persuasive, and how would removing these devices make the speech less effective?
Extension
Not provided
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Section 2: What Skills?

Preparing for the Task
TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.
TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills,
experiences, interests, and concerns.
Reading Process
INSPECTIONAL READING:
ANNOTATION:
ANALYZING THE TEXT: Ability to analyze a text for specific elements stated in the teaching task
Transition to Writing
IDENTIFYING SIGNIFICANT ELEMENTS:
PREPARING FOR WRITING: Ability to begin linking reading results to writing task.
Writing Process
OUTLINING THE WRITING:
TOPIC SENTENCE:
INITIAL DRAFT: Ability to produce an initial draft with all relevant elements in response to the teaching
task
PEER EDITING:
FINAL DRAFT: Ability to submit final piece that meets expectations.
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Section 3: What Instruction?

PACING
SKILL AND
DEFINITION
PRODUCT AND PROMPT
SCORING GUIDE
TASK ANALYSIS
As a class we will analyze
the prompt for this module
and break it down so we
know what were going to
be learning about.
Meets
Expectations:
INSTRUCTIONAL STRATEGIES
Preparing for the Task

20 mins
TASK ANALYSIS:
Ability to understand
and explain the task's
prompt and rubric.
Sheet is fully
filled out and
student
responses
reflect
understanding
of the task.
Read / share important background knowledge

about the unit/module with your students.
Explain to the class that the goal of this unit/module
is to ________________ and learn more about
___________________. After doing all this
learning they will ______________ [insert task].
Pass out Prompt Reflection Sheet and guide a class
discussion about what each part of the prompt
means. Use questions like:
What will you have to do to successfully answer
this part of the prompt?
What do you need to learn to be able to do this?
What parts of this seem easy / what parts seem
hard?
Review the reflection sheets and read them over so
you have a good sense of how well each student
understands the task provide additional feedback
and support as necessary in the following days.
Standards:
CCR.R.1 : Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text.
CCR.W.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Additional Attachments:
Prompt Reflection TEMPLATE
Prompt Reflection
10 mins
TASK
ENGAGEMENT:
Ability to connect the
task and new content to
existing knowledge,
skills, experiences,
interests, and
concerns.
ENGAGING VIDEO
Watch a Mini Bio on
Sojourner Truth and take
notes on her life and
accomplishments.
Students will take

notes to show
understanding of
important aspects
of her life.
Not Provided
A completed notetaking graphic

organizer that
demonstrates
Not Provided
Sojourner Truth Mini Bio
Reading Process
10 mins
INSPECTIONAL
READING:
HIPPO DOCUMENT
ANALYSIS
Use the HIPPO NoteTaking Graphic to inspect
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the text prior to reading it
in depth. You will be
looking for and thinking
about Historical Context,
Intended Audience,
Purpose, Point of View,
and Outside Information.
thought process
and connection.
Standards:
RI.9-10.9 : Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the
Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related
themes and concepts.
RI.9-10.6 : Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of
view or purpose.
HIPPO Document Analysis.docx
30 mins
ANNOTATION:
ANNOTATE TEXT
Annotate the text while
you read it in depth to
demonstrate thought
processes, connections,
and understanding.
The student will

have completed
this task with all of
the above
markings present
on the text.
Not Provided
Circle the Who's and

What's
Square the Where's and
When's
Underline the How's
Put a question mark to
anything you don't
understand.
Write your ideas or
connections in the
margins.
Standards:
RI.9-10.10 : By the end of grade 9, read and comprehend literary nonfiction in the grades 910 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 910 text complexity band
independently and proficiently.
RI.9-10.6 : Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of
view or purpose.
RI.9-10.5 : Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger
portions of a text (e.g., a section or chapter).
RI.9-10.4 : Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion
differs from that of a newspaper).
RI.9-10.3 : Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made,
how they are introduced and developed, and the connections that are drawn between them.
RI.9-10.2 : Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the text.
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Text Annotation.pdf
1 hr
ANALYZING THE
TEXT: Ability to
analyze a text for
specific elements
stated in the teaching
task
WORLD CAFE
In this activity you will:
Find the central idea
and supporting details
in a text
Analyze paragraph
structure
Analyze authors
perspective
Analyze rhetorical
devices
Participation in
every round of the
World Cafe. A
completed graphic
organizer with
notes for each
round.
You will work in small groups to think about and discuss

different questions. There will be three rounds; after
each round, the groups switch according to the protocol.
Explanation of the protocol:
1. Students are in groups of four.
2. Each group selects a leader. The leaders job is to
facilitate the discussion and keep their group
focused.
3. The teacher says the focus question for this round.
4. Students take 2 minutes of silence to independently
review the text, think about the question, and take
notes in their Note-catcher.
5. The group discusses the question for Round 1 and
adds to their notes for 4 minutes.
6. The leader stays put; the rest of the group rotates to
the next table.
7. The leader shares the major points of his/her groups
discussion with the new group members.
8. Each table selects a new leader.
9. Repeat the process until students have had the
chance to discuss each question.
Standards:
SL.9-10.4 : Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the
line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL.9-10.3 : Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence.
SL.9-10.1 : Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 910 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
AIAW Note Catcher.docx
Transition to Writing
Writing Process
15 mins
OUTLINING THE
WRITING:
ONE WORD OUTLINE

Create a One Word
Outline for the short
constructed response that
you will write.
A complete and
formal One Word
Outline that
answers the
prompt and is used
to guide the writing
process.
Not Provided
Standards:
W.9-10.9 : Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9-10.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
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One Word Outline.pdf
15 mins
TOPIC SENTENCE:
WRITE TOOLS 4 TYPES

OF TOPIC SENTENCES
Write 4 types of topic
sentences that all could be
used for your short
constructed response.
Then, choose one of them
for your topic sentence
and one of them for your
conclusion sentence. You
must choose Topic
Sentence #4 for one of
these. Write those into
your outlines.
A completed
graphic organizer
and use of the topic
sentences in the
final product.
Topic Sentence #1=Simple statement

Topic Sentence #2=Number statement
Topic Sentence #3=Question
Topic Sentence #4=Situation/Stance
Standards:
W.9-10.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
Core 4Topic Sentences.docx
Core 4 Topic Sentences.pdf
30 mins
INITIAL DRAFT:
Ability to produce an
initial draft with all
relevant elements in
response to the
teaching task
WRITING ROUGH
DRAFT
Using the tools created
during the pre-writing
process, such as notes
and an outline, write the
rough draft of your short
constructed response.
Not Provided
Not Provided
Standards:
W.9-10.10 : Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
W.9-10.7 : Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or
solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
audience.
W.9-10.1 : Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
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20 mins
PEER EDITING:
PEER AND SELF EDIT

With a partner, peer edit
and review each other's
short constructed
response, following all of
the steps on the
worksheet.
A completed
worksheet and
markings on the
rough draft.
Not Provided
Standards:
PeerSelfReview.docx
10 mins
FINAL DRAFT: Ability

to submit final piece
that meets
expectations.
FINAL PIECE
Turn in your complete set
of drafts, plus the final
version of your piece.
Fits the Meets

Expectations
category in the
rubric for the
teaching task.
None
Standards:
W.9-10.10 : Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
W.9-10.7 : Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or
solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
audience.
W.9-10.1 : Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
CCR.W.10 : Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
Instructional Resources
Teacher Resource
"Ain't I A Woman".pdf
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Section 4: What Results?

Student Work Samples
No resources specified
Teacher Reflection
Not provided
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All Attachments
Ain't I A Woman pdf : https://s.ldc.org/u/d7k028wqjhpf5fk5j5sj6kxbw
"Ain't I A Woman".pdf : https://s.ldc.org/u/dxqel11qfbjcpyytchz2k8yw
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Literacy Design Collaborative