Common Core Standards:
CCSS.ELA-Literacy.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Due to utility work, the intersection of 10th Street and F Street is currently closed and inaccessible to vehicular traffic. The Atlantic Building parking garage can be accessed by turning north on 10th Street from E Street NW. Please use extreme caution when accessing the garage as the block serves 2-way traffic during this closure. Please allow for extra time to arrive at the museum and theatre.
Students will use Lincoln’s “House Divided” speech to gain a better understanding of close reading historical texts.
By annotating and discussing the contents of a complex historical speech, students will begin to gain vital analytical skills. This is a complex speech and a teacher would be wise to give the students some background information about WHY Lincoln was giving this speech. For example, that this was not a speech given while he was president and it references division in the country.
CCSS.ELA-Literacy.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RL.5.4
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
CCSS.ELA-Literacy.RL.5.6
Describe how a narrator's or speaker's point of view influences how events are described.
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Learning Objectives |
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Guiding Questions |
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Prepared by | Grade | Length |
Joseph Moneymaker | Elementary | Three Days |
Students will be given a shortened version of Lincoln’s “House Divided” speech to read and annotate as a class (or groups depending on level).
Students will use their annotated speeches to fill out the Graphic Organizer and brainstorm the answer to the Socratic Seminar Questions.
Students will use their speeches and graphic organizer to engage in a Socratic seminar answering the proposed questions.
While students are voicing their ideas, the teacher should be recording their thoughts on chart paper at the front of the class. Student responses should be limited to :30 seconds to 1:00 minute in length to ensure all students have the chance to participate. The selected student will begin by answering the question and explaining their reasoning. Students then have the chance to raise their hand to be selected for the next response. The teacher will then select the next student to respond to the first student’s argument using the phrase “I respectively agree (or disagree)” and state their reasoning. The responder then has a chance to add anything to make their argument stronger. The activity will continue in this manner until all students have participated. (To save time, small group responses can be utilized.)
At the end of the activity, the chart paper at the front will have a variety of student responses and current events. This can be used for the classes choosing to do the written assessment at the end of the activity. Following the Socratic seminar, the teacher should reconvene and summarize for students that may be lost or confused after the seminar.
Assessment can be based off student participation and their annotated speeches. Or, teachers can have students do a short writing assignment about their thoughts during the Socratic seminar.
To complete the below activities you will need the following materials, in addition to chart paper, colored pencils/crayons and pencils.