Frederick Douglass is one of the great figures in black history. His revolutionary stance against slavery in American and leadership in the black community will never be forgotten. The timing and content of his “My Slave Experience in Maryland” and "Men of Color to Arms" echoed the frustrations of his generation. His use of rhetoric and figurative language offers students a great opportunity to understand the basics of analyzing the rhetorical situation, mood and tone, rhetorical appeals, author's purpose, and point of view. This 4-5 day unit teaches the fundamentals of analyzing informational text with the unique acrostic "R.E.A.D.S"
Save with the Black History Month great speeches bundle
Black History Month Speeches Bundle
Recognize (purpose, tone, point of view)
Develop (questions and judgments)
Summarize (the main idea of the text)
If you are interested in the detailed close reading bundle including PPT lectures and guided student activities visit the link below
Close Reading Guidelines and Activities Bundle
If you are interested in other close reading resources or close reading bundles, visit the link below:
Close Reading Resources
This Unit Includes
1. Common Core Alignment
2. Student Notes and Handouts
3. Teacher "day by day" schedule
4. Speech for Analysis
5. Writing Task and Rubric
6. PPT lectures to facilitate student notes (54 slides)
Active Reading and Annotations
Purpose Use the Active Reading and Annotation Handouts to teach students the fundamentals of Close Reading found in the “READS” system for analyzing informational text and the ICE system for taking annotations.
Introduce students to the “Close Reading READS Assignment” sheet and explain the 1st, 2nd, and 3rd read in close reading of informational text.
Use the 3 different “Determining Purpose, Viewpoint & Bias” handouts to instruct students on essential terms and concepts for their first close read.
Tone and Mood
Logo Review fundamentals of 1st, 2nd, 3rd read in close reading (READS assignment sheet), and review student’s annotations identifying the author’s viewpoint and purpose.
Use the “Analyzing Tone and Mood” handouts to instruct students on the essential terms and concepts surrounding tone and mood.
Have students complete their first read and look for connotative words and figurative language that establish the author’s tone in the article.
Explain the concept of Rhetorical Appeals and Ethos/Pathos/Logos. Have students review their analysis of tone and identify the author’s use of Rhetorical Appeals.
Evaluate Evidence &
Worksheet Review the Facts vs Opinions handout and have students complete their 3rd read of the article. In the 3rd read students should evaluate the details/evidence used to support the author’s viewpoint/purpose, and develop personal questions or judgments in the margins. Have students use their annotations to fill in the READS handout.
Have students complete another Close Reading process on the “The article.
Writing Use writing task and rubric to assess students understanding and analysis of the articles.
Keywords: expository; exposition; non-fiction; non fiction; real-life; informational text; Common Core; article; printable; worksheet; handout; easy; bundle; package; lesson plans; close reading