Close Reading - RY

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Close reading with S.o.a.p.s.:

Close reading with S.o.a.p.s . Ryan Young October 5 th , 2014


Objective Students will be able to analyze and articulate the argument and purpose of the text “The Carbonari and 1820,” via a strategy called S.O.A.P.S and also through small group discussion guided by different insinuating questions

Introduction of Strategy:

Introduction of Strategy Students will use the S.O.A.P.S. analysis, or Subject, Occasion, Audience, Purpose, Speaker, to find a thorough understanding of the article “The Carbonari and 1820”. Students will be given a handout with the appropriate text included, and a blank S.O.A.P.S. worksheet for use during Guided Practice and Applying the Skills portions of class. Following the handout, there will be a small group discussion amongst the students to share their answers to the handout and to verify that they either agree or can confirm the reasons they selected their responses.

The carbonari and 1820:

For a short time, it looked as if 1820 might become a decisive year in the history of Italy. Revolutionaries in Naples seemed to have reached their goal – the unpopular and repressive King Ferdinand was scared and ready to make concessions that would enable him to keep his crown, when in July six years after his restoration dissatisfaction had boiled over into action. Thirty members of a secret society called the Carbonari , led by a rebellious General, Guglielmo Pepe , had forced Ferdinand to grant a constitution. This society, organised and hierarchical, used secret ritual, passwords and documents to bind their members together, and to keep their aims hidden. The story of Italian unification often presented is that the Carbonari represented a middle and aristocratic strand of the population who wanted to expell Kings, Dukes and Popes from the peninsula and replace their rule with a untied Italian Republic. However, as historian RJ Rath points out the evidence seems to present a more complicated picture about their aims : It appears that there were [sic] always enough vagueness in the political objectives of the organization as a whole and sufficient allowance for freedom of thought within such a program as existed to make it possible for good liberals – and Carbonarism was a “liberal movement” – to come to different conclusions in regard to the ideal form of government to establish in Italy It is not really possible therefore to pin down a single set of aims of the Carbonari , which were different in different parts of the country. It seemed that some groups did contain radical republicans, whilst others, as we can see from the events of 1820-21, wanted only to persuade their local monarch or duke to rule in accordance with a written constitution. Many other Carbonari enjoyed the social aspects of their secret club, and used it as a place to network, or to raise money for charity – a bit like the Round Table in Britain today . In fact these divided aims meant that although the Carbonari had large numbers of members, they did not really represent a political force, or even an effective force for change, as the failure of the revolts of 1820-21 and 1831 show. The carbonari and 1820

Demonstrate the Strategy:

Demonstrate the Strategy As a class, we will break down the first component of S.O.A.P.S. for this lesson, in identifying the “subject” of the article. In reviewing the title, the students can surmise that the subject of the article is “the Carbonari ,” however, it is imperative to push the students to go further with this understanding.

Guided practice of the Skill:

Guided practice of the Skill Please completely answer the following questions located on your worksheet attached to the text that was previously provided: Where can more information on the “ subject ” be found in the text? Please include a quotation of the information in your answer. What is the occasion that the article is providing further information on? How did the “ Carbonari ” Who is the likely audience of this article? What is the purpose of this article? What is known about the speaker of this article? What other speakers are referenced in the article?

Apply the skill in practice:

Apply the skill in practice Following the guided practice session, we will form small groups of students to have discussion on the answers students were able to generate for the worksheet. In doing this, the instructor can travel around and help the students as necessary and also verify that the students are appropriately identifying the information as required, while also helping each other if they have not been able to make the connections as needed.

Reflection and assessment:

Reflection and assessment The instructor will assist in the discussion portion of the lesson to ensure that the students are able to find meaning in the different components. Following this, a class discussion will be held to share any differences in response that the students were able to locate. At the end of class, the instructor can collect all of the handouts from the students to verify their understanding of their written responses. It is important to assist the students in their development of their writing in this lesson. They need to show that they are able to articulate accurately the S.O.A.P.S. components to effectively reach the expectations that have been set at the beginning of the lesson.

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