Unit Nine - Reading, Thinking, Analyzing, Researching: Strategies for the GED and Beyond

Sep 14, 2026

Uploaded by McQueen

Unit Nine outlines classroom strategies for helping learners develop reading, thinking, analyzing, and research skills in preparation for the GED and beyond. The materials use excerpts from Malcolm X, Frederick Douglass, and a poem by Bertolt Brecht to guide guided reading, discussion, and comprehension questions. Detailed answer keys connect literacy to freedom, empowerment, and self-expression, and they prompt learners to reflect on challenges in reading and writing. Activities include reading aloud or silently and extending learning through evidence-based writing.

LanguageEnglish

CategoryExam

FormatPDF

Pages70

Reading Time2 h 56 min

AccessFree to download

Reading, Thinking, Analyzing, Researching: Strategies for the GED and Beyond

Malcolm X excerpt: Coming to an Awareness of Language

Frederick Douglass excerpt: Learning to Read and Write

Unit Nine Reading, Thinking, Analyzing, Researching: Strategies for the GED and Beyond UNIT NINE: Reading, Thinking, Analyzing, Researching: Strategies for the GED and Beyond Suggestions for the Instructor *************************************************************************** Pg. 9-17 – 9-18-- “Coming to an Awareness of Language” by Malcolm X [https://bpsbt.wikispaces.com/file/view/Malcom](https://bpsbt.wikispaces.com/file/view/Malcom)+X.doc [http://poetry.rapgenius.com/Malcolm-x-chapter-11-saved-annotated](http://poetry.rapgenius.com/Malcolm-x-chapter-11-saved-annotated) This excerpt from The Autobiography of Malcolm X describes the life changing experience he had learning to read while he was in prison. You may choose to read the excerpt aloud to the class, ask volunteers to read aloud, or ask students to read it silently, then ask them to answer the questions which follow. (After students have read the essays by Malcolm X, Frederick Douglass and Dexter Manley and the poem by Bertolt Brecht, and answered the questions for each, consider having them compare and contrast their experiences with learning to read by writing an evidence-based essay [page 9-28 – 9-30]) . ANSWERS: 1. Why did Malcolm X start writing letters in prison? He wanted to tell people about Allah and Islam and Elijah Muhammad. 2. What kind of response did he get? Why? 􀁸 His friends from the streets didn’t reply because he said “the average hustler was too uneducated to write a letter.” 􀁸 The letters he wrote to the mayor, the governor and the president weren’t answered because they probably never saw his letters (due to censorship.) 3. What does Malcolm X mean when he says “I was the most articulate hustler out there?” He expressed himself well in speaking but not in writing. 4. What does he mean when he says he was only “going through book-reading motions”? He skipped words he didn’t know and therefore didn’t understand much of what he read. 5. What did he do to deal with his problems with reading and writing? He decided to copy the dictionary word for word. 6. In what way is the dictionary like a “miniature encyclopedia”? He learned about people and places and events from history. (continued) 7. What does Malcolm X say even though he was imprisoned “he had never been so truly free in my life”? A whole world opened up to him; he read constantly; he corresponded with people and had visitors; he never even thought about being imprisoned. 8. Would you be willing to take up the challenge to copy the entire dictionary? Would you copy one page word for word? How long do you think it would take? What do you think you would learn from the experience? Answers will vary. Consider offering the challenge to students to copy one page of the dictionary then discuss what they learned after they have finished. *************************************************************************** Pg. 9-19 – 9-22-- “Learning to Read and Write” by Frederick Douglass “Learning to Read and Write” from Narrative of the Life of Frederick Douglass describes the famous abolitionist’s experience learning to read and the power he associated with literacy. (The complete autobiography is available on-line at [www.gutenberg.org/files/23/23-h/23-h.htm](www.gutenberg.org/files/23/23-h/23-h.htm).) Ask students to read the excerpt in order to understand the efforts slave society made to keep enslaved Africans from reading; encourage a discussion about the importance of reading in today’s society as well. You may choose to read the excerpt aloud to the class, ask volunteers to read aloud, or ask students to read it silently. After reading, ask students to answer the questions which follow, then discuss their answers with the class. (After students have read the essays by Malcolm X, Frederick Douglass and Dexter Manley and the poem by Bertolt Brecht, and answered the questions for each, consider having them compare and contrast

FAQs

What guiding activities does Unit Nine suggest for students when reading the Malcolm X excerpt?

Teachers may read the excerpt aloud, have volunteers read aloud, or assign silent reading. After reading, students answer the questions that follow and the class can discuss responses.

Why does the unit emphasize the importance of literacy in Frederick Douglass’s selection?

The questions focus on how literacy threatens slaveholding society by increasing freedom, independence, and the ability to speak out, escape, or resist. Discussion connects those themes to reading in today’s society.

How does the Malcolm X passage explain his early struggle with reading and his coping strategy?

He describes skipping words he did not know, leading to poor understanding. To address the problem, he decided to copy the dictionary word for word.

Sep 14, 2026

Uploaded by McQueen