Secondary Lesson Plan Template

Topic:

ENG/ELL IV – Advanced

Grade Level:

11th-12th

Length of class:

1.5 hours

LEARNING GOAL/PURPOSE (What is the overall goal/purpose of this lesson)?

Students will analyze and evaluate persuasive texts and point of view, and cite specific textual evidence to support their analysis.

LEARNING OBJECTIVES (What will students know or be expected to do in this lesson? Use verbs from Bloom’s Taxonomy):

• I will define new vocabulary in groups and teach it to other students by action or illustration.

• I will review MLA rules, citations, and plagiarism.• I will choose one article and write about its Point of View using complex sentences

and textual evidence.

STANDARDS: Taken from East’s Curriculum.

- Analyze and evaluate the reasoning and use of rhetoric in persuasive texts, including documents of historical and literary significance.

- Cite specific textual evidence to thoroughly support a claim.- Use complex phrases and clauses.- Produce and expand simple, compound, and complex sentences.

RESOURCES/MATERIALS NEEDED (What materials and resources will I need in this lesson?):

Student assignment sheets, SRG rubric, computer, powerpoint, two articles (http :// www.historynet.com/sacagawea &http://indiancountrytodaymedianetwork.com/2005/01/26/lewis-and-clark-womans-point-view-94434) on Sacagawea, student notebooks and writing utensils, dictionaries, drawing supplies (if time permits).

PLAN for LEARNING (How will you organize student learning in this lesson?

LESSON SEQUENCE & PACING

1. 10 minutes of reading, followed by the journal prompt: write about the theme of your book. What is the message, or purpose of the story? (2-4 sentences, please!)

2. Go over learning targets, having two students volunteer to read them aloud.

3. Vocabulary activity based on word wall. Students will pick two words in groups, and then define each word in student-friendly language. Lastly, they can choose to either illustrate or act out their word, as they explain it to the class. During the writing assignment in the last half of class, they will be reminded to use these words in their writing.

4. Teacher-directed exposition on MLA format, rules, and the definition of plagiarism. Students take notes with a teacher-created graphic organizer.

5. Teacher will model writing a paragraph for their assessment, go over two sample organizational outlines, and look at standards with students.

6. Students will review their assignment with the teacher, reading off their assignment sheets as a group, and then discuss their task. They will have the opportunity to ask questions and gain clarity.

7. Students will then revisit the two articles they read last class period, and begin their assignment. They will have time to work in class.

8. Class will review our learning targets.

How can this lesson be improved or changed in the future?

Get feedback from Mr. Hawkins and Professor Fairbairn.

ENG/ELL IV – AdvancedMr. Hawkins/Mr. Hook

Analyzing Author Point of View

Assignment: I will write a short analysis (at least three (3) paragraphs) about one Sacagawea article we read in class. My writing will talk about the author’s point of view, what the author is trying to write about (what is he/she trying to persuade readers of?), and finally, my writing will compare both articles and use text evidence to support my claim.

Articles:

http://www.historynet.com/sacagawea

http://indiancountrytodaymedianetwork.com/2005/01/26/lewis-and-clark-womans-point-view-94434

What to do:

1)Pick one article.2)Decide the author’s point of view about

Sacagawea.3)Make an inference – is the author male or

female? 4)Answer: what is the author trying to persuade

you of?a. What is the point of the article?b. Is the writing effective? Were you

persuaded?

5)For directions 2, 3, and 4 above, use at least one piece of text evidence from the article to support your claims.

6)Compare your article’s POV with the other article’s POV.

7)Do your best with your grammar, spelling, and your writing!

Done? Email:

ryan.hawkins@dmschools.org & talbot.hook@drake.edu

ENG/ELL IV – Advanced Scale for Sacagawea Point of View Writing

4 – Exceeding - I have shown thinking beyond what was expected about the author’s point of view on Sacagawea, her life, and her journey.

3 – Meeting - I have analyzed and evaluated the persuasiveness of these texts on Sacagawea, and explained this persuasion.

- I have used textual evidence to support my own interpretation on the author’s point of view regarding Sacagawea, and the evidence is connected and appropriate to my argument.

- I have cited text evidence in my writing, and provided a correct Works Cited Page.

- Few mistakes in writing.

2 – Developing - I have analyzed and evaluated the

persuasiveness of these texts, without much explanation.

- I have used some textual evidence to support my interpretation, and my evidence is mostly appropriate.

- I have cited text evidence that somewhat supports my writing.

- Many mistakes in writing/citations.

1 – Much Growth Needed

- I have tried to explain some reasons that the author gave about Sacagawea to establish a point of view, but did not analyze the persuasiveness of this article.

- I have tried to cite my sources correctly and use in-text citations to support my argument.

0 – Lack of Evidence - I did not submit work.- The work I submitted is not enough

to assess.