Jane Long Academy Lesson Plan 2013 - 2014 · Jane Long Academy Lesson Plan 2013 - 2014 Long Academy Lesson Plan Template 2013-2014 11/11/13-11/15/13 “A Father’s Plea” Evaluating

Teacher: Dewitt Content: English II Grade: 10th

Jane Long Academy Lesson Plan 2013 - 2014

Long Academy Lesson Plan Template

2013-2014

Date(s): 10/7/13-10/11/13

“Lives of a Cell”

Objectives

(TEKS, Language

ELPs)

ELA 10.1B Analyze textual context (within a sentence and in larger

sections of text) to distinguish between the denotative and connotative

meanings of words

ELA.10.8A Analyze the controlling idea and specific purpose of a

passage and the textual elements that support and elaborate it,

including both the most important details and the less important details

ELA.10.12A Analyze and evaluate how messages presented in media

reflect social and cultural views in ways different from traditional

texts.

ELPS ( c ) (4)(J): Demonstrate comprehension and expand reading

skills by employing inferential skills such as predicting, making

connections between ideas, drawing inferences and conclusions from

text, and finding supporting text evidence

Materials and

Resources

“Lives of a Cell”

Level 2 note cards

Syntax sentence strips

Anticipatory Set

How do we, as humans, act as one? How do we act as individuals?

Lesson Objective

(SWBAT/I will be

able to…)

Students will be able to draw information from literary text to support

analysis and reflection.

Students will be able to determine the words and phrases as they are

used in a text, including figurative, connotative, and technical

meanings; analyze the impact of specific word choices on meaning

and tone.

Identify and analyze the author’s use of imagery, details, and syntax to

reveal the author’s purpose.

Input/Modeling

-Annotation strategies

-Author’s purpose thesis




2013-2014

Guided Practice

-Level 2 questioning over specific paragraphs in groups

-Connecting syntax to meaning activity

Check for

Understanding

-Share level 2 questioning responses

-Discuss syntax activity

Independent Practice

-Vocabulary/diction

-Analysis timed writing

Closure

Students evaluate their initial answers from the “Do Now.” Have

their opinions changed? Did the author make his claim well?




2013-2014

Date(s): 10/14/13-10/17/13

Analyze Political Debates

Objectives

(TEKS, Language

ELPs)

ELA.10.10B Analyze contemporary political debates for such

rhetorical and logical fallacies as appeals to commonly held opinions,

false dilemmas, appeals to pity, and personal attacks.

ELPS ( C ) (4) (K): Demonstrate English comprehension and expand

reading skills by employing analytical skills such as evaluating written

information and performing critical analyses

Materials and

Resources

-Speeches

-ethos, pathos, and logos charts

Anticipatory Set

Students will review ethos, pathos, and logos.

Lesson Objective

(SWBAT/I will be

able to…)

Students will demonstrate an understanding of emotional, logical, and

ethical appeals.

Students will analyze how the rhetorical devices create persuasive

appeals.

Students will write a paragraph using textual evidence and

demonstrating valid reasoning.

Input/Modeling

Students will analyze author’s purpose using pathos in President’s

Bush’s speech.

Guided Practice

Students will analyze author’s purpose using logos in Al Gore’s

speech.

Check for

Understanding

Students will draft ethos, pathos, and logos charts.




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Students will analyze author’s purpose using ethos in Maya Angelou’s

remarks.

Closure

Select one of the speeches from this lesson and write a short paragraph

explaining how the speaker used one or more of the appeals to achieve

his or her purpose.




2013-2014

10/18/13-10/23/13

“America Needs Its Nerds” and “All Work and No Play Makes Jack a Nerd”

Objectives

(TEKS, Language

ELPs)






texts.

ELA.10.16C Write an argumentative essay (e.g., evaluative essays,

proposals) to counter-arguments based on evidence to anticipate and

address objections.

ELA.10.9B Distinguish among different kinds of evidence (e.g.,

logical, empirical, anecdotal) used to support conclusions and

arguments in texts.



meanings of words.

ELPS ( C ) (5) (G): narrate, describe, and explain with increasing

specificity and detail to fulfill content area writing needs as more

English is acquired.

Materials and

Resources

“America Needs Its Nerds”

“All Work and No Play Makes Jack a Nerd”

Anticipatory Set

Students will free write about the connotations associated with the

word “nerd.”




2013-2014

Lesson Objective

(SWBAT/I will be

able to…)

Students will compare, analyze, and evaluate claims, persuasive

techniques, and structures in two contrasting texts.

Students will evaluate the effectiveness of techniques a writer uses to

defend his or her claims.

Students will write a concession and counterargument in response to

an argument.

Input/Modeling

Students will analyze examples of ethos, pathos, and logos.

Guided Practice

Students will work in groups and read each op-ed piece and determine

rhetorical techniques used by each author through analysis of each

paragraph.

Check for

Understanding

Students will draft ethos, pathos, and logos charts.


Students will write their SAR conclusions about the letter, based on

the structure and content of each paragraph, the chief claim, and the

use of the appeals, compared to the effectiveness of the Op-Ed piece

by Leonid Fridman.

Closure

Students will write a one sentence concession and a once sentence

counterargument.




2013-2014

10/24/13-10/29/13

“Cell Phones Don’t Contribute to Learning” and “Reading and the Cell Phone: An Up and

Coming Romance”

Objectives

(TEKS, Language

ELPs)




ELA.10.10A Explain shifts in perspective in arguments about the

same topic and evaluate the accuracy of the evidence used to support

the different viewpoints within those arguments



texts

ELPS ( C) (2) (I): Demonstrate listening comprehension of

increasingly complex spoken English by following directions, retelling

or summarizing spoken messages, responding to questions and

requests, collaborating with peers, and taking notes

Materials and

Resources

“Cell Phones Don’t Contribute to Learning” and “Reading and the

Cell Phone: An Up and Coming Romance”

Anticipatory Set

Do you believe cell phones should be allowed in schools? Why or why not?

Use examples to support your claim.

Lesson Objective

(SWBAT/I will be

able to…)

Students will read two nonfiction pieces that address the same topic closely

to determine what the text says explicitly and to make logical inferences

from it. Cite specific textual evidence when writing or speaking to support

conclusions drawn from text.

Students will evaluate the argument and specific claims in a text, including

the validity of the reasoning as well as the relevance and sufficiency of the




2013-2014

evidence.

Input/Modeling

Students will analyze the first article for rhetorical devices as a class.

Guided Practice

Students will analyze the second article for rhetorical devices as a group.

Students will write a rhetorical summary.

Check for

Understanding

Students will draft a rhetorical summary


Students will write a SAR contrasting the two nonfiction articles.

Closure

SAR and Final Thoughts




2013-2014

Date(s): 10/30/13-10/31/13

Review and Assessment

Objectives

(TEKS, Language

ELPs)



meanings of words






texts.

ELPS ( C )(4)(H): Read silently with increasing ease and

comprehension for long periods

Materials and

Resources

Nonfiction Practice STAAR M/C

Anticipatory Set

Review rhetorical devices

Lesson Objective

(SWBAT/I will be

able to…)

Students will be able to draw information from literary text to support

analysis and reflection.

Students will be able to determine the words and phrases as they are

used in a text, including figurative, connotative, and technical

meanings; analyze the impact of specific word choices on meaning

and tone.

Identify and analyze the author’s use of imagery, details, and syntax to

reveal the author’s purpose.

Input/Modeling

-Jeopardy Review

Guided Practice

-Students will collaborate with group members to justify their initial

answers from the independent practice.




2013-2014

Check for

Understanding

-Assessment


-Students answer questions independently before collaborating with

groups prior to the Jeopardy review game.

-Assessment

Closure

-Reflect on assessment




2013-2014

11/1/13-11/8/13

Persuasive Essay

Objectives

(TEKS, Language

ELPs)

ELA.10.13B Structure ideas in a sustained and persuasive (logical)

way (e.g., using outlines, note taking, graphic organizers, lists) and

develop drafts in timed and open- ended situations that include

transitions and rhetorical devices used to convey meaning

ELA.10.16A Write an argumentative essay (e.g., evaluative essays,

proposals) to the appropriate audience that includes a clear thesis or

position based on logical reasons supported by precise and relevant

evidence, including facts, expert opinions, quotations, and/or

expressions of commonly accepted beliefs

ELA.10.16C Write an argumentative essay (e.g., evaluative essays,

proposals) to counter-arguments based on evidence to anticipate and

address objections

ELA.10.18A Use conventions of capitalization and punctuation

correctly and consistently

ELPS ( C ) (5)(E): Employ increasingly complex grammatical

structures in content area writing

Materials and

Resources

STAAR sample essays

Rubric

Graphic Organizer

Anticipatory Set

What are the benefits of being able to persuade?

Lesson Objective

(SWBAT/I will be

able to…)

Students will evaluate sample persuasive essays in groups and use the

STAAR scoring rubric while assessing the samples.

Students will draft their own persuasive essays.




2013-2014

Input/Modeling

Students will use a graphic organizer to develop persuasive drafts.

Guided Practice

Students will work in groups while evaluating sample essays using the

STAAR rubrics.

Check for

Understanding

-Sample essay scores


-Students will write their final drafts of their essays.

Closure

-Sharing ideas




2013-2014

11/11/13-11/15/13

“A Father’s Plea”

Evaluating a Cultural Argument

Objectives

(TEKS, Language

ELPs)




ELA.10.12D Evaluate and compare/contrast changes in formality and

tone within the same medium for specific audiences and purposes

ELPS ( c ) (4)(J): Demonstrate comprehension and expand reading

skills by employing inferential skills such as predicting, making

connections between ideas, drawing inferences and conclusions from

text, and finding supporting text evidence

Materials and

Resources

“A Father’s Plea”

Anticipatory Set

Review: What is a claim? What is a concession? How are they used

in arguments?

Lesson Objective

(SWBAT/I will be

able to…)

Students will identify the basic elements of an argument and analyze the

author’s explicit and implicit purposes for writing.

Students will analyze the author’s hook, claim, concession, support, and call

to action.

Input/Modeling

Students will mark the texts using highlighters to determine each element of

the author’s argument.




2013-2014

Guided Practice

Students will complete the graphic organizers using textual evidence. In

groups, students will evaluate if the argument’s organization was effective

and why.

Check for

Understanding

SAR


Students will draft a SAR evaluating the author’s argument.

Closure

SAR

Documents

Jane Long Academy Lesson Plan 2013 - 2014 · Jane Long Academy Lesson Plan 2013 - 2014 Long Academy Lesson Plan Template 2013-2014 11/11/13-11/15/13 “A Father’s Plea” Evaluating