Jane Long Academy Lesson Plan 2014 - 2015 · Jane Long Academy Lesson Plan 2014 - 2015 Long Academy...

Teacher: Dewitt Content: English II Grade: 10th

Jane Long Academy Lesson Plan 2014 - 2015

Long Academy Lesson Plan Template

2013-2014

10/6/14-10/10/14

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

Objectives

(TEKS, Language

ELPs)

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

logical, empirical, anecdotal) used to support conclusions and

arguments in texts.

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.Fig19B Make complex inferences about text and use textual

evidence to support understanding.

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.”

Rhetoric Review

Lesson Objective

(SWBAT/I will be

Students will compare, analyze, and evaluate claims, persuasive

techniques, and structures in two contrasting texts.




2013-2014

able to…)

Students will evaluate the effectiveness of techniques a writer uses to

defend his or her claims.

Students will demonstrate an understanding of emotional, logical, and

ethical appeals.

Students will analyze how the rhetorical devices create persuasive

appeals.

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.

Independent Practice

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

10/13/14-10/20/14

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.10.13C Revise drafts to improve style, word choice, figurative

language, sentence variety, and subtlety of meaning after rethinking

how well questions of purpose, audience, and genre have been

addressed.

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?




2013-2014

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.

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

10/21/14-10/22/14

Review and Assessment (District Snapshot)

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.10.6A Evaluate the role of syntax and diction and the effect of

voice, tone, and imagery on a speech, literary essay, or other forms of

literary nonfiction.




ELA.10.13C Revise drafts to improve style, word choice, figurative

language, sentence variety, and subtlety of meaning after rethinking

how well questions of purpose, audience, and genre have been

addressed.

ELA.10.Fig19B Make complex inferences about text and use textual

evidence to support understanding.

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.




2013-2014

Input/Modeling

-Jeopardy Review

Guided Practice

-Students will collaborate with group members to justify their initial

answers from the independent practice.

Check for

Understanding

-Assessment (District Snapshot)


-Students answer questions independently before collaborating with

groups.

-Assessment

Closure

-Reflect on assessment




2013-2014

10/23/14-10/24/14

Purpose, Audience, and Tone

Objectives

(TEKS, Language

ELPs)




ELA.10.10A Evaluate the accuracy of the evidence used to support

the viewpoints within the argument

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

reflect social and cultural views in ways different from traditional

texts.



Materials and

Resources

“Hand Sanitizer: The New Bottled Water” Practice STAAR M/C

“Reality TV: Dearth of Talent and Death of Morality”

Anticipatory Set


Lesson Objective

(SWBAT/I will be

able to…)

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

analysis and reflection.

Students will be able to analyze the impact of specific word choices on

meaning and tone.

Students will identify and analyze the author’s use of imagery, details,

and syntax to reveal the author’s purpose.

Students will analyze the use of a concession to strengthen an

argument.

Input/Modeling

-Class read with annotations




2013-2014

Guided Practice

-Students will collaborate with group members to justify their initial

answers from the independent practice.

-Students will use text evidence to support understanding.

Check for

Understanding

A-D group activity


-Students answer questions independently before collaborating with

groups prior to the A-D review game.

Closure

-Reflection on initial answer choices




2013-2014

10/27/14-10/30/14

Ethos, Pathos, and Logos

Objectives

(TEKS, Language

ELPs)

ELA.10.9B Distinguish among different kinds of evidence used to

support conclusions and arguments in texts.




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

reflect social and cultural views in ways different from traditional

texts.



Materials and

Resources

Dialectical Journals

“The Oz Diet”

Anticipatory Set


Lesson Objective

(SWBAT/I will be

able to…)

Students will be able to draw information the text to support analysis

and reflection.

Using the dialectical journal format will help students organize their

thoughts and reflect on the significance of the evidence.

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

reveal the author’s purpose.

Examine the author’s use of ethos, pathos, and logos.

Input/Modeling

-annotation strategies

Guided Practice

-Students will collaborate with group members to justify their answers

with text evidence.




2013-2014

Check for

Understanding

-Cold Calling


-Students participate in pre-reading activities.

Closure

-Author’s purpose exit ticket




2013-2014

10/31/14-11/7/14

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

How can a writer use ethos, pathos, and logos to persuade his/her

readers?

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

Jane Long Academy Lesson Plan 2014 - 2015 · Jane Long Academy Lesson Plan 2014 - 2015 Long Academy...

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