LEARNING-FOCUSED Lesson Plan
Subject Area:
Plan for the concept, topic, or skill – Not for the class period
Name:
ELA-Springboard 9th grade
Unit: 2 - Dates:
Topic:
Learning Goals for this Lesson- To
interpret quotations and
synthesize information
• To connect quotations to
personal experience
• To use the writing process to draft
a analytical essay
Standards:
Writing
Standards
4, 5, 6, 9
and 10)
LAFS.910.RLLAFS.910.RI2.4; 2.5; 2.6; 4.10
2.4; 2.5; 2.6; 4.10
LAFS.910.W1.2; 2.4; 2.5; 2.6; 3.9; 4.10
LAFS.910.SLLAFS.910.L-
1.1; 1.2
3.4; 3.5; 3.6
Vocabulary: Point of view Author’s purpose Tone (formal,
informal) Mood Parallel plot Pacing flashback
Structure
Style Technical Connotative Denotative Figurative
language
Lesson Essential Question: How can I use evidence from multiple literary or
informational texts to support analysis, reflection, and/or research when
composing an analytical essay?
Activating Strategy: Students Writing Prompt: Quickwrite: Draft a response in
which you express your feelings about a personal experience. Include a personal
reflection about a time when you had a choice about making difficult decision
that affected your life. Consider using one of the quotations in your essay,
crediting the author of the quote.
Lesson Instruction • To interpret informational text to support quotations and
synthesize information
• To connect quotations about personal experience
• To use the writing process to draft
An analytical essay
Learning Activity 1: How does an author’s use of technical, connotative,
and figurative language determine the meaning and tone of the text? How
do authors and directors use specific techniques to achieve mood and
tone?
Assessment Prompt for LA 1 2 Instruct students to mark the
text of “The Cask of Amontillado”
by highlighting the story elements in various colors. For example, as they
locate details related to setting, they might highlight them in yellow. A
desired effect? How do I determine the theme or central idea(s) over the
course of the text?
© LEARNING-FOCUSED. All Rights Reserved.
Graphic Organizer: Review
the Short Story Diagram
graphic organizer. Instruct
students to fill in the
appropriate
sections of the story
diagram.
Students may highlight the
various
sections of the story with
Learning Activity 2 How do students contextualize prior knowledge about
key ideas and concepts To analyze the skills and knowledge necessary
for success in this. Mark the text with students and discuss elements and
their meaning
Assessment Prompt for LA 2 unit After students read “The Cask of
Amontillado,” activate prior knowledge about the elements of the short
story by having students work in small groups to review the elements of
the short story. –Two Dollar Summary
Differentiation: Large group, small group instruction, modeling,
collaborative pairs
Learning Activity 3 Review the concept of irony,
both verbal and situational. How does an author’s use of technical,
connotative, and figurative language determine the meaning and tone of
the text?/ How do the point of view and/or purpose shape the content and
style of a text from various pieces of world literature? Show students
several comics and have them determine the ironic elements in each.
colors matching those they
used to mark the text.
Assignment: For this activity,
divide the class into five
groups. Assign each
group to interpret one of the
quotations. Have them write
their interpretations in the
appropriate
column of the A “The Stolen
Party”—
Close Read• To read and
interpret a short story/ To
identify and recognize
literary
elements in a short story• To
identify multiple purposes for
reading
Assessment Prompt for LA 3: use other examples of irony and allow in
collaborative pairs students to work on identifying the use and purpose
Differentiation: small group, teacher led
Summarizing Strategy: Word Splash- students will review the quick write and discuss with partners
if there are ironic elements in their reflections.
Student
Teacher will add as needed.
© LEARNING-FOCUSED. All Rights Reserved.
Modification/Accommodations
1. Seat student near teacher.
2. Stand near student when giving
directions/presenting.
3. Provide visual aids/graphic organizers.
4. Ensure oral directions are understood.
5. Allow extra time to complete tasks.
6. Simplify complex written directions.
7. Give test items orally.
8. Provide peer assistance/study groups.