WOODLAND HILLS SECONDARY LESSON PLAN Name: Johnson Date: 10/6/14 Length of Lesson: 1-2 Week Content Area: English/ Language Arts STAGE I – DESIRED RESULTS LESSON TOPIC (Module, if applicable): Early Colonial Literature: ~The Life of Olaudah Equiano ~Jonathan Edwards’ Sinners in the Hand of an Angry God BIG IDEAS: (Content standards, assessment anchors, eligible content) objectives, and skill focus) CC.1.2.9-10.ADetermine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CC.1.2.9-10Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. CC.1.2.9–10.D Determine an author’s particular point of view and analyze how rhetoric advances the point of view. Anchor: L.N.2.3 Use appropriate strategies to compare, analyze, & evaluate literary elements. Eligible Content: L.N.2.3.5 Explain, interpret, compare, describe, analyze, and/or evaluate tone, style, and/or mood in a variety of nonfiction: • the relationship between the tone, style, and/or mood and other components of a text • how voice and choice of speaker (narrator) affect the mood, tone, and/or meaning of a text • how diction, syntax, figurative language, sentence variety, etc., determine the author’s style UNDERSTANDING GOALS (CONCEPTS): Students will understand: The use of figurative language and author’s purpose in Early American Narratives. VOCABULARY: Author’s Purpose Figurative Language Sin Freedom ESSENTIAL QUESTIONS: How important is it to express personal beliefs? What inferences can we make about a culture based upon analysis of primary texts? STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): Students will be able to: Understand Author’s purpose. Analyze an author’s rhetorical devices regarding time period and audience. Make inferences about a culture based upon a primary text. STAGE II – ASSESSMENT EVIDENCE PERFORMANCE TASK: Analyze Edward’s language in relation to audience, beliefs, etc. FORMATIVE ASSESSMENTS: Interactive PPT & Independent Webquest. STAGE III: LEARNING PLAN INSTRUCTIONAL PROCEDURES: Do Now: Collins I: What is freedom to the early colonists? What is freedom to you? Mini Lesson: Diction Guided Practice: Read aloud modeling. Independent Practice: Postcheck. Summations/Formative Assessments: See Stage II Reflections: MATERIALS AND RESOURCES: Word Wall Computer Webquest PPT INTERVENTIONS: Chunking Material Read aloud modeling. ASSIGNMENTS: Webquest. Interactive PPT. Reading precheck Selection postcheck.