Instructional Chunk
GLET 4a, 2a, 2b, 1f
Content objective
Formative Assessment
Key Vocabulary
 Use realia
 Label the room
 Preteach vocabulary
 Connect two
 Word sorts
 Concept maps
 Picture dictionaries
Purdum-How to write Historical Analysis-Nov. 29-Dec. 3-Weekly Lesson Plan
Monday
Tuesday
Wednesday
Thursday
4a
2a, 2b
2b
1f, 2a
CO: Utilize Life on the
Mississippi, p. 669
excerpt for purposes of
historical analysis, by
reading excerpt.
Understand literary
devices visualization,
description, descriptive
devices imagery and
analogy, and inference
regarding
characterization.
Students understand
importance of
background
information.
Students will listen and
read selection, writing
notes of specific
attribution of use and
location of literary
devices in the text.
Chart p. 676.
Students will write SCR
identifying Twain’s
change of heart
regarding the river.
CO: Utilize Life on the
Mississippi, p. 669
excerpt for purposes of
historical analysis, by
viewing Literature in
Performance video
companion production,
16 minutes.
Connect historical
analysis assignment
parameters of process,
definition, and parts
analysis, p. 1284, to
specific textual
examples.
Faculties, levee,
imminent, dead to
prudence, yawed,
fresh, down at the foot,
scow, seine,
‘stretching’, reperusal,
bluff reef, shoaling up
Faculties, levee,
imminent, dead to
prudence, yawed,
fresh, down at the foot,
scow, seine,
‘stretching’, reperusal,
bluff reef, shoaling up,
Students connect and
match options for
organization of their
historical analyses with
specific textual
examples, recorded in
cornell notes style and
with specific
attribution.
Friday
1f, 2a
CO: Know and
understand standards
for writing a
professional analysis, P.
1284.
Read and note 7 step
techniques for writing a
successful analysis,
comparing introductory
suggestions with SCR
written previously.
Know and understand
Point of View. Know
and understand
importance of
background.
Students read Point of
View P. 591, and view
Point of View on video
screen. Students
discuss point of view in
writing, and check and
rewrite previously
written SCR to coincide
with third person
omniscient point of
view.
CO: Utilize class
standards (5
paragraphs, intro, 3
points for 3 paragraphs
of proof, summary
conclusion) for
historical analysis
assignment to write
outline and rough draft
historical analysis,
following P. 1284 and 7
steps handout for
organization and
writing standards.
CO: Utilize class
standards (5
paragraphs, intro, 3
points for 3 paragraphs
of proof, summary
conclusion) for
historical analysis
assignment to write
rough draft historical
analysis, following P.
1284 and 7 steps
handout for
organization and
writing standards, and
outline.
Students will write
successful outline and
begin rough draft
For historical analysis,
establishing statements
of fact, evidence of
proof from text, and
attribution. Outline
due as formative
assessment by final
bell.
Students will write
successful rough draft
of historical analysis,
establishing statements
of fact, evidence of
proof from text, and
attribution, utilizing
previously written
outline.
Students will write
summary conclusion
for rough draft.
First person, third
person limited, third
person omniscient,
introduction,
background,
definition, qualities,
introduction,
background,
introduced,
definition, qualities,
explain, summary
introduction,
background,
introduced,
definition, qualities,
explain, summary
 Dramatize vocabulary
Warm-ups
Motivation/Building
Background/Anticipatory
Set (Why do we want to
learn this?)
 Think/Pair/Share
 K-W-L
 Making predictions
 Dyad/Journal
 Activate Prior
Knowledge
 Engaging scenario
 Posing an essential
question
Lesson for 1st Time
Instruction (How best
might we learn?)
I Do
Modeled tasks
 Think Aloud
 Modeled Writing
 Read Aloud + Think
Aloud
 Visualization
 Story Frames
 Modeled
Brainstorming
We Do
 SQP2RS
introduction,
background,
introduced,
definition, qualities,
explain
Comma exercise, p. Write practice
677, teacher’s edition.
introduction for
Re-write 2 sentences historical analysis of
with
correct Life On The
punctuation.
Mississippi, utilizing
fact, detail, quote or
other interesting
piece of text in
opening.
explain.
Teacher reads Life on
the Mississippi, p.670
aloud as students
follow. Teacher directs
student note-taking to
specific literary devices
in text .
Teacher encourages
student understanding
of ‘change of heart’
through prompting,
student discussion.
Play excerpt for
viewing, or find
excerpt in YouTube
of Life On The
Mississippi, Great
Amwell Company,
Nebraskans for Public
Television.
Explain, model
recording textual
examples of Process,
Definition, and Parts
analysis.
Time 7-8 minute
closure SCR of
practice historical
analysis introduction.
Teacher models point
of view chart on
overhead or view
screen. P. 591. Teacher
leads reading of point
of view chart, teacher
explains point of view
of selection, and third
person omniscient
point of view of
historical analysis
assignment.
Teacher hands out
outline templates.
Teacher explains
formative assessment
due at end of block.
Teacher establishes
parameters of
assignment. Teacher
reviews and monitors
outline and rough draft
process.
Teacher establishes
parameters of
assignment. Teacher
reviews and monitors
rough draft process.
Teacher and students
Teacher and students
Teacher and students
Teacher monitors
Students work
Use of commas with
relative pronouns and
relative adverbs.
Limit exercises to
two.










(Survey,
Question,
Predict, Read,
Respond,
Summarize)
Heads Down (Butts
Up)
Carousel
Concentric Circles
Gallery Walk
Jigsaw
Round Table Round
Robin
Interactive writing
Brainstorming
Reciprocal teaching
Socratic Seminar
You Do
 Small Skills Group
Pull Outs
 Journaling Individual
or Interactive
 Selective underlining
 2-Column Notes/
Cornell Notes
 Jigsaw
 Gallery Walk
 Role Plays
 Group Summaries
 Double Entry
Journals
 Socratic Seminar
Closure
 Review Content and
Language
Objectives
 Summarize
 Response Boards
 Individual reflection
journal
 Cloze activity
read Life on the
Mississippi in pairs,
aloud. Teacher models,
students construct and
write descriptive chart,
p. 676. Teacher leads
student discussion of
concept ‘change of
heart’.
view excerpt of text
video production.
Teacher and students
read and record
textual examples of 3
types of organization
for analysis.
write points of view in
daily notes. Teacher
and students read 7
steps to successful
analysis.
Teacher and students
study and discuss
points of view, how to
write third person
omniscient point of
view for analysis.
student writing of
outline and rough draft,
utilizing textual
materials and
handouts.
individually on rough
drafts as teacher
monitors progress, re
directs and explains as
necessary.
Students read Life On
The Mississippi.
Students identify,
write, attribute literary
devices used in text in
self-constructed
graphic organizer per P.
676. Students write
SCR explaining Twain’s
‘change of heart’ about
the river.
Students view, read,
write, discuss, video
excerpt and types of
organization,
matching with
textual examples.
Students write
practice introduction
SCR using fact, detail,
quote or vivid
description.
Students write SCR
description of their
analysis selection,
with specific
examples of text
evidence to be used
with attribution.
Students write outline
and rough draft of
historical analysis.
Students write rough
draft, utilizing
previously submitted
outline, with summary
conclusion. Students
submit rough drafts by
first due date, 12/7.
Students inculcate
detailed understanding
of the text of Life On
The Mississippi excerpt,
preparatory to utilizing
the text as example for
use in historical analysis
in coming days.
Students inculcate
understanding of
three types of
organization,
determining the type
they will use for their
own analysis.
Students
begin
historical
analysis,
initiating
completed
introduction
with
effective opening, and
proceeding
to
establishing statements
of fact and locating
evidence of proof from
Students write and
submit outline of
historical analysis for
teacher review at end
of class.
Students submit rough
drafts by 12/7.
 Outcome
Statements
text.
Differentiation for
struggling or advanced
learners:
Students contrast
Twain’s perception of
the river before
training, and after.
Students identify
Twain’s opinion of Mr.
Bixby’s conversation
and what it means.
Students
define
introduction,
background,
introduced,
definition, qualities,
explain.
Students
identify background
in the text.
Students discuss the
historical narrative
choice for historical
analysis, practice
making statements of
fact about the
narratives.
Students establish
narrative and outline
for narrative, defining
pivotal moments and
highlights of the text.
Resources:
Class Text: P. 669-677
Video screen, overhead
screen, or white board.
Class Text: P. 669-677,
P. 1284
Performance in
Literature video
companion.
Video screen, overhead
screen, or white board.
Additional: Paper text
copies of excerpt and
Analysis, P. 1283, 1284.
Class Text: Selection,
P. 669-677, P. 1284
Handouts. Previously
written Introduction
SCR.
Textual narrative for
historical analysis.
Handouts.
Outline template.
Laptops as specified.
Additional: Paper text
copies of excerpt.
Students establish
statement of fact
pertinent to chosen
narrative, students
locate and write
evidence from text to
support statement of
fact, and attribute
properly.
Textual narrative for
historical analysis.
Handouts.
Outline template.
Laptops as specified.