LEARNING-FOCUSED Lesson Plan
Subject Area:
Plan for the concept, topic, or skill – Not for the class period
Name:
Unit: Review Unit Dates: August 10-August 21
Topic:
Learning Goals for this Lesson: Review of
Standards:
writing/planning expectations and text-based
claims.
Students will know:
Students will
know how to determine the task of a
prompt, analyze a text for a defined
purpose, and identify key points that can
be used as concrete evidence.
RI.11-12.1, RI.11-12.2, RI.11-12.3,
W.11-12.1, W.11-12.2, W.11-12.4,
W.11-12.5
Students will do: Students will be able to develop a strong
thesis based upon a writing task, select relevant and
significant evidence to support that thesis, and plan a
successful essay that answers the prompt through a logical
progression of ideas.
Lesson Essential Question: How do I determine the task of a prompt, identify key points in a
given text, develop a thesis, and plan an essay fully answering the prompt based on relevant and
concrete evidence?
Activating Strategy: This lesson serves as an activating strategy for the expected style and
standard of the writing that students will complete during this course.
Key vocabulary to preview and vocabulary strategy: Literary Terms: theme, tone, figurative language,
rhetoric, imagery, diction, syntax, allusion, metaphor, point of view, anaphora
Concept Vocabulary: Inaugural
SAT/ACT Vocabulary: optimism, pessimism, contrive, perpetually, subjunctive mood, finite, indicative
mood, inalienable, besought, solicitations, immemorial, scourge, unrequited, languishes, evanescent
Lesson Instruction
Learning Activity 1: As a class, we will deconstruct the writing prompt to
determine the task, and we will read and analyze the given texts
according to our purpose: “Remembrance” by Emily Bronte and “Do Not
Go Gentle” by Dylan Thomas.
Graphic Organizer: Planning
frame template with
emphasis on strong thesis
and concrete evidence.
Assessment Prompt for LA 1: Write an explanatory essay in which you
compare and/or contrast themes about life found in the two texts and
analyze the development of those themes over the course of the texts.
Differentiation: Students may select their own planned paragraph to
complete.
Learning Activity 2: As a class, we will deconstruct the writing prompt to
determine the task, and we will read and analyze the given texts
according to our purpose: adaptation from, “The Art of Optimism” by
William De Witt Hyde, LLD and adaptation from, “The Pursuit of
Happiness” by Charles Dudley Warner
Assessment Prompt for LA 2: Write an explanatory essay in which you
compare and contrast how each author develops central ideas about
happiness and the individual’s role in living a satisfying and successful
lifestyle.
Differentiation: Students may select their own planned paragraphs to
complete.
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Assignment:
1.1 As a
class, we will develop a
strong thesis and complete
the planning frame for a
strong essay based on
significant and relevant
evidence from the text. On
their own, students will
complete a T.E.X.A.S.
paragraph based on one of
the paragraphs outlined in
Learning Activity 3: Given the texts, “Second Inaugural Address of
Abraham Lincoln,” and, “Excerpt from First Inaugural Address of Franklin
D. Roosevelt,” students will read the writing prompt and respond
accordingly through the analysis and planning of an essay.
Assessment Prompt for LA 3: Write an explanatory essay in which you
determine a common purpose of the two speeches and analyze how both
authors use rhetoric to advance that purpose.
Differentiation: Students may select their own planned paragraphs to
complete.
the class-created planning
frame.
1.2 As a class, we will
develop a strong thesis. In
teacher selected pairs,
students will complete the
planning frame for a
strong essay based on
significant and relevant
evidence from the text.
Individually, students will
complete a T.E.X.A.S.
paragraph based on one
of the paragraphs outlined
in the pair-created
planning frame.
1.3 Individually, students
will complete the planning
frame for a strong essay
based on significant and
relevant evidence from
the text. Individually,
students will complete a
T.E.X.A.S. paragraph
based on one of the
paragraphs outlined in the
pair-created planning
frame.
3-2-1 – Identify 3 key strategies to deconstructing a prompt. Identify 2
key elements of a strong thesis, and identify one element from this exercise that you will use to improve
your own essay planning/writing.
Summarizing Strategy:
Student
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.
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