Backwards-Design Lesson Plan: English 4B – 6th Six Weeks – S15 – J. HALL/S. SIMMONS
Stage 1 – Desired Results
Content Standard(s):
The students will…

Analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in
word meanings.

Analyze non-fiction and works of satire to distinguish between denotative and connotative meanings of words.

Relate the setting, and time periods of non-fiction to the historical social, and economic ideas of its time.

Analyze the moral dilemmas and quandaries presented in non-fiction and works of satire as revealed by the
underlying motivations and behaviors of the people and characters involved.

Structure ideas in a critical/analytical way (e.g., VISITAS, outlines, note taking, graphic organizers, lists) and
develop original works of non-fiction and satire relevant to the students’ lives.

Write an engaging non-fiction essay with a well-developed conflict and resolution, a clear theme, complex and
non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense), devices to enhance the plot,
and sensory details that define the mood or tone.

Produce a multimedia presentation with graphics, images, and sound that appeals to a specific audience and
synthesizes satirical and non-fiction from multiple points of view.

Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to
apply earlier standards with greater complexity. Students are expected to participate productively in teams,
offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful
questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group
based on agreed-upon criteria.
Understanding (s)/goals
Essential Question(s) :
Students will:

What are the implications of psychological

become more confident in their abilities to recognize
insights communicated in different media for
the relevance of non-fiction works in their own lives
non-fiction?
and analyze the effects created through the use of

How are psychological insights especially
different media (i.e., social media, newscasts,
demonstrated in “Smoke Ring”, Marie Smith’s
newspaper and magazine articles, internet sites).
obituary, and “The Chris Farley Show”?

see the world through a realistic lens; compare fate

Is the outcome of real peoples’ lives determined
vs. free-will
by fate, free will, or a combination of the two?

understand different techniques used through multi
How is the satire in “A Modest Proposal”
media to relate non-fiction works.
represented as true fact?

become confident in their abilities to locate literary

How are situations on TV and in movies
devices found in satirical literature and explain the
presented as truth when they are, in fact, works
effects created through the use of these devices.
of satire?

effectively write original works of non-fiction and

In reading the “onion” articles, how are they
satire
peeled apart and effectively construed as satire?
Student objectives (outcomes):
Students will be able to:

Analyze plot structure, conflict, tone, mood, setting, and historical connection in satire and non-fiction

Make complex inferences regarding the non-fiction and satirical texts they read with their daily lives; they will
evaluate different situations and analyze how realistic satire can be.

Determine class distinctions as illustrated in non-fiction
Stage 2 – Assessment Evidence
Performance Task(s):

Students will see the parallels between life and their
situations as presented in works of non-fiction

Students will analyze the use of sensory language and
explain what effect this has on the tone.

Students will analyze literary elements such as
foreshadowing and symbolism to anticipate future
events in non-fiction

Students will make complex inferences and support
with textual evidence.

Students will examine use of literary/rhetorical
devices and the effect they have on the reader
Other Evidence:

Application of literary terms and rhetorical
devices

Vocabulary (connotative and denotative) in
context

Open-ended responses

Unit examination
Stage 3 – Learning Plan
Learning Activities:

Participate in Socratic discussion including effective use of rhetorical and literary devices, historical environments
that impact the cause/effect relationships in non-fiction and satire

Identify and analyze the effects of figurative language, sensory language, and diction throughout the satire
Note: Assignments and Due Dates are subject to change based on the needs of the students
Monday:
Tuesday:
Wednesday:
Thursday:
4/6
4/7
4/8
4/9
Non-fiction
“Texting and driving”
4 articles
Open-ended responses
“Texting and
driving”
“Worker charged in day
care fire” non-fiction
Multiple reading /
writing VISITAS and
essays
“Worker charged
in day care fire”
non-fiction
Multiple reading /
writing VISITAS
and essays
Open-ended
responses
Monday:
Tuesday:
Wednesday:
Thursday:
4/13
4/14
4/15
4/16
Student personal nonfiction essay
“Smoke Ring”
Non-fiction
VISITAS
“The Lady” non-fiction
Writing exercise
VISITAS
“The Lady” nonfiction
Writing exercise
VISITAS
Monday:
Tuesday:
Wednesday:
Thursday:
4/20
4/21
4/22
4/23
Non-fiction TEST
Multiple choice
Open-ended questions
Introduction to
Satire
Horatian /
Juvenalian
Writing exercise
“A Modest Proposal”
Jonathan Swift
“A Modest
Proposal”
Jonathan Swift
Analyze and
evaluate
Monday:
Tuesday:
Wednesday:
Thursday:
4/27
4/28
4/29
4/30
“Onion” articles
Satire
Open-ended questions
“Onion” articles
Satire
Open-ended
questions
“The Simpsons”
Video clips – satire
Open-ended questions
“The Simpsons”
Video clips – satire
Open-ended
questions
Monday:
Tuesday:
Wednesday:
Thursday:
5/4
5/5
5/6
5/7
Assign and work in
class on satire creation
Work in class to
complete and
present original
satire piece
Video clips on satire
Analyze and evaluate
Video clips on satire
Analyze and
evaluate
Friday:
4/10
Vocabulary
(spelling, part of
speech, definition,
antonym, write
varied sentence
structures using
context clues)
Friday:
4/17
Vocabulary
(spelling, part of
speech, definition,
antonym, write
varied sentence
structures using
context clues)
Friday:
4/24
Vocabulary
(spelling, part of
speech, definition,
antonym, write
varied sentence
structures using
context clues)
Friday:
5/1
Vocabulary
(spelling, part of
speech, definition,
antonym, write
varied sentence
structures using
context clues)
Friday:
5/8
Vocabulary
(spelling, part of
speech, definition,
antonym, write
varied sentence
structures using
context clues)
Monday:
Tuesday:
Wednesday:
Thursday:
5/11
5/12
5/13
5/14
Satire TEST
Distribute and
begin final exam
REVIEW
Work on final exam
REVIEW
Work on final exam
REVIEW
Re-takes(???)
Re-takes(???)
Monday:
Tuesday:
Wednesday:
Friday:
5/15
Complete final
review and any retakes necessary
Thursday:
Friday:
5/18
5/19
5/20
5/21
5/22
Work with students
who may need extra
tutoring for final exams
Work with students
who may need extra
tutoring for final
exams
FINAL EXAMS 5 &7
Enter grades
FINAL EXAMS
6
Enter grades
FINAL EXAMS
1&2
Enter Grades
Failure notices to
administration
Wednesday:
5/27
Failure notices to
administration
Thursday:
5/28
Failure notices to
administration
Friday:
5/29
CP
Complete check-out
process
Complete checkout process
Monday:
Tuesday:
5/25
5/26
MEMORIAL DAY
HOLIDAY
FINAL EXAMS
3&4
All grades
submitted
Failure notices to
administration
GRADUATION
TOMORROW!!