Grades 6-12 ELA Lesson Plan
Teacher: Hawley, Scott and Tucker
Grade/Course: 6 ELA
Unit Title: PAPA Analysis of Speeches
Date: 1st Lesson of Unit 1 Task 2
Corresponding Unit Task: Task 2
Unit EQ(s):
How do authors use language and words to create a powerful speech?
Essential Vocabulary
Analysis, rhetoric, speaker, purpose, audience, argument, persona,
reflection
Materials/Resources
Blackbox, JFK and MLK BrainPop video.
Activating Strategy/
Bell Ringer
Show BrainPop video: MLK. Students find three facts to share.
Common Core State Standards:
Balanced Literacy
Components
Addressed:
□
□
□
□
Reading
Writing
Word Study
Speaking &
Listening
Gradual Release of
Responsibility:



□
Modeled
Shared
Guided Practice
Independent
RI.6.9, L.6.6, RI.6.1, RI.6.3, RI.6.5, RI.6.6, W.6.9, SL.6.1 A-D, L.6.4 A-D, L.6.5 A-C
I Can Statements:
 Listen to a speech and record important points
 Analyze speaker’s use of rhetoric (methods and strategies)
 Compare and contrast one author’s presentation of events with that of another.
 Determine an author’s point-of-view or purpose in a text and explain how it is
conveyed in a text.
 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Instructional Plan:

Vocabulary:
o Each group will be assigned a vocabulary word & will
complete a Frayer Model to post on wall for Gallery Walk
tomorrow.

Next, students will view the “I Have a Dream” speech given by Dr.
Martin Luther King, Jr. located at:
http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
While viewing this speech, students will write down three major
points from MLK’s speech and be prepared to share these points
with their peers.

Next, students will be given a copy of the text in order to analyze
how authors use rhetorical methods and strategies to appeal to a
particular audience.
Office of Curriculum & Instruction
2012

The teacher will model how to use the PAPA (Purpose, Audience,
Persona, Argument) graphic organizer to analyze the rhetorical
language in this speech. The teacher will focus on purpose and
audience (persona and argument will be the focus for the next
day). Students will take notes in their PAPA graphic organizers as
the teacher models how to identify and analyze purpose and
audience. Students will then get in groups of four in order to
compare with others what they had written.

Teacher will also model how to annotate the text and then
students should also annotate the text with any questions or
comments.
Closing/Summarizing
Strategy
Differentiation
Strategies
Assessment(s)
KWL based on their understanding of PAPA and annotating.
Extension
Intervention
Language Development
Keep the new key
words to a minimum.
Consider only the
most relevant and
frequent ones.
Provide students with
a list of T/F
statements. Provide
students with a copy
of the speech ahead of
time. Allow students
to predict. While
listening, students will
confirm their answers.
Students summarize the author’s purpose and audience.
Reflection
Office of Curriculum & Instruction
2012
Grades 6-12 ELA Lesson Plan
Teacher: Hawley, Scott and Tucker
Grade/Course: 6 ELA
Unit Title: PAPA Analysis of Speeches
Date: 2nd Lesson of Unit 1 Task 2
Corresponding Unit Task: Task 2
Unit EQ(s):
How do authors use language and words to create a powerful speech?
Essential Vocabulary
Analysis, rhetoric, speaker, purpose, audience, argument, persona,
reflection
Materials/Resources
Blackbox, JFK and MLK BrainPop video.
Activating Strategy/
Bell Ringer
Students write the purpose and audience from the class before in their
Balanced Literacy
Components
Addressed:




Reading
Writing
Word Study
Speaking &
Listening
Gradual Release of
Responsibility:




own words.
Common Core State Standards:
RI.6.9, L.6.6, RI.6.1, RI.6.3, RI.6.5, RI.6.6, W.6.9, SL.6.1 A-D, L.6.4 A-D, L.6.5 A-C
I Can Statements:
 Listen to a speech and record important points
 Analyze speaker’s use of rhetoric (methods and strategies)
 Compare and contrast one author’s presentation of events with that of another.
 Determine an author’s point-of-view or purpose in a text and explain how it is
conveyed in a text.
 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Instructional Plan:

Review the meaning of audience and purpose.

The teacher will model how to use the PAPA (Purpose, Audience,
Persona, Argument) graphic organizer to analyze the rhetorical
Modeled
Shared
Guided Practice
Independent
language in this speech. The teacher will focus on persona and
argument (purpose and audience were presented the class
before). Students will take notes in their PAPA graphic organizers
as the teacher models how to identify and analyze purpose and
audience. Students will then get in groups of four in order to
compare with others what they had written.

Teacher will also model how to annotate the text and then
students should also annotate the text with any questions or
comments.

Office of Curriculum & Instruction
2012
Closing/Summarizing
Strategy
3 – Things you learned about PAPA
2 – Questions you still have about PAPA
1 – Thing you could teach another student about PAPA
Differentiation
Strategies
Extension
Intervention
Language Development
Keep the new key
words to a minimum.
graphic organizer to Consider only the
demonstrate their
most relevant and
frequent ones.
understanding and
Provide students with
how purpose,
a list of T/F
audience, persona
statements. Provide
students with a copy
and argument work
of the speech ahead of
together in rhetoric.
time. Allow students
to predict. While
listening, students will
confirm their answers.
Students summarize the author’s argument, focusing on the subject,
purpose, and rhetorical strategies used to achieve the purpose.
Choose or create a
Assessment(s)
Reflection
Office of Curriculum & Instruction
2012
Grades 6-12 ELA Lesson Plan
Teacher: Hawley, Scott and Tucker
Grade/Course: 6 ELA
Unit Title: PAPA Analysis of Speeches
Date: 3rd Lesson of Unit 1 Task 2
Corresponding Unit Task: Task 2
Unit EQ(s):
How do authors use language and words to create a powerful speech?
Essential Vocabulary
Analysis, rhetoric, speaker, purpose, audience, argument, persona,
reflection
Materials/Resources
Blackbox, JFK and MLK BrainPop video.
Activating Strategy/
Bell Ringer
Skit using http://www.xtranormal.com/
Common Core State Standards:
Balanced Literacy
Components
Addressed:




Reading
Writing
Word Study
Speaking &
Listening
Gradual Release of
Responsibility:




Modeled
Shared
Guided Practice
Independent
RI.6.9, L.6.6, RI.6.1, RI.6.3, RI.6.5, RI.6.6, W.6.9, SL.6.1 A-D, L.6.4 A-D, L.6.5 A-C
I Can Statements:
 Listen to a speech and record important points
 Analyze speaker’s use of rhetoric (methods and strategies)
 Compare and contrast one author’s presentation of events with that of another.
 Determine an author’s point-of-view or purpose in a text and explain how it is
conveyed in a text.
 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Instructional Plan:

Review the meaning of audience, purpose, persona and argument

Students will view John F. Kennedy’s Speech from 6/11/1963 on
Civil Rights located at:
http://www.americanrhetoric.com/speeches/jfkcivilrights.htm

While viewing this speech, students will write down three major
points from Kennedy’s speech and be prepared to share these
points with their peers.

Next, students will be given a copy of the text in order to analyze
how authors use rhetorical methods and strategies to appeal to a
particular audience. In cooperative groups, students will use the
PAPA (Purpose, Audience, Persona, and Argument) graphic
organizer to analyze the rhetorical language in this speech. They
should focus on purpose and audience. Students should also
Office of Curriculum & Instruction
2012
annotate the text with any questions or comments.

After students have completed their group work, read JFK’s
speech aloud after students have viewed it to ensure they have a
working understanding of the document. Discuss student
analysis, PAPA work, questions, and comments as a class.
Closing/Summarizing
Strategy
Differentiation
Strategies
Assessment(s)
Show BrainPop video: JFK. Students find three facts to share.
Extension
Intervention
Language Development
Keep the new key
words to a minimum.
Consider only the
most relevant and
frequent ones.
Provide students with
a list of T/F
statements. Provide
students with a copy
of the speech ahead of
time. Allow students
to predict. While
listening, students will
confirm their answers.
Students summarize the author’s purpose and audience.
Reflection
Office of Curriculum & Instruction
2012
Grades 6-12 ELA Lesson Plan
Teacher: Hawley, Scott and Tucker
Grade/Course: 6 ELA
Unit Title: PAPA Analysis of Speeches
Date: 4th Lesson of Unit 1 Task 2
Corresponding Unit Task: Task 2
Unit EQ(s):
How do authors use language and words to create a powerful speech?
Essential Vocabulary
Analysis, rhetoric, speaker, purpose, audience, argument, persona,
reflection
Materials/Resources
Blackbox, JFK and MLK BrainPop video.
Activating Strategy/
Bell Ringer
Skit using http://www.xtranormal.com/
Common Core State Standards:
Balanced Literacy
Components
Addressed:




Reading
Writing
Word Study
Speaking &
Listening
Gradual Release of
Responsibility:




Modeled
Shared
Guided Practice
Independent
RI.6.9, L.6.6, RI.6.1, RI.6.3, RI.6.5, RI.6.6, W.6.9, SL.6.1 A-D, L.6.4 A-D, L.6.5 A-C
I Can Statements:
 Listen to a speech and record important points
 Analyze speaker’s use of rhetoric (methods and strategies)
 Compare and contrast one author’s presentation of events with that of another.
 Determine an author’s point-of-view or purpose in a text and explain how it is
conveyed in a text.
 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Instructional Plan:

Review the meaning of audience, purpose, persona and argument

Students will view John F. Kennedy’s Speech from 6/11/1963 on
Civil Rights located at:
http://www.americanrhetoric.com/speeches/jfkcivilrights.htm

While viewing this speech, students will write down three major
points from Kennedy’s speech and be prepared to share these
points with their peers.

Next, students will be given a copy of the text in order to analyze
how authors use rhetorical methods and strategies to appeal to a
particular audience. In cooperative groups, students will use the
PAPA (Purpose, Audience, Persona, and Argument) graphic
organizer to analyze the rhetorical language in this speech. They
should focus on persona and argument. Students should also
Office of Curriculum & Instruction
2012
annotate the text with any questions or comments.

After students have completed their group work, read JFK’s
speech aloud after students have viewed it to ensure they have a
working understanding of the document. Discuss student
analysis, PAPA work, questions, and comments as a class.
Closing/Summarizing
Strategy
Differentiation
Strategies
Assessment(s)
Show BrainPop video: JFK. Students find three facts to share.
Extension
Intervention
Language Development
Keep the new key
words to a minimum.
Consider only the
most relevant and
frequent ones.
Provide students with
a list of T/F
statements. Provide
students with a copy
of the speech ahead of
time. Allow students
to predict. While
listening, students will
confirm their answers.
Students summarize the author’s argument, focusing on all four
components of PAPA.
Reflection
Office of Curriculum & Instruction
2012
Grades 6-12 ELA Lesson Plan
Teacher: Hawley, Scott and Tucker
Grade/Course: 6 ELA
Unit Title: PAPA Analysis of Speeches
Date: 5th Lesson of Unit 1 Task 2
Corresponding Unit Task: Task 2
Unit EQ(s):
How do authors use language and words to create a powerful speech?
Essential Vocabulary
Analysis, rhetoric, speaker, purpose, audience, argument, persona,
reflection
Materials/Resources
Blackbox, JFK and MLK BrainPop video.
Activating Strategy/
Bell Ringer
Common Core State Standards:
Balanced Literacy
Components
Addressed:




Reading
Writing
Word Study
Speaking &
Listening
Gradual Release of
Responsibility:




Modeled
Shared
Guided Practice
Independent
RI.6.9, L.6.6, RI.6.1, RI.6.3, RI.6.5, RI.6.6, W.6.9, SL.6.1 A-D, L.6.4 A-D, L.6.5 A-C
I Can Statements:
 Listen to a speech and record important points
 Analyze speaker’s use of rhetoric (methods and strategies)
 Compare and contrast one author’s presentation of events with that of another.
 Determine an author’s point-of-view or purpose in a text and explain how it is
conveyed in a text.
 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
 Work contructively in a group to accomplish our assignment.
Instructional Plan:

Carousel: Teacher will model how to do the carousel activity and
then Students will work in groups to answer the following
questions moving around the room as previously modeled by the
teacher.
o How do authors use language and words to create a
powerful speech?
o How did each speech appeal to you emotionally?
o How did the speech flow from point to point?
o What specific words made you agree or disagree with JFK’s
speech to the American public?
o How did figurative language in each text impact you as a
reader?
o How does the audience influence how the author crafts a
speech or text?
o What is each author’s point of view and purpose for writing
Office of Curriculum & Instruction
2012
Closing/Summarizing
Strategy
Differentiation
Strategies
Assessment(s)
each text and how is this purpose conveyed?
o How does each speech introduce, illustrate, and elaborate
on the topic of civil rights?
o Choose an important sentence from each text and explain
how that sentence fits into the structure of the text and
contributes to the development of the theme.
 They should cite textual evidence that supports their analysis and
inferences.
 Groups will report out and teacher will list answers and students
will copy into notebooks.
Students will create a Wordle or Word Splash that conveys the author’s
feeling or impact on the reader using tone words from the speeches.
Extension
Intervention
Language Development
Students will only be
required to identify
the main idea of both
speeches.
Students summarize the author’s argument, focusing on all four
components of PAPA.
Reflection
Office of Curriculum & Instruction
2012