Daily Lesson Plans
Day and Date:
Standard:
Monday, Sept. 28
ELAGSE11-12RI9 Analyze foundational U.S. documents of historical and
literary significance for their themes, purposes, and rhetorical features.
EQ:
Lesson Goal:
How are the characteristics of Puritan writers evident in their writing?
Students will distinguish between the writing style of Native Americans and
Puritans by analyzing each of the respected views on creation
As a class watch the 10 minute Crash Course video on The French and Indian
War and the Great Awakening. This video shows how the colonialists viewed
the Native Americans in the midst of a war and changing America.
Activator:
Performance Tasks:
1. Class discussion on the Puritans and the impact in American
literature. Make references to the posters created from last week’s
research presentations on the different literary movements in America,
honing in on the Colonial Time Period. Discuss their cultural values.
2. As a team, read the creation story believed by the Puritans
(attached) and answer the set of five questions.
Summarizer:
In teams, upload the Venn Diagram. Compare and contrast the religious views
of the Native Americans and Puritans based on their creation stories. Place
the Native Americans on the left and the Puritans on the right in the diagram.
Identify at least two differences for each and at least one similarity.
Assessment/Evaluation: Creation story Qs, Venn Diagram
Materials Needed:
Video, Venn Diagram, creation story
Day and Date:
Standard:
Tuesday, Sept. 29
ELAGSE11-12RI9 Analyze foundational U.S. documents of historical and
literary significance for their themes, purposes, and rhetorical features.
EQ:
How does the poetry of the Puritan writers reflect their religious beliefs?
Lesson Goal:
Students will notice how the poetry of Puritan writers reflect their religious
beliefs
Activator:
Read the Puritan poem “To my Dear and Loving Husband” by Anne
Bradstreet.
Performance Tasks:
Summarizer:
1. Direct instruction on analyzing a poem using a TPCASTT.
2. In teams students will complete a TPCASTT for the activator
poem. Teams may use the attached list of poetry terms to help
analyze the poem.
As a team explain how this poem is religious. Give textual evidence. Show
your response to the teacher.
Assessment/Evaluation: TPCASTT, Summarizer
Materials Needed:
Poem, TPCASTT
Day and Date:
Standard:
Wednesday, Sept. 30
ELAGSE11-12RI6 Determine an author’s point of view or purpose in a text
in which the rhetoric is particularly effective, analyzing how style and
content contribute to the power, persuasiveness, or beauty of the text
EQ:
What is rhetoric and how is it used effectively in speeches?
Lesson Goal:
Students will be able to recognize and analyze features of rhetoric in public
schools.
In teams discuss what techniques make for a good church revival sermon.
Post your response to Todays Meet at
https://todaysmeet.com/orebaughal28
Activator:
Performance Tasks:
1. Students will download Prezi APP.
2. As a class, watch the Prezi over rhetorical strategies. Students
will take notes on the key terms for rhetoric. Teacher will lead
presentation.
3. At the end of the Prezi, students will work in groups to analyze
one of the five embedded speeches for examples of rhetorical
devices, making a list of what made the speech memorable for
them. Teacher will select what teams will analyze.
Summarizer:
TOD: Students will write down the one or two most confusing rhetorical
strategies that they learned today.
Assessment/Evaluation:
Materials Needed:
Prezi notes, speech evaluations
Ipad, Prezi
Day and Date:
Standard:
Thursday, Oct. 1
ELAGSE11-12RI6 Determine an author’s point of view or purpose in a text
in which the rhetoric is particularly effective, analyzing how style and
content contribute to the power, persuasiveness, or beauty of the text
EQ:
What is rhetoric and how is it used effectively in speeches?
Lesson Goal:
Students will be able to recognize and analyze features of rhetoric in public
schools.
In teams complete a 3-2-1 using the article from Enrichment Journal
“Jonathan Edwards and the Great Awakening”
Find 3 facts about Edwards’ delivery in his sermons, 2 reactions or criticism
of Edwards, and one impact “Sinners in the Hands of an Angry God” had on
America according to the biography section. You will only need to read the
first three pages of the article.
Activator:
Performance Tasks:
Summarizer:
Assessment/Evaluation:
Materials Needed:
Day and Date:
Standard:
1. Direct instruction on Edwards and the Great Awakening.
2. Open “Sinners in the Hands of an Angry God.”
3. Using the notes taken during last class meeting on rhetorical
strategies, make a list of the strategies on a separate sheet of
paper and find an example of at least seven of these in the
sermon. Make sure to cover No. 9 persuasive appeals and find
at least two of these.
Identify which strategy is used the most in the sermon
Friday, Sept. 25
EQ:
Lesson Goal:
Activator:
Performance Tasks:
Summarizer:
Assessment/Evaluation:
Materials Needed:
This will be a makeup day