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 writing/planning expectations and text-based claims. / Standards: / 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 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. / 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.
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. / Graphic Organizer:Planning frame template with emphasis on strong thesis and concrete evidence.
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.
Assignment:1.1As 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 the class-created planning frame.
1.2As 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.
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.
Summarizing Strategy: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.
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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