LTM 622 Lesson Plan

NAME: Mara Brandli Lesson Title: Reading to Inspire Writing; Meaningful discussions Grade level: English 10 British Literature - Summer School Session Time frame: 120 minutes Stage 1 Desired Results
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Standards:
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CCSS.ELA-Literacy.RL.9-10.5 Analyze how an authors choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. CCSS.ELA-Literacy.RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Essential questions: Topical questions: -How can literature (fiction and non-fiction) - If an authors purpose is to inspire writing? entertain, what type of choices -Are all discussions meaningful? does an author make concerning text structure? - If an authors purpose is to persuade, what type of choices does an author make concerning text structure? - How does a meaningful discussion about a specific topic (poetry and writing) demonstrate understanding?
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Student objectives (outcomes): Students will be able to: - Analyze how an authors choice concerning how to structure a text creates a strong plot - Analyze how an author unfolds ideas - Identify an argument in a text - Evaluate an argument in a text - Present information, findings, and supporting evidence clearly, concisely, and logically - Evaluate a speakers use of evidence and rhetoric - Analyze a conversation for meaning Stage 2 Assessment Evidence Formative assessment -Free write -Diagram worksheet that asks students to analyze text structure -Discussion about meaningful discussions -Group dress rehearsal -Exit slip that states what the final assessment is/questions about the final assessment Summative assessment -5-minute performance assessment: In a meaningful discussion with the teacher, the student will analyze a poem out loud (imagery, tone, symbolism, and rhyme scheme); student will engage in a discussion about his/her understanding of the writing process.

Stage 3 Learning Plan Learning Activities/Procedure -Do now: Free write student-generated prompts -Reading to Inspire Writing: Depending on students choice to complete a third paper draft for either the narrative paper or the argumentative book review, students will read either A Cup of Tea or A Room of Ones Own, respectively. -Analyze text structure and authors purpose for either story by using the worksheet provided. -Two members from each group will present the groups analysis; give a brief synopsis of text; and, share two examples of writing strategies that they will consider adding into their third draft. -Break -Meaningful discussion YouTube clip: Good Will Hunting. -Discuss: What are the characteristics of a meaningful discussion? -Assign tomorrows final performance assessment pass out assignment sheet and rubric. -First, work on your own choose poem, write down analysis of five literary elements, write down meaningful responses to questions about writing. -Second, meet with a partner and engage in a dress rehearsal for the meaningful discussion; one person is the teacher, and the other person is the student. Take turns. -Finally, provide feedback to your partner. -Writers Workshop: Conference with teacher; work on third draft. -Exit slip: Describe your understanding of tomorrows final performance assessment; state any questions about the assessment. -Homework: Analyze poem; reflect on questions; complete third draft.

Academic Language: Text structure, authors purpose, meaningful discussion, evaluation, performance assessment _____________________________________________________________

Materials: British Literature: Traditions and Change, YouTube movie clip, projector, laptop, speakers, binder, paper, pen/pencil, open mind _____________________________________________________________ Motivation/hook: YouTube clip of a meaningful discussion: Good Will Hunting. Students will watch a scene from this movie. The scene includes a conversation between the two main characters. Students will make and record observations about what makes the conversation between the characters meaningful.