Learning Experience Plan Subject: English Unit: Loss of Innocence Topic: Close Reading Content Standards: R1: Cite

strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. R4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. Learning Experience Outcomes: Students will familiarize themselves with the steps to close read required texts. Each student will learn the steps and be able to continue using and practicing close reading throughout the year. Through close reading, the students will improve their reading skills and understanding of texts. The ultimate outcome will be the students continuing to use the skill for close reading in the future. The students will also be able to practice academic conversation and academic language which will improve their vocabulary and discussion skills. The students will also be able to use prior knowledge from past lessons to practice their academic language. The students will be able to perform the learning demand of analyzing. Learning Experience Assessments: The students will come together for group work and perform a close read on a passage from the reading assigned for todays lesson from The Catcher in the Rye. Once they have done this they will then discuss what meaning they pulled from the text and then present their findings to the class. Then for homework they will be doing this by themselves with a song of their choice. Later on the students will go to the website Edmodo and discuss their songs with their fellow classmates on a discussion board. Grade Level: 11th Grade Day/Periods: Day 1

Differentiation: The PowerPoint is a great tool to use for students who learn visually. When teaching students the steps for close reading there is a picture in the PowerPoint as an example of how a close read should look. Students who do well learning visually will extremely benefit from this. There will be group work as well so that the students have a chance to work with each other. Students who do well working with others will benefit from this, while other students who dont do too well will gain experience in it. The assessment given to the student is also one that many can do well with. I have incorporated their interest into the lesson by allowing them to choose a song that they enjoy. Students who excel musically will benefit from this. Students who are attached to social networking sites will also benefit from the Edmodo assignment. Approaching: On-Level: Beyond:

Curriculum Integration: The students will be using prior knowledge from past lessons. They will

integrate their knowledge of literary devices into this lesson. Materials/Resources Procedures/Strategies: Day 1: Anticipatory Set: Have a Do-Now set up for the students to work on at the beginning of the period for 5 minutes. The Do-Now will ask: How do you read any type of text? Activating Prior Knowledge: Once the students have finished the Do-Now have them volunteer their answer to the question. Have different people volunteer their different answers to see the variety on how people read. Once students have offered their answers, ask the students what they think close reading means.
SmartBoard for the PowerPoint (PowerPoint attached below).

Passage from Romeo and Juliet provided in the PowerPoint presentation.

Direct Instruction: Begin the lesson with the central focus for the English content area: Comprehend, construct meaning from, and interpret complex text. Explain to the students that this is a skill in which they must master. Once they understand that this skill is something that must be acquired, begin the lesson with a PowerPoint. Gear the PowerPoint towards close reading to teach the students how to accomplish a close reading. The PowerPoint will include a definition for close reading. Not everyone will understand what close reading means, which is why the definition will be given to the students. I should not assume that they students know what it means to close read. Everything should be explained in case some of the students do not know what I am talking about. Once the students understand the meaning of a close read, we will continue on with the PowerPoint to teach the students the steps to close reading. Each step will be explained slowly but surely to the students. I will produce a safe environment for the students so that they will feel comfortable to ask questions if they do not understand a step to close reading. I will make sure that all the students understand each step before continuing on to explain the next step in the sequence.Throughout the explanation of the steps, there will be examples used to help further the students understanding of each step. With each step, the students will use a passage from Romeo and Juliet to practice using the steps and to deepen their understanding of the steps. I will ask students to volunteer to come up to the example and perform close read steps so that they practice together and with me before being put into groups and eventually doing it themselves. Guided Practice: Once I have gone through the steps to do a close reading with the students, I will then separate the students into groups of 4 to practice the steps of close reading. Each group will be given a different section of the reading due for todays class to practice a close read on. The steps on how to close read will be left up on the board for reference during this activity. The groups will be responsible to use each step for their passage. It must physically be written on a separate sheet of paper what was done for each step. The students must be able to use academic conversation to convey their reasoning

to each other on how each step was done and why. Throughout their discussion, academic language must be practiced to further develop their learning. This will continue the process of developing a vocabulary and in their confidence to use academic language on a normal basis. I will walk around the classroom during this group activity to monitor the progress of the students. I will provide students with the opportunity to ask me questions during their close read of the passages. Students will have an Argumentation Frame Worksheet included for this activity. As students discuss the poem they must write down their findings to come up with an argument. The argumentation frame will be explained to the students before they are put in to groups and an example will be provided for them. A table of what the students should keep in mind while reading will be explained to the students as well. Once each group has finished, the students will present. Each group will go through the steps and cite each spot in the passage that they marked according to the steps. Closure: Once each group has finished presenting their findings, we will go back to our seats and review what was learned today. I will ask students to volunteer one of the steps that they learned today. Once all six steps have been giving, I will then ask students if they have any questions or comments about the six steps to close reading. The overview of the lesson will strengthen what the students have learned so they are more comfortable with using the six steps for close reading on their own to develop their reading and comprehension skills. Independent Practice: Now that the students have practiced close reading with me and with a group, I will have them practice close reading on their own. The students will receive an assignment to complete at home that will deepen their understanding of how to do a close reading. The assignment will be to go home and pick their favorite song or a song that has meaning and they will perform the close reading on that song. The students must print out a copy of the song lyrics and use that to perform the close reading. The lyrics must be marked up according to the steps. After performing a close reading on the lyrics, the students should be able to argue the meaning of the song and be able to cite evidence to support the analysis they have produced from doing the close reading. The point of the close reading is to come away from a text with a complete understanding of it, which is what should occur when the students do the homework assignment. I will provide the students with a class code to a website called Edmodo. Edmodo is the facebook for education. It is a social network that is geared towards learning. It has almost all the same functions of facebook. Through Edmodo I will be able to place the students in a class. I will be able to provide worksheets and grades for the students. For this lesson, students will use a code I will provide them with to join a discussion group. The students must post their songs and invite two other students to discuss the lyrics with them. Many students will take a great liking to this type of learning for many reasons. It is using technology, it is on a website that is like all the other social networks that they use, and the

discussions can be done like group chats. Students will have fun and learn at the same time.

Learning Experience Plan

Subject: English Unit: Loss of Innocence Topic: Loss of Innocence Content Standards: W1: Write arguments to support a claim in an analysis of substantive topics or Grade level: 11th grade Day/periods: Day 2

tests, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. W2: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Experience Outcomes: Students will understand the meaning of Loss of Innocence. The student will have the ability to apply the concept of loss of innocence to their lives as well as to other books read in class as a text to text reference. The understanding of this term will assist the student in the reading assignments of The Catcher in the Rye. The ultimate outcome will be for students to continue using the new knowledge of symbolism throughout the whole year and in future English classes. The students will also be able to practice academic language and discussion while arguing symbolism. Learning Experience Assessments: The students will have an in class assignment regarding the concept of loss of innocence. Students will have class time to write a journal entry applying loss of innocence to their own personal lives, the life of someone they know, or to a point in history. The application of the concept to something personal or something they have heard about will provide evidence on whether or not the student understands loss of innocence. For independent practice, students will read The Catcher in the Rye and fill out a reading log sheet that will be brought to every class to put to use. This reading log sheet will be evidence of whether or not the student is reading, and if the student truly understands the concept of symbolism/loss of innocence. After reading, students will choose one symbol they have found and submit an argument onto the class discussion board on Edmodo.com.

Differentiation: The Prezi Presentation is a great tool to use for students who learn visually. Students

who do well learning visually will extremely benefit from this. The Prezi will contain images of a large variety of events that depict a loss of innocence. Pictures of events will help students who learn visually to see loss of innocence in a different way from the literary sense. Having the representation of loss of innocence will solidify their understanding. Passages from The Giver will be displayed on the Prezi as well. Seeing the words on the board might help students out as well. The writing assignment is one in which linguistically inclined students will do well in. For students who arent as strong in this area, the practice will make them stronger in writing. Students who are attached to social networking will benefit from the homework assignment as well. Students will be having a discussion on Edmodo which will keep students engaged and it plays off of their interests.
Approaching On-level Beyond

Curriculum Integration The students will be using prior knowledge from History class while identifying events in which Loss of Innocence can be identified with. Materials/R Procedures/Strategies esources Day 1 Anticipatory Set: Have a Do-Now set up for the students to work on at the beginning of the period for 5 minutes. The Do-Now will ask What event in your life sticks out that caused you to grow up a little bit. Activating Prior Knowledge: Once the students have finished the Do-Now have them

volunteer their answer to the question. Have different people volunteer their different answers to see what they think are true causes of making someone grow up against their will. Once students have offered their answers, ask the students what they think Loss of Innocence means.
Direct Instruction: Once the students have had time to think about what the term Loss of Smart board Innocence means, I will call upon a student to provide their answer for the class. Multiple for the Prezi students will be asked to get a variety of answers to see where the students are at with their Presentation knowledge on the topic. After the students have volunteered their answers, the lesson will (Link below) begin by bringing up the Prezi presentation on to the Smart Board. The first slide for the lesson will provide a quote for the class that pertains to the theme of Loss of Innocence. The Quote by quote is by Cormac McCarthy from All the Pretty Horses. I will call upon a student to read Cormac the quote aloud for the class. I will allow for the quote to sink in before asking the students McCarthy what they believe the quote means. Once the students have given their answers I will either provided move on with the lesson or if they have not interpreted the quote correctly I must guide them below. in the direction of a right interpretation. I will then have the students connect what they think Loss of Innocence and the quote have in common. A student who has raised their hand will Pictures of explain what they believe the right interpretation is. Once the students have given their events interpretations I will define the term properly on the board for the students to copy into their provided notes. I will then allow students to ask questions if they do not understand the term below. completely yet. The direct instruction will be taught through a Prezi Presentation to give students a visual on what is being taught. Pictures of children in poverty, in the holocaust, The Giver etc. will be shown as examples of loss of innocence. I will have the students volunteer passages answers to explain what is occurring in the picture and why they think it relates to loss of provided innocence. Once students get a sense of this concept there will be a discussion on the novel below. The Giver. There will be textual evidence in the PowerPoint from the novel that reflect the concept and students will be asked to point out where in the passage the concept applies to. This will be done with several passages. The students will be asked to explain their answer. The discussion on this topic will further instill in the student what it means to have lost your innocence. This will also have students practice how to have a discussion while also letting

them work on their academic language. Guided Practice: Students will be given an in class writing assignment regarding the concept of loss of innocence. The assignment will require students to write for 15 minutes on a personal moment in their life where they believe loss of innocence truly applied to them. After spending a full period on the topic, they are now more qualified to write a journal pertaining to this topic. If students feel uncomfortable handing in a journal entry on this personal topic, they may write a journal entry on someone they know and when they lost their innocence, or on a current event/past event in history that applies to the concept of innocence. Compared to the Do Now assignment, this journal should show a better understanding of the concept. Students will be able to practice their writing skills in this assessment, making them better writers. Once the students have finished writing, they may volunteer to read their journal entry or give a brief explanation of what they wrote. This will help them by allowing them to practice academic language and if they choose so they will be able to practice explaining which is a great skill for students to have. Closure: Once the students have finished presenting their journals, we will review

Reading log sheet provided below.

what was learned today. I will ask students to volunteer one thing that was learned today. I will then ask students if they have any questions or comments about the concept of Loss of Innocence. The overview of the lesson will strengthen what the students have learned so they are more comfortable with applying the concept of Loss of Innocence on their own to develop their reading and comprehension skills.
Independent Practice: Students will continue reading the novel Catcher in the Rye. They will read pages 57-112 of the novel. While reading, students will fill out the reading log sheet provided for them. In the reading log, they will pick out sections that symbolize Loss of Innocence and cite where in the text it occurs and give an explanation. This will allow students to practice in text citation skills that will be put to use soon enough. The student will then pick a section of the reading that represented what was learned in class, and go on to Edmodo to type out a short response to what they read in a class discussion group. Edmodo is a great tool to use for classes. This great website is a Facebook look alike. It functions in about the same way as a Facebook. This will catch the attention of the student and will cause them to have a desire to use it. Social networking is very big for high school students, and by turning it into a homework assignment will cause the students to actually do their homework. This works well for students who are Intrapersonal. It also works well for students who work well visually or technologically. By posting in a discussion group, the students will be able to speak to each other as if they are in a group chat on Facebook. By keeping their interests in mind, the students will want to learn.

Learning Experience Plan

Subject: English Unit: Loss of Innocence Topic: Symbolism Content Standards: Write arguments to support a claim in an analysis of substantive topics or Grade level: 11th Grade Day/periods: Day 3

tests, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. W2: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Experience Outcomes The students will be able to use symbolism in their writing and will also be able to recognize symbolism in the complex text that is assigned. This is an overview of what the students should already know so the outcome should be quite positive. By learning about symbolism, the students will be able to read The Catcher in the Rye with a better understanding. Learning Experience Assessments The students will do group work with one another and analyze a poem together. While reading the poem they will do a close read on it while analyzing it. The student will be able to pull meaning from the poem by looking for symbolism. They will then explain what they found while citing textual evidence. For homework the students will continue reading Catcher in the Rye while filling out the reading log sheet provided to them a couple days ago. The student must also pick a passage from the complex text that contains a possible symbol and write a paragraph explaining their reasoning.

Differentiation: The Prezi Presentation is a great tool to use for students who learn visually.

Students who do well learning visually will extremely benefit from this. The Prezi will contain images of a large variety of symbols. By seeing the pictures, students who benefit from visual learning will be able to learn about symbols even more. The writing assignment is one in which linguistically inclined students will do well in. For students who arent as strong in this area, the practice will make them stronger in writing.
Approaching On-level Beyond

Curriculum Integration The students will be performing a close read on any text that is read for this lesson. This integrates the first lesson from this lesson segment. Materials/R Procedures/Strategies esources Day 1 Anticipatory Set: As the students walk into the classroom there will be a Do Now assignment up for them. The Do Now assignment will ask, What is Symbolism? Please give an example of it. The students will have a couple of minutes to do this activity by themselves. Activating Prior Knowledge: Once the students are done answering the Do Now question,

they will then give their answers. Students will volunteer what they think symbolism means so that I can have a greater understanding of where they stand on this topic. Once the students have given their answers I will provide them with a definition of this vocabulary word to improve their academic language. Prezi Presentation link provided below Direct Instruction: A Prezi Presentation will be used for this lesson. A definition of the vocabulary word symbolism will be given to the students to copy down. This is an overview of what the students already know on the topic. The purpose of doing an overview of this concept is so that it is reinforced into the minds of the students and it also refreshes what they already know so that they are able to read The Catcher in the Rye more adequately. The paper that they will end up writing at the end of the lesson segment will include symbolism in it as well so it doesnt hurt to brush up on what they already know. The students will be given a couple of examples of symbols in the Prezi Presentation. I will then give them a poem by Robert Frost for the glass to go over together. We will pick out any symbols that are present. This is good because as a class and through discussion, symbolism will be found and it will put this skill to practice. This is what they should be doing while reading The Catcher in the Rye. The students will give their answers and explain what the symbol means. This analysis of the poem is beneficial because they will practice close reading which they learned a couple of days ago and they will be practicing academic language while explaining what the symbol means. Guided Practice: Students will get into groups of four and will be given a poem by William Blake to read through. The students will continue on using their new skill of performing a close read. This close read will help the students grab a deeper understanding of what the complex text means. While reading this poem the students must pick out any symbols that they might see. They must then describe what each symbol means in context to the poem. By doing this, the students will be practicing their interpretation skills and academic language. Students will benefit from this because some do well while working in groups while others will learn how to work in small groups. I will be walking around the room to make sure students are doing what must be done. I will also be walking around the room to give students the chance to ask me any questions if they are having a hard time. I will provide students with a safe environment so that they do not hesitate to ask questions about what is being done or what is being taught. Each student develops a one-page interpretation of

Poem provided below

Poem provided below

the poem's meaning. They write what they consider to be a possible 'reading', or way for the poem to be understood, by interpreting it line by line, or image by image. Students may use expressions such as, 'By using the image of the poet creates ideas of but also of `. Below are some of the many possible meanings associated with the symbols used in the poem. Rose: a symbol of perfection and the flower of Venus (the Roman goddess of love). It also stands for joy and peace. The rose is always seen as feminine and sometimes represents the female genitals. A red rose can represent life, spring, passion and blood. A white rose can represent purity and virginity. Worm: a symbol of death. It is connected with lowness, vileness and contempt. It is also a masculine force, sometimes being seen to represent the penis. In this poem,

worm is also specifically the canker worm which eats the roots of the rose. Storm: a symbol of chaos, confusion, fear, wildness, destruction and change. The storm can also be seen as blowing away the old and frail and giving the new room to expand. If the storm is seen to have creative effects, there must first be great wildness and destruction. Night: a symbol of darkness, of things secret and hidden. It is also a symbol of evil. Satan is referred to as the Prince of Darkness.
Closure: Students will volunteer their written product for the class. They will give a brief explanation of what they believe the poem means and will then give textual evidence of why they believe this is so. The students must point out at least one symbol. As a class we will do a brief overview of what was learned in class today. I will then give students time to ask any questions that they may have about symbolism. I will clear up any confusion that the students may have. Independent Practice: Students will continue reading The Catcher in the Rye. The pages they must read are pages 113-169. Students will continue filling out the reading log sheet that was given to them a couple days ago. While doing this the student must also choose a passage from the text in which the author creates a symbol. They must then write a paragraph analyzing its meaning. Include the standard meaning along with a personal interpretation and a personal interpretation from someone else. The personal nature of the assignment makes it excellent for a paragraph challenge.

Learning Experience Plan

Subject: English Unit: Loss of Innocence Topic: Arguing a Point Content Standards: W1: Write arguments to support a claim in an analysis of substantive topics or tests, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. W2: Draw evidence from literary or informational texts to support analysis, reflection, and research. Learning Experience Outcomes Students will:

Grade level: 11th Grade Day/periods: Day 4

Learning Experience Assessments

Students will participate in a collaborative learning activity to demonstrate their understanding of an argument. They will be able to differentiate an argument from an explanation through an index card activity.

Effectively argue a point by using textual evidence to back their claim(s).

Examine the process of building an

argument: they look at the thesis statement, the main supporting points, and the examples needed to complete a coherent argument.
Discover the basic terminology of arguments. Learn strategies for reliably distinguishing between premises and conclusions. Explore the differences between arguments and explanations.

Further support or neglect will be given by peers that either agree or disagrees with a student. Develop an argumentative essay in which you use the text to argue

Differentiation: PowerPoint presentations accommodate visual learners. The poetry activity accommodates linguistic learners. Grand Conversation and Think-Pair-Share activities accommodate interpersonal learners. Approaching On-level Beyond Curriculum Integration: The students will be using prior knowledge from past lessons. They will integrate their knowledge of literary devices into this lesson.
Materials/R esources Chart for Indicators

Procedures/Strategies Day 1 Anticipatory Set: That's the beauty of argument, if you argue correctly, you're never wrong. - Christopher Buckley What does it mean to argue correctly?

Activating Prior Knowledge: Before we can analyze arguments, we have to identify them. That, in turn, means identifying the premises and the conclusions. There are several strategies for doing so. The easiest is to examine the text for clues. Project chart on the board. And ask students how they might think these words are significant and in their previous experience, where these words might have resonated with them. PowerPoint Presentatio n provided below Direct Instruction: (With guidance of a PowerPoint presentation) Before beginning this section of the instruction be sure to reinforce the importance of close reading and how it will benefit students to take notes that they will later be able to return to. Students will be taught the steps on how to properly argue a point. First students will be required to make a claim. Explain to the students that arguments in academic writing are usually complex and take time to develop. The argument will need to be more than a simple or obvious statement. Ask students what they need to do next? Pick on someone and ask them to share their claim and then what they feel is the next step in the process of making an argument. After the student gives his/her answer explain to the students that they cannot stop with having a point. You have to back up your point with evidence. The strength of your evidence, and your use of it, can make

or break your argument. This leads to step two. After the students have written down their prospective claim, have them jot down bullet points underneath the claim that provide them with evidence supporting or rejecting that claim. Once they have finished recording their evidence they should pair with a partner to discuss the validity of their argument. Students should ask one another probing questions in an effort to disclaim or counteract each others argument. This allows for the students to see the possible counterarguments of their claims. Once the students have thought up some counterarguments, have them create another list to consider how they will respond to themwill they concede that their opponent has a point but explain why their audience should nonetheless accept their argument? Will they reject the counterargument and explain why it is mistaken? Allow the students to use the computer lab or iPad cart to research on the web some of the counterarguments that have been made about their claim. Next emphasize the importance of the audience. Explain to students that they have to come out and state both their claim and their evidence clearly. Do not assume that because the instructor knows the material, he or she understands what part of it you are using, what you think about it, and why you have taken the position youve chosen. Lastly stress the importance of citations and a works cited page. If students are unsure of how to cite properly review proper citations and provide resources that advocate proper citing like the Purdue Owl site. Guided Practice: Arrange the chairs in the class into a circle. Give each student a 3x5 index card. On one side of the card, students should write either an argument or an explanation. On the other side of the card, they should write argument or explanation (whichever is appropriate to their particular example). When everyone has finished writing, have students pass their cards to the person to their right. Students should read the card and decide whether they are reading an argument or an explanation. Have the students continue to pass their cards to the right until they have read all the cards. (Alternatively, this activity can be done in small groups of 5 students each, with the activity ending after all the members of the group have shared their cards.) After students have read all the cards, collect them and discuss the examples with the class. Students may find it frustrating that critical thinking doesnt always provide clear- cut answers. But remind them that life is often complicated, and our language reflects that messiness. It may be unclear whether an example is an argument or an explanation. In such cases, one can look at the various possibilities. One can, for instance, say things like: If this is an argument, then its a good (or bad) one because ____, or, If this is an explanation, then it is a bad (or good) one because ____. Closure: The students will reassemble and do a quick re-cap as to what we learned in class today. I will ask the students new thinks they have learned and each students should be able to contribute an answer. I will then answer any last minute questions that the students have about the steps to making an argument. This will strengthen and clarify what was learned in class today so that the students are comfortable in moving forward with the final assessment of the lesson. Students will be more willing to express their opinions in class discussions and future writing assignments. They will feel more secure as they continue to acquire new skills that aid in their

development as clear and concise writers. Independent Practice: Students will finish reading The Catcher in the Rye and will continue filling out the reading log provided to them. Now that the students have had the opportunity to map out their writing assignment and develop one idea with key supporting details and evidence, they will write an argumentative essay. They should first closely read through sections of the text that they intend to reference in their essay. Then they should revert back to the lesson on what it is to have lost ones innocence. Finally they will compose an argumentative essay in which they argue at which point they believe Holden, the main character of Catcher in the Rye has completely lost his innocence.