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ED 315 LESSON PLAN Lesson #___8___

Format and Cooperating Teacher Feedback Form


Name:

Amanda Adamek

Date:

5-5-15

Content Area: ELA


Grade Level: 10

Use this template to plan, removing the notes in parentheses and this box. Give this form to your
cooperating teacher for review and a signature before you teach your lesson.

Goal(s):

Planning:

CCSS.ELA-LITERACY.SL.9-10.3

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
Yesterday, the class was introduced to the concept of rhetoric. After the lesson, they
worked individually to complete a rhetorical triangle. To begin todays lesson, I will
review the assignment from yesterday with the class. Next, we will watch the funeral
speeches from Julius Caesar. Students will then be asked to apply what theyve learned
by completing a Rhetorical Triangle. Successful completion of this activity requires that
students understand rhetoric and how it was used in the speeches.
Tityanna: Has difficulty staying on task. I will assist her by continuously checking in with
her to assess her progress. I have also placed her
John: Rushes through assignments. I will probe him with additional questions and ask for
more textual evidence as he often just uses the first thing he finds.
Brittney: Talks often during class and misses pertinent information. I will stand near her
as I give directions for the activity to deter her from talking.
Evelina: ELL student. To help Evelina, I have provided an additional list of
Shakespearean terminology used in each speech. I have also printed out my PowerPoint
presentation and written additional notes on the hard copy for her to reference during the
assignment. I will also sit with her during work time to assess her comprehension and
progress.
Higher order thinking questions:
Why is it important to consider all aspects of a character to understand storyline?
Why is it important to read between the lines?

Objective(s)::

2014SP

Students will:
Support their responses with textual evidence
Demonstrate their ability to analyze a speech using the Rhetorical Triangle
Academic language:
Rhetoric
Ethos, pathos, logos
Figurative language
Textual evidence

Assessment:

Informal: Informal assessment will occur as we review the assignment from the previous
day. As we discuss, I will assess student comprehension and revisit areas that may require
clarification before they are asked to compete the Rhetorical Triangle. I will also
informally assess and track student learning during work time.
Formal: Students will write an essay after reading the play.

Materials Needed:
Writing materials, video, Rhetorical Triangle template, Rhetorical Triangle from the day before, textbook,
Letter from Birmingham City Jail

Procedures:
(Include time allotments)
Introduction: warm-up (5 minutes)
Describe a time when you recognized rhetoric being used in your life.
Steps for instruction:
Review (5-10 minutes)
Students will review the Rhetorical Triangle from the previous day. I will ask them to support their
responses with evidence from the letter.
Video (20 minutes)
I will pause to explain the significance of particular sections and to clarify some of the language. I will also
ask students to identify how the characters are using rhetoric to appeal to their audience.

How is the speaker appealing to the audiences emotions/sense of logic?


How does the speaker establish his credibility?
Is he successful?

Rhetoric Activity: (15 minutes)


Students will work individually to complete a Rhetorical Triangle on one of the speeches. During this time I
will assess areas of strength as well as areas that may require further instruction.
Strategies for students requiring additional assistance: To help students who may be struggling with the
activity, I will walk around the room to answer any questions they may have. I have also put a plan into
place for the ELA student in the room.
Closure: (5 minutes)
Students will share their responses with the class. I will pay special attention to the areas that required
additional clarification during the review. I will also use the information obtained through student tracking
2014SP

and use this time to address any problems I may have observed.
Cooperating Teacher Signature:

2014SP

Cooperating Teacher Feedback:

2014SP

Lesson date: ___________________________