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Teacher: Dewitt Content: English II Grade: 10th
Jane Long Academy Lesson Plan 2014 - 2015
Long Academy Lesson Plan Template
2013-2014
10/6/14-10/10/14
“America Needs Its Nerds” and “All Work and No Play Makes Jack a Nerd”
Objectives
(TEKS, Language
ELPs)
ELA.10.8A Analyze the controlling idea and specific purpose of a
passage and the textual elements that support and elaborate it,
including both the most important details and the less important details
ELA.10.9B Distinguish among different kinds of evidence (e.g.,
logical, empirical, anecdotal) used to support conclusions and
arguments in texts.
ELA 10.1B Analyze textual context (within a sentence and in larger
sections of text) to distinguish between the denotative and connotative
meanings of words.
ELA.10.Fig19B Make complex inferences about text and use textual
evidence to support understanding.
ELPS ( C ) (5) (G): narrate, describe, and explain with increasing
specificity and detail to fulfill content area writing needs as more
English is acquired.
Materials and
Resources
“America Needs Its Nerds”
“All Work and No Play Makes Jack a Nerd”
Anticipatory Set
Students will free write about the connotations associated with the
word “nerd.”
Rhetoric Review
Lesson Objective
(SWBAT/I will be
Students will compare, analyze, and evaluate claims, persuasive
techniques, and structures in two contrasting texts.
Teacher: Dewitt Content: English II Grade: 10th
Jane Long Academy Lesson Plan 2014 - 2015
Long Academy Lesson Plan Template
2013-2014
able to…)
Students will evaluate the effectiveness of techniques a writer uses to
defend his or her claims.
Students will demonstrate an understanding of emotional, logical, and
ethical appeals.
Students will analyze how the rhetorical devices create persuasive
appeals.
Input/Modeling
Students will analyze examples of ethos, pathos, and logos.
Guided Practice
Students will work in groups and read each op-ed piece and determine
rhetorical techniques used by each author through analysis of each
paragraph.
Check for
Understanding
Students will draft ethos, pathos, and logos charts.
Independent Practice
Students will write their SAR conclusions about the letter, based on
the structure and content of each paragraph, the chief claim, and the
use of the appeals, compared to the effectiveness of the Op-Ed piece
by Leonid Fridman.
Closure
Students will write a one sentence concession and a once sentence
counterargument.
Teacher: Dewitt Content: English II Grade: 10th
Jane Long Academy Lesson Plan 2014 - 2015
Long Academy Lesson Plan Template
2013-2014
10/13/14-10/20/14
Persuasive Essay
Objectives
(TEKS, Language
ELPs)
ELA.10.13B Structure ideas in a sustained and persuasive (logical)
way (e.g., using outlines, note taking, graphic organizers, lists) and
develop drafts in timed and open- ended situations that include
transitions and rhetorical devices used to convey meaning
ELA.10.13C Revise drafts to improve style, word choice, figurative
language, sentence variety, and subtlety of meaning after rethinking
how well questions of purpose, audience, and genre have been
addressed.
ELA.10.16A Write an argumentative essay (e.g., evaluative essays,
proposals) to the appropriate audience that includes a clear thesis or
position based on logical reasons supported by precise and relevant
evidence, including facts, expert opinions, quotations, and/or
expressions of commonly accepted beliefs
ELA.10.16C Write an argumentative essay (e.g., evaluative essays,
proposals) to counter-arguments based on evidence to anticipate and
address objections
ELA.10.18A Use conventions of capitalization and punctuation
correctly and consistently
ELPS ( C ) (5)(E): Employ increasingly complex grammatical
structures in content area writing
Materials and
Resources
STAAR sample essays
Rubric
Graphic Organizer
Anticipatory Set
What are the benefits of being able to persuade?
Teacher: Dewitt Content: English II Grade: 10th
Jane Long Academy Lesson Plan 2014 - 2015
Long Academy Lesson Plan Template
2013-2014
Lesson Objective
(SWBAT/I will be
able to…)
Students will evaluate sample persuasive essays in groups and use the
STAAR scoring rubric while assessing the samples.
Students will draft their own persuasive essays.
Input/Modeling
Students will use a graphic organizer to develop persuasive drafts.
Guided Practice
Students will work in groups while evaluating sample essays using the
STAAR rubrics.
Check for
Understanding
-Sample essay scores
Independent Practice
-Students will write their final drafts of their essays.
Closure
-Sharing ideas
Teacher: Dewitt Content: English II Grade: 10th
Jane Long Academy Lesson Plan 2014 - 2015
Long Academy Lesson Plan Template
2013-2014
10/21/14-10/22/14
Review and Assessment (District Snapshot)
Objectives
(TEKS, Language
ELPs)
ELA 10.1B Analyze textual context (within a sentence and in larger
sections of text) to distinguish between the denotative and connotative
meanings of words
ELA.10.6A Evaluate the role of syntax and diction and the effect of
voice, tone, and imagery on a speech, literary essay, or other forms of
literary nonfiction.
ELA.10.8A Analyze the controlling idea and specific purpose of a
passage and the textual elements that support and elaborate it,
including both the most important details and the less important details
ELA.10.13C Revise drafts to improve style, word choice, figurative
language, sentence variety, and subtlety of meaning after rethinking
how well questions of purpose, audience, and genre have been
addressed.
ELA.10.Fig19B Make complex inferences about text and use textual
evidence to support understanding.
ELPS ( C )(4)(H): Read silently with increasing ease and
comprehension for long periods
Materials and
Resources
Nonfiction Practice STAAR M/C
Anticipatory Set
Review rhetorical devices
Lesson Objective
(SWBAT/I will be
able to…)
Students will be able to draw information from literary text to support
analysis and reflection.
Students will be able to determine the words and phrases as they are
used in a text, including figurative, connotative, and technical
meanings; analyze the impact of specific word choices on meaning
and tone.
Identify and analyze the author’s use of imagery, details, and syntax to
reveal the author’s purpose.
Teacher: Dewitt Content: English II Grade: 10th
Jane Long Academy Lesson Plan 2014 - 2015
Long Academy Lesson Plan Template
2013-2014
Input/Modeling
-Jeopardy Review
Guided Practice
-Students will collaborate with group members to justify their initial
answers from the independent practice.
Check for
Understanding
-Assessment (District Snapshot)
Independent Practice
-Students answer questions independently before collaborating with
groups.
-Assessment
Closure
-Reflect on assessment
Teacher: Dewitt Content: English II Grade: 10th
Jane Long Academy Lesson Plan 2014 - 2015
Long Academy Lesson Plan Template
2013-2014
10/23/14-10/24/14
Purpose, Audience, and Tone
Objectives
(TEKS, Language
ELPs)
ELA.10.8A Analyze the controlling idea and specific purpose of a
passage and the textual elements that support and elaborate it,
including both the most important details and the less important details
ELA.10.10A Evaluate the accuracy of the evidence used to support
the viewpoints within the argument
ELA.10.12A Analyze and evaluate how messages presented in media
reflect social and cultural views in ways different from traditional
texts.
ELPS ( C )(4)(H): Read silently with increasing ease and
comprehension for long periods
Materials and
Resources
“Hand Sanitizer: The New Bottled Water” Practice STAAR M/C
“Reality TV: Dearth of Talent and Death of Morality”
Anticipatory Set
Review rhetorical devices
Lesson Objective
(SWBAT/I will be
able to…)
Students will be able to draw information from the text to support
analysis and reflection.
Students will be able to analyze the impact of specific word choices on
meaning and tone.
Students will identify and analyze the author’s use of imagery, details,
and syntax to reveal the author’s purpose.
Students will analyze the use of a concession to strengthen an
argument.
Input/Modeling
-Class read with annotations
Teacher: Dewitt Content: English II Grade: 10th
Jane Long Academy Lesson Plan 2014 - 2015
Long Academy Lesson Plan Template
2013-2014
Guided Practice
-Students will collaborate with group members to justify their initial
answers from the independent practice.
-Students will use text evidence to support understanding.
Check for
Understanding
A-D group activity
Independent Practice
-Students answer questions independently before collaborating with
groups prior to the A-D review game.
Closure
-Reflection on initial answer choices
Teacher: Dewitt Content: English II Grade: 10th
Jane Long Academy Lesson Plan 2014 - 2015
Long Academy Lesson Plan Template
2013-2014
10/27/14-10/30/14
Ethos, Pathos, and Logos
Objectives
(TEKS, Language
ELPs)
ELA.10.9B Distinguish among different kinds of evidence used to
support conclusions and arguments in texts.
ELA.10.8A Analyze the controlling idea and specific purpose of a
passage and the textual elements that support and elaborate it,
including both the most important details and the less important details
ELA.10.12A Analyze and evaluate how messages presented in media
reflect social and cultural views in ways different from traditional
texts.
ELPS ( C )(4)(H): Read silently with increasing ease and
comprehension for long periods
Materials and
Resources
Dialectical Journals
“The Oz Diet”
Anticipatory Set
Review rhetorical devices
Lesson Objective
(SWBAT/I will be
able to…)
Students will be able to draw information the text to support analysis
and reflection.
Using the dialectical journal format will help students organize their
thoughts and reflect on the significance of the evidence.
Identify and analyze the author’s use of imagery, details, and syntax to
reveal the author’s purpose.
Examine the author’s use of ethos, pathos, and logos.
Input/Modeling
-annotation strategies
Guided Practice
-Students will collaborate with group members to justify their answers
with text evidence.
Teacher: Dewitt Content: English II Grade: 10th
Jane Long Academy Lesson Plan 2014 - 2015
Long Academy Lesson Plan Template
2013-2014
Check for
Understanding
-Cold Calling
Independent Practice
-Students participate in pre-reading activities.
Closure
-Author’s purpose exit ticket
Teacher: Dewitt Content: English II Grade: 10th
Jane Long Academy Lesson Plan 2014 - 2015
Long Academy Lesson Plan Template
2013-2014
10/31/14-11/7/14
Persuasive Essay
Objectives
(TEKS, Language
ELPs)
ELA.10.13B Structure ideas in a sustained and persuasive (logical)
way (e.g., using outlines, note taking, graphic organizers, lists) and
develop drafts in timed and open- ended situations that include
transitions and rhetorical devices used to convey meaning
ELA.10.16A Write an argumentative essay (e.g., evaluative essays,
proposals) to the appropriate audience that includes a clear thesis or
position based on logical reasons supported by precise and relevant
evidence, including facts, expert opinions, quotations, and/or
expressions of commonly accepted beliefs
ELA.10.16C Write an argumentative essay (e.g., evaluative essays,
proposals) to counter-arguments based on evidence to anticipate and
address objections
ELA.10.18A Use conventions of capitalization and punctuation
correctly and consistently
ELPS ( C ) (5)(E): Employ increasingly complex grammatical
structures in content area writing
Materials and
Resources
STAAR sample essays
Rubric
Graphic Organizer
Anticipatory Set
How can a writer use ethos, pathos, and logos to persuade his/her
readers?
Lesson Objective
(SWBAT/I will be
able to…)
Students will evaluate sample persuasive essays in groups and use the
STAAR scoring rubric while assessing the samples.
Students will draft their own persuasive essays.
Teacher: Dewitt Content: English II Grade: 10th
Jane Long Academy Lesson Plan 2014 - 2015
Long Academy Lesson Plan Template
2013-2014
Input/Modeling
Students will use a graphic organizer to develop persuasive drafts.
Guided Practice
Students will work in groups while evaluating sample essays using the
STAAR rubrics.
Check for
Understanding
-Sample essay scores
Independent Practice
-Students will write their final drafts of their essays.
Closure
-Sharing ideas