Learning-Focused Lesson Plan Subject Area: Plan for the Concept, Topic, Or Skill Not For

LEARNING-FOCUSED Lesson Plan Subject Area:

Plan for the concept, topic, or skill – Not for the class period Name: Mrs. Holloway Unit: Unit 1: Explanatory/Informative Writing Embedded Assessment 1 Unit 1 Defining America

Dates: August 10-21 Topic:

Learning Goals for this Lesson Standards: RI.11-12.1, L.11-12.6, W.11-12.10, Defining by Exemplification RI.11-12.7, RL.11-12.9, W.11-12.9, W.11-12.9a, RL.11-12.4, W.11-12.5, L11.12.3, L11-12.3a Students will know: Students will do: Be able to interpret the text using multiple genres Explain inferences drawn from the text Cite strong and thorough evidence to support Interpret how text uses ambiguity or leaves matters analysis of what text says explicitly as well as uncertain inferences drawn from the text. Cite strong and thorough textual evidence to Seek meaning of unknown vocabulary support the text Know themes or central ideas interact and build on formulate an object summary that includes how the one another to produce a complex account texts build upon central ideas or themes or central How to write an objective summary ideas to produce a complex account of the text Analyze how two or more central ides of a text Formulate an objective summary that includes how interact and build on one another to provide a the two or more central ides interact and build on complex analysis one another to provide a complex analysis. Define complex analysis Interpret how the text supports key ideas and Identify key elements of story drama specific details Identify key choices author made relate elements of Make predictions and reread to clarify the story Use critical and divergent thinking and assimilating Recall the meaning of words and phrases prior knowledge to draw conclusions Analyze the reason for writing to decide on task, purpose, and audience Determine suitable idea development strategies, organization, and style. Lesson Essential Question: CMAP: How do an author's life experiences influence his/her writings? CMAP: How have others chosen to use social context to define themselves in relation to the world around them? CMAP: What is a commonality found in the literature and authors of various time periods?

Task: How do writers use the strategies of definition to define a concept?

Activating Strategy: Unit: Students will set up Cornell Notes for the four definition strategies: Exemplification, Negation, Classification, and Function. They will define these terms and leave space in between each for examples that they will fill in as we read.

Activating: p. 6 Think of some example of what patriotism means to you.

© LEARNING-FOCUSED. All Rights Reserved. Key vocabulary to preview and vocabulary strategy: Literary Terms: exemplification, negation, classification, function, allusion, nuance, primary source, synecdoche, argument, concession, qualify, diction, defend, personification, tone, challenge, refutation, annotate, imagery, foundational/seminal

Concept Vocabulary: American, patriotism, Democracy, promised land, iconic image, hyphenated American, melting pot, disillusionment, Americanized, assimilation, spirit of America, promise of growth, unity, aspiration, freedom, liberty, peace, hope, safety

Lesson Instruction Learning Activity 1.2a: Graphic Organizer: Students will read an essay by John McCain defining Patriotism. They will 1.2 b circle key words and take marginal notes while reading. They will write a Students will be completing a TEXAS paragraph explaining how the essay has affected their “what/why” T-chart as understanding of the word patriot. marginal for “A Faith in Simple Dreams Assessment Prompt for LA 1.2a: (To be competed in the marginal notes boxes) 1.5 How do the title and the thesis immediately set McCain’s purpose? Chart Level 1, Level 2, Level 3 questions worksheet Take a careful look at paragraph 2. How is this part of the definition an extension of the common definition of patriotism?

The allusion to Arlington Cemetery serves to focus this part of the definition on what examples of patriotism?

Differentiation: T-chart, writing, marginal notes

Learning Activity 1.2b: Students will read an essay by Barack Obama defining Patriotism. They will circle key words and take marginal notes while reading, putting the “what” on the left hand side and the “why” on the right side. They will write Assignment: a TEXAS paragraph explaining how the essay has affected their 1.2 a understanding of the word patriot. Using McCain’s essay, write about one way this extended definition expanded your Assessment Prompt for LA 1.2b: understanding of the word Locate the thesis statement. How does this essay differ in structure from patriot) McCain’s? Students will trade papers and peer-edit the paragraphs How does the author define Patriotism? by color coding each part of the TEXAS format. Give examples of how Obama uses the definition strategy of negation to T-Topic Sentence (red) define Patriotism. E- Explain (green) X- Examples (blue) Differentiation: marking the text, writing, marginal notes A- Analysis (highlight)

© LEARNING-FOCUSED. All Rights Reserved. Learning Activity 1.5: Lit Circle S- Summary Sentence (red) Activate: Students will watch the preview for “Finding Nemo”. They will Transitions (red) complete the worksheet for practice writing higher order questions, using  One thing they did “Finding Nemo” as practice. They will choose their best question and write really well it on blue paper to create the Costa’s Levels of Questioning display on the  One thing to improve wall. I now understand that being a patriot means… Students will be reading p. 16-23, “America and I”. As they read they will answer the Assessment Prompts as marginal 1.2 b notes. They will be summarizing, picking out key vocabulary and Using Obama’s essay, write passages, and writing higher order questions as they read in preparation about one way this extended for their literature circle. definition expanded your understanding of the word Discussion prompt for circle: Use your notes describing tone to show how patriot. You need to make the narrator’s attitude evolves as she establishes her life in a new country. the improvement that your peer suggested on your Assessment Prompt for LA 1.5: previous paragraph. In the first seven paragraphs, what are some of the images and diction used by the narrator that evoke the “dream of America”? Students will trade papers and peer-edit the paragraphs Review the author’s use of the word “American” throughout Chunk 2. How by color coding each part of is the narrator using the word to convey her feelings about America? the TEXAS format. T-Topic Sentence (red) What does the author mean by the phrase “Americanized” family? E- Explain (green) Reread paragraph 44. What can you infer about the narrator from this X- Examples (blue) passage? A- Analysis (highlight) S- Summary Sentence (red) What is iconic about the following statement? “That sweat-shop was a Transitions (red) bitter memory but a good school.”  One thing they did really well In chunk 5 the narrator hopes that, “Maybe this welfare man came to  One thing to improve show me the real America that till now I sought in vain.” How do you think I now understand that being that narrator defines the real America? a patriot means… How is this story representative of an immigrant’s rise in life and assimilation into becoming American? How is it the American story of 1.5 rags to riches through hard work and a will to succeed? Students will complete preparation packet and The opening paragraphs of chunk 6 are especially rich in figurative participate in a literature language, expressing a sense of disillusionment. Quote some of the circle where they will be images. responsible for completing a job worksheet. How do the last two paragraphs provide a definition of America?

Differentiation: Viewing a video clip, writing, discussing in literature circles

Summarizing Strategy: Add examples to the exemplification section of Cornell Notes and summarize.

Student Modification/Accommodations 1. Seat student near teacher.

© LEARNING-FOCUSED. All Rights Reserved. 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.