Instructional Lesson Plan s4

Instructional Lesson Plan English Language Arts Grade: 11 Unit Title: Exploring Independence

R/ELA.MSDE.4/4/2018 1 Lesson Overview Instructional Lesson Plan This lesson, which requires approximatelyEnglish 2-3 class Language periods to complete, Arts centers on the close reading of Jimmy Santiago Baca’s poem, “Who Understands Me But Me?” (Elements of Literature: Fifth Course Essentials Grade: 11 Unit Title: Exploring Independence of American Literature Holt, 2007 ISBN 0-03-042418-6. Students read and analyze the theme, style, and structure of the poem in order to prepare them for their study of The Declaration of Independence, a more rigorous text that they will encounter later in this unit.

Teacher Planning and Preparation  Plan with UDL in mind, e.g., enlarge the poem for ease of reading; record yourself reading the poem aloud. IMPORTANT NOTE: Consider the need for Accessible Instructional Materials (AIM) and/or for captioned/described video when selecting texts, novels, video and/or other media for this unit. See “Sources for Accessible Media” for suggestions on Maryland Learning Links: http://marylandlearninglinks.org.  Differentiate the lesson for English Language Learners. Click here for an example.  Apply extension or enrichment strategies to differentiate the lesson for advanced/gifted and talented students, e.g., analyze the use of cataloging, anaphora, etc., in the poem  Analyze the lesson for strategic placement of formative assessment. Anticipate lesson modifications based on formative assessments.  Record yourself reading the poem aloud.  Prepare for the initial sharing of the poem by dividing the lines of the poem among the students in the class (2 lines per student except for the last 3 lines). (NOTE: Some pairs of lines may be assigned twice, depending on class size.)  Practice using a document camera, if one is available.  Analyze Baca’s poem for its use of rhetorical devices and their effect on tone and theme.  Compose a sample response to the two questions at the end of the lesson.  IMPORTANT NOTE: The “Lesson Procedure” section of this plan is written to the student, an approach that may be unfamiliar to some teachers. Teachers should study the “Lesson Procedure” carefully so that their planning and preparation enables students to demonstrate the level of independence and mastery expected in the lesson.

Essential Question Is independence better described as a goal or a journey?

Unit Standards Applicable to This Lesson Reading Literature CCSS.RL.11-12.1: 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. CCSS.RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.RL.11-12.4: 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. (Include Shakespeare as well as other authors.) CCSS.RL.11-12.5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.RL.11-12.6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). CCSS.RL.11-12.10: By the end of grade 11, read and comprehend literature, including stories, dramas, and R/ELA.MSDE.poems, in 4/4/2018the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end 2of the range. Instructional Lesson Plan English Language Arts Grade: 11 Unit Title: Exploring Independence

Unit Standards Applicable to This Lesson, cont’d Writing CCSS.W.11-12.9a: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

Speaking and Listening CSS SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. CCSS.L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.L.11-12.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.L.11-12.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Student Outcomes Students will read poetry with fluency and emotion distinguish between what is stated and what is implied in a poem draw evidence from text to respond to text-dependent questions participate effectively in small- and large-group discussions analyze a poem for its use of rhetorical devices: repetition, parallel structure, figurative language connect the effect of rhetorical devices to the tone and theme of a poem

Materials An electronic or hard copy of the Baca poem An electronic or hard copy of the two analysis sheets A recording of the Baca poem A document camera and/or chart paper and markers

Pre-Assessment Complete a short pre-assessment on repetition, parallel structure, figurative language, tone, theme, structure, and style designed by your teacher. Lesson Procedure: Come to class prepared, having completed the homework by practicing your assigned lines from the poem and completing the corresponding columns on the “Poetry Reading and Analysis Response Sheet.” Be prepared to read or recite the lines assigned to you with fluency and emotion. Per your teacher’s instructions, participate in a modified choral reading of the poem by standing and reading or reciting your lines when it is your turn to do so and listening carefully as your classmates read or recite their lines in turn. Discuss your initial reaction to and thoughts about the poem. Listen carefully a second time as your teacher plays a recording of the poem. Compare your class’s presentation of the poem to the recording and discuss your ideas. Revise your initial thoughts about the meaning of your lines as necessary. Per your teacher’s instructions, form a group of four students representing 8 consecutive lines in the poem. For example, group 1 should contain the students who read lines 1 through 8. Students who read lines 9 R/ELA.MSDE.4/4/2018 3 Instructional Lesson Plan English Language Arts Grade: 11 Unit Title: Exploring Independence through 12 should form group 2, and so on. Read aloud the eight lines assigned to your group. Respond to the following questions: What does the speaker state and imply in these lines? What qualities of the speaker are revealed in these lines? Come to consensus on your responses to these questions and on the meaning of these lines. Take notes on the meaning of all eight lines on your response sheet.

Lesson Procedure, cont’d Record your group’s consensus on a piece of paper. Using the document camera to display responses, share your group’s ideas. Take notes on your response sheet as other group’s share their ideas. (NOTE: If a document camera is not available, groups may post their responses on chart paper around the room for a gallery walk.)

In your small group, discuss the following questions and select a method for recording your responses: Why does the speaker view his situation as beautiful? What has the speaker discovered about freedom? What is important about the speaker’s negative qualities? How are those negative qualities critical to what he has come to understand? Where does a shift occur in the poem? What is the effect of that shift on the meaning of the poem? Share your responses in a large-group discussion. Revise your group’s responses as necessary. Submit your group’s responses to your teacher for review and feedback.

Take notes as needed as your teacher reviews rhetorical devices: repetition, parallel structure, and figurative language. Listen as your teacher models an analysis of the stylistic features in lines 1 through 4, e.g., repetition, parallel structure, figurative language, etc., and connects these features to tone and theme(s). (See organizer for Poetry Analysis: Rhetorical Devices, Tone, and Theme.) (NOTE: Examples of text-dependent questions that could be used to guide this modeling include: What specific language (e.g., figurative language) and rhetorical devices (e.g., parallel structure, repetition) does the poet use in this poem? How do these language and rhetorical devices contribute to tone and theme(s)? Per your teacher’s instructions and modeling, in your small-group complete a stylistic analysis of two additional sections of the poem. Use evidence from your analysis to draw conclusions about the contributions of language and rhetorical devices to the tone and theme(s) of the poem. Come to consensus as a group and prepare to share your ideas with the class. Listen carefully as each group presents its analysis. Ask clarifying questions and take notes on your response sheet as needed. Pulling together the evidence from these analyses, write a theme statement for the poem. Post your theme statement for your classmates to see and read. Participate in a gallery walk to read the other theme statements. Revise your theme statement based on the others as you deem necessary. Submit your theme statement to your teacher for feedback. Review your notes from this lesson. Organize your thoughts and then respond to the two routine writing prompts on page 2 of the response sheet. Make sure your responses are coherent and well-organized, fully developed with thorough evidence from the poem, and formal in tone and style. Submit your responses to your teacher for evaluation and feedback.

Lesson Closure

R/ELA.MSDE.4/4/2018 4 Instructional Lesson Plan English Language Arts Grade: 11 Unit Title: Exploring Independence Based on your reading of the poem, revisit your working definition of the word independence and revise as needed. Revisit your initial response to the essential question for the unit and revise as needed.

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