Acquisition Lesson Plan Lesson

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					                                                                                                         Lesson #:
            Acquisition Lesson Plan Concept: The Power of the Speech
Essential Question: (What question—from your Student Learning Map and based on your grade-level standards—will direct and
focus the learning in this lesson?)
How does text structure affect tone?

Reading Informational text:

3.Analyze how the author unfolds an analysis or series of ideas or events, including the order in which
the points are made, how they are introduced and developed, and the connections that are drawn
between them.
4. Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how an author
uses and refines the meaning of a key term or terms over the course of a text
(e.g., how Madison defines faction in Federalist No. 10).
5. Analyze and evaluate the effectiveness of the structure an author uses in his or
her exposition or argument, including whether the structure makes points clear,
convincing, and engaging.
6. Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.


2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening

Comprehension and Collaboration:

1. Initiate and participate 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.

6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.

Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008) 11/9/11                  1
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Assessment Prompts:             (What do students need to learn to be able to respond to the Essential Question? What informal
assessment prompts will you use to gather evidence of learning? You do not need to create the specific AP strategy here—just list the
topic/process/content of the chunk of the learning that each AP will assess.)
AP #1 topic: Organize Stanton’s speech
AP #2 topic: Summarize Stanton’s speech
AP#3 topic: Analyze organization
AP #4 topic: Analyze tone
AP#5topic: Analyze “Ain’t I a Woman?”
AP#6 topic: Contrast with Stanton’s speech
AP#7 topic: Contrast Abigail Adams’ letter to her husband with other two speeches

Activating Strategies:          (How will you hook students at the beginning of        Key Vocabulary to preview:                (What
the lesson and activate and/or build the necessary prior knowledge?)                   content-specific vocabulary will students need to
Play Bob Dylan’s “The Times They Are A-Changin'” in the                                know in order to make meaning of the learning in
                                                                                       the lesson?)
background and have the following quotation on the board
when the students come in:                                                             Standards-based vocabulary:
“If the culture doesn’t work, don’t buy it. Create your                                Connotation
own.”—Morrie Schwartz                                                                  Text structure

         Have the students do a think-write-share with a                              Lesson-specific vocabulary:
          partner and then share with the class.
         Show “The Feminist Movement” from Discovery
          Education. The students write a summary at the end
          of the video which they share with their shoulder
          partners and then save for later reference.

Teaching Strategies:         (What specific teaching strategies, will you use to engage students in their learning? e.g. distributed
guided practice, numbered heads, collaborative pairs, think-pair-share, jigsaw, exit tickets, note to absent student, writing-to-learn
strategies, etc.)
Collaborative pairs, numbered heads, think-write-share,

Graphic Organizer Used:               (What graphic organizers or other organizational tools will you use to help students organize their
SOAPStone chart, PALS reading summary sheet, Key Differences chart, sentence strips

Materials Needed: (What specific materials will you need to present this lesson?)


Copies of the following speeches:

Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008) 11/9/11                                     2
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“Declaration of Sentiments”

“The Declaration of Independence

“Ain’t I a Woman?”

Letter from Abigail Williams to John Adams May 7, 1776

“Susan B. Anthony: Women’s Right to Vote”

“Maria W. Stewart Advocates Education for African American Women”

Discovery Education’s “The Feminist Movement”

Video of Cicely Tyson’s “Ain’t I a Woman?”

Instructional Plan: (How will you provide instruction and/or specific learning experiences which lead students to the
understanding necessary to respond to each assessment prompt? What will be the sequence of these learning experiences?)

Instructional Chunk #1: Organize the speech

Distribute copies of the “Declaration of Sentiments” which have been cut up into chunks—paragraphs
kept intact, but each resolution separate. Working in collaborative pairs, the students are to arrange the
speech in what they think is the most logical and effective manner. Students then engage in a gallery
walk to view each other’s arrangements. At the end of the gallery walk, using numbered heads, the 1’s
write down the pair’s observations, and the 2’s will report them. During the discussion, each group will
also be asked to explain why it chose the organizational pattern it did.

Instructional Chunk #2: Summarize the speech

Distribute copies of “The Declaration of Sentiments,” the PALS summary sheet (Appendix A), and
SOAPStone chart (Appendix B) to each student. The students are to read the speech and then work on
the SOAPStone chart. When all the students have finished reading the speech, have the pairs form
groups of four to share their summaries.

Instructional Chunk #3: Analyze organization

Allow students time to complete the SOAPStone chart and discuss their responses for everything
except tone. Have them revisit their sentence strips and see if they organized the strips the same way as
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008) 11/9/11                         3
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Stanton organized her speech. If they did not, have them write a justification for the organizational
pattern they chose. Have each pair join another pair and study Stanton’s organizational pattern. Do her
arguments lead up to her final conclusion? Have them justify their answers. (They can use the sentence
strips to visually prove their point.)

Instructional Chunk #4: Identify tone

Distribute copies of “The Declaration of Independence.” Working with their shoulder partners, the
students highlight what is different in Stanton’s speech. They then complete the graphic organizer on
identifying tone.

Instructional Chunk #5: Analyze “Ain’t I a Woman?”

Distribute copies of Sojourner Truth’s speech “Ain’t I a Woman?” Have the students read it silently to
themselves; then have someone read it out loud. Have the students write a summary of the speech and
share with their shoulder partners. Still working in partners, students complete the SOAPStone chart
and then share their responses with the entire class.

Show the video of Cicely Tyson portraying Sojourner Truth delivering the speech. Ask the students if
the tone of the oral delivery was what they had envisioned from the written text? Why or why not?

Instructional Chunk #6: Contrast the tone of the two speeches

Distribute the “Key Features” graphic organizer. Have students work with their partners to fill in the
top section. In the “Summary” section students summarize the connection between the text features
listed above and the tone of the speech.

AP#7 topic: Contrast Abigail Adams’ letter to her husband with other two speeches.

The students repeat the same procedure (read, summarize, SOAPStone, Key Features chart) for
Abigail Adams’s letter, focusing primarily on the paragraph that begins “I can not say that I think you
very generous to the Ladies…”

Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008) 11/9/11    4
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Summarizing Strategy:                (How will students summarize what they have learned as a result of the lesson to provide evidence of
their understanding, in relation to the lesson essential question? Examples: Exit Ticket, 3-2-1, Answer the EQ, writing-to-learn exercise,

The students answer the essential question.

Assignment(s)/Extending Thinking Activity: (What assignment(s) will students do to prepare for, reinforce and/or
extend their understanding?)

Have the students write one of the speeches or the letter in the form of one of the others, e.g. write
“Ain’t I a Woman” in the form of “The Declaration of the Sentiments of a Woman.” Ask the students
then to evaluate how the change in the text structure changes the tone and the impact of the speech.

Two other speeches are enclosed students can choose to use. Students can also find others at

Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008) 11/9/11                                  5

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