Pochiba 1
Understanding by Design Lesson Plan
Advanced Placement “What, then, is this new man?”
Composition and Language Letters from an American Farmer
Michel-Guilluame-Jean de Crevecoeur
1-2 days
Stage 1: Desired Results
Common Core State Standards
Reading Standards for Informational Text
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.
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).
Writing Standards for Informational Text
3. Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s)
of view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection,
and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole and build toward a particular tone and
outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
Eligible Content:
R11.A.2.3.1: Make inferences and/or draw conclusions based on information from text.
R11.A.2.3.2: Cite evidence from text to support generalizations.
Understandings: Essential Questions:
Students will understand…
What are some qualities that early American
Crevecoeur’s definition of an American settlers must have to be successful?
Pochiba 2
The unique characteristics of American
culture Are those qualities evident today as American
Traits and skill sets which were required values?
of early Americans
Crevecoeur’s use of imagery PDE SAS Essential Question:
How does interaction with text provoke
thinking and response?
Students will be able to… Students will know…
In line with PDE SAS Competencies:
Crevecoeur’s definition of an American
Use and cite evidence from texts to make How that definition compares with a modern
assertions, inferences, generalizations, and American
to draw conclusions How the cultural influences of Crevecoeur’s
Analyze the impact of societal and cultural time affected his perspective
influences in texts
Synthesize knowledge and convey
knowledge to others
Stage 2: Assessment Evidence
Performance Tasks: Other Evidence:
Opening set: Individuals answer essential Formative Assessment:
question Choral response questioning for background
Activate previous knowledge: Formative knowledge
Assessment for background knowledge “Fingers up” check for understanding of
(What question did Romantic authors selection
attempt to answer?)
Whole Group: Read selection, check for Formal Assessment:
understanding Self/ peer/ teacher evaluation according to the
Small Group: Discuss characteristics of a charts produced by group and individual
modern American. Create a list of modern Letter to “friend” writing task
American values and traits. Complete
Venn diagram comparing Crevecoeur’s Informal Assessment:
American and today’s American.
Teacher evaluation during the activity for
Whole Group: Identify characteristics that student engagement, insightful discussion,
have defined Americans since the and active participation in group work
beginning.
Individual work: Write letter to “friend” in
another country, answering the question:
“What is it like to be an American?”
Synthesize learning to convey to others
Pochiba 3
through writing and discussing results of
Venn Diagram
Stage 3: Learning Plan
Learning Activities (WHERETO):
W = Class Plan Activity Map
H = Essential Question
E = Formative Assessment for understanding, group reading of selection
R = Group time to discuss essential questions
E = Whole group evaluation of Venn Diagrams
T = Group, individual, verbal, and written evaluations
O = Continual movement from individual, whole group, and small group formations
Materials/Resources Needed:
Copies of Crevecoeur selection
Class Plan Activity Map
Exit pass: Venn Diagram