WOODLAND HILLS SECONDARY LESSON PLAN Name: Heidi G. Balas Date: Length of Module: 25+ days Content Area: English/Language Arts

STAGE I – DESIRED RESULTS LESSON TOPIC (Module, if applicable): Rhetorical Devices Influence the Audience In this module, reading, writing, speaking, and listening are framed around the big idea of interpreting diverse perspectives. This module addressed the essential question: How does the speaker, through the rhetorical devices he or she uses, influence the views and opinions of his or her audience? Students read from, and write to, informational texts as well as classic and contemporary literature. Students engage in class discussions involving the informational text and literature to interpret diverse perspectives. Students apply a broad range of reading, writing, speaking, and listening skills. Students address how a speaker influences the views and opinions of his or her audience. Key outcomes include citing strong and thorough textual evidence to support analysis of a text; analyzing how an author’s choices create a desired effect; analyzing how an author transforms text elements in a written work; evaluating the use of rhetorical devices in speeches; and presenting information, findings, and supporting evidence appropriate to purpose, audience, and task.

BIG IDEAS: (Content standards, assessment anchors, eligible content, objectives, and skill focus) Focus Standards: CC.1.3.9-10.B, CC.1.3.9-10.E, CC.1.3.9-10.H, C.1.5.9-10.B, CC.1.5.9-10.D Important Standards: CC.1.3.9-10.C, CC.1.3.9-10.D, CC.1.3.9-10.D, CC.1.4.9-10.J, CC.1.5.9-10.A Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize

information. Active listeners make meaning from what they hear by questioning, reflecting,

responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and

purpose. Effective research requires the use of varied resources to gain or expand knowledge. Audience and purpose influence a writer’s choice of organization pattern, language,

and literary techniques. Rules of grammar and language conventions support clarity or communications

between writers/speakers and readers/listeners. An expanded vocabulary enhances one’s ability to express ideas and communications.

UNDERSTANDING GOALS (CONCEPTS): Students will understand:

The elements of specific genres (i.e. short story, poetry, nonfiction, etc.) Vocabulary How integrity (or lack thereof) is an important part of literature and writing. How the speaker, through the rhetorical devices he or she uses, influence the views and

opinions of his or her audience,

ESSENTIAL QUESTIONS: How do strategic readers create meaning from information and literary texts? What is

text really about? How do readers know what to believe? How does what readers read influence how they should read it? How does a reader’s purpose influence how text should be read?

How do readers know what to believe in what they read, hear, and view? How does interaction with text provoke thinking and response?

What do good listeners do? How do active listeners make meaning? How do active listeners know what to believe in what they hear?

How do task, purpose, and audience influence how speakers craft and deliver a message? How do speakers employ language and utilize resources to effectively communicate a message?

What does a reader look for and how can s/he find it? How does a reader know a source can be trusted? How does one organize and synthesize information from various sources? How does one best present findings?

What makes clear and effective writing? Why do writers write? What is the purpose? Who is the audience? What will work best for the audience?

How do learners make decisions concerning formal and informal language in social and academic settings? How do grammar and the conventions of language influence spoken and written communication?

Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? How does one develop and refine vocabulary?

VOCABULARY: Short Story: plot (exposition, rising action, conflict, internal conflict, external conflict,

climax, falling action, resolution), setting, tone, character (protagonist, antagonist),

mood, irony, etc.

o bloated, scavenger, subversive, treacherous, dupe

Poetry: simile, metaphor, personification, alliteration, assonance, onomatopoeia, free

verse, ballad, stanza, imagery, mood, persona, etc.

o mature, dense

Nonfiction: theme, memoir, allusion, voice, narrative essay, rhetorical device,

quotation, fact/opinion, etc.

o domestic, ordain, odious, aristocracy, dissention, fetish, dominion, deflect,

emanate, abstraction

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): Students will be able to:

Comprehend and evaluate complex texts across a range of types and disciplines. Be a critical consumer of text and other media to recognize, understand, and appreciate

multiple perspectives and cultures. Produce writing to address task, purpose, perspective, and intended audience; research

and gather evidence to create a clear and coherent message. Communicate effectively for varied purposes and audiences. Listen actively to engage in a range of conversations, to analyze and synthesize idea

and positions, and to evaluate accuracy in order to learn, reflect, and respond.

STAGE II – ASSESSMENT EVIDENCE PERFORMANCE TASK: Formal literary responses

FORMATIVE ASSESSMENTS: Exit tickets, thumbs up/thumbs down, open ended responses, etc.

STAGE III: LEARNING PLAN DAILY INSTRUCTIONAL PROCEDURES: Do Now: Collins Type 1 Mini Lesson: Vocabulary and any other relevant

terminology Guided Practice: Socratic Seminar, Think Pair

Share, guided notetaking, peer review Independent Practice: Homework, most often

independent reading, writing and/or research

MATERIALS AND RESOURCES: Glencoe Literature The Reader’s Choice Course 5 Poetry: “Fire and Ice”

by Robert Frost; “I Am Offering This Poem” by Jimmy Santiago Baca; “The Road Not Taken” by Robert Frost; “All Bread” by Margaret Atwood

Summer reading: Hiroshima by John Hersey

Speeches: “On Women’s Right to Vote” by Susan B. Anthony; “Cinderella’s Stepsisters” by Toni Morrison

Short Story: “Ordeal by Cheque” by Wuther Crue; “Bread” by Margaret Atwood

INTERVENTIONS: Students’ GRADE

scores and academic history are being reviewed.

ASSIGNMENTS: Hiroshima Character Journal and corresponding essay “Ordeal by Cheque” character/plot/literary device study “Fire and Ice,” “I Am Offering This Poem,” and “The Road Not

Taken” activities “On Women’s Right to Vote” and “Cinderella’s Stepsisters”

activities “Bread” and “All Bread” activities and corresponding essay