Lesson Planning Template

(C. Danielson 2007)

Teacher name: _______Erin Emperor___ Grade Level: ____9th Grade/ Freshmen___
Class: ______American Literature___________

Date: ____2/10-11/2015_____

Area of Interaction: __________Environments____________________

E(s): ____Empathy, Environment, and education______________________________________
Significant Concept(s): __Society is in a constant flux, Writing styles reflect the culture from
which they originate.
Unit Question:_How is my life shaped by the cultures that came before me? How do authors use
their writings to put forth their own ideas and beliefs?

1. Describe any unique characteristics of the class and the students in the class.
(1b: Knowledge of students)

Two to three of the freshmen class have ADD and ADHD

Two of the freshmen have learning disabilities.
I have a student teacher who needs to teach 6 weeks.
We rely heavily on the elmo and computers for technology.
The agenda for the day is on the board in green for the freshmen class.
Students work in small groups (at their desks), in pairs, and in large classroom discussion.
The seat groups are organized by differing lexile scores.
Assessments are differentiated in order to allow everyone to succeed.
Class is started every day with a warm-up, usually a journal or quiz, where they write and gather their
thoughts and then share with the class. Sometimes the journal is a formal assessment, review, or the
beginning of a writing assignment.
This unit has been disrupted with my being gone last week, so the kids are still getting used to me
Students who have been absent receive a sheet which allows them to catch up, filled out by their table
mates.
Students are encouraged to exchange information with seat groups in order form a community as well as a
way to get homework when class is missed
Students use Canvas in order to keep organized as well as stay on task with their assignments.
Students are required to read and respond to all of their emails from me on a daily basis through Canvas.
Students are currently using their large literature book to study the Puritans

2. State your instructional goals and objectives for this lesson.

(1c: Selecting instructional outcomes).
Through content exploration the student will: Gain a solid understanding of the literary and cultural
contributions of the political and historical writings from The Age of Reason.
Recognize the spirit of ideas and the purpose of writers prior to the birth of the American novel or short story.
Produce a demonstrative essay that analyzes the effectiveness of the writing styles studied, while writing with
precision as well as clarity.

Demonstrative essay using pre-writing, editing, and a variety of technology to express their understanding.
Express their comprehension through a good grade on the test.

Designed to meet standards: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2,2.3,3.1,3.2,3.3, and 4.2

SWBAT compose a skeleton essay analyzing I, Too, Sing America or I Know Why the Caged Bird Sings
SWBAT correct another groups skeleton essay
SWBAT conference with each other and explain their grade of the skeleton essay

3. Outline [provide an outline] your instructional plan.

(1e: Designing coherent instruction)

Hand out skeleton essay assignment and poems to groups

o Explain and wait for questions
o Allow students to write their essays in groups
o Explain how essays will be graded
After essays are written:
o Switch 2 groups essays
o Hand out IB analysing rubric
o Groups will grade other groups essays based on the rubric
Groups will then conference
o Two stars and a wish

4. Describe your use of instructional groups to facilitate learning.

(1e: Designing coherent instruction)
Students will be working in small groups today.

5. Materials / resources you will use in this lesson.

(1e: Designing coherent instruction)
Elmo
Whiteboard
Pencils
Paper
Journals
Test

6. Assessment for and of learning.

(1f: Designing assessments of learning)
Poetry project

Creative piece
Vocabulary test
Poetry work sheets

Name:
Hour:
Character analysis skeleton essay
Analyzing symbols, literary and figurative devices and other elements of poetry we
have discussed so far gives us a better understanding of poetry and the poets
intention. This assignment is to help to you think about how to analyze poetry.
What is a thesis statement? Write your answer below:

Paragraph 1/Introduction:
Write a full introduction as if you were going to write a full paper. This means writing
a full introductory paragraphs. Underline your thesis statement. Before you write
your paper, make sure your thesis fits the definition you created and have written
above. Answer the question about your thesis: So what? What does your thesis say
about your character, themes or the novel?

Body Paragraphs 2, 3, and 4:

Write a sentence stating your claim. Remember, a claim is a statement about your
character. Underneath your claim, write one quote, properly cited, as evidence.
Finally, write one to three sentences analyzing, connecting and explaining why your
quote is important to your claim and thesis. Answer the question after each
paragraph: so what? Why is your quote important? How does it connect to your
thesis?

Paragraph 5/Conclusion:
Write a full conclusion. Restate your thesis and underline it. Your conclusion
paragraph should answer the So What? Question: How does your skeleton essay
prove your thesis? Why is your thesis important?

I, Too, Sing America

Langston Hughes, 1902 - 1967

I, too, sing America.

I am the darker brother.

They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.

Tomorrow,
Ill be at the table
When company comes.
Nobodyll dare
Say to me,
Eat in the kitchen,"
Then.

Besides,
Theyll see how beautiful I am
And be ashamed

I, too, am America.

Caged Bird
BY MAYA ANGELOU
A free bird leaps
on the back of the wind
and floats downstream
till the current ends
and dips his wing
in the orange sun rays
and dares to claim the sky.

But a bird that stalks

down his narrow cage
can seldom see through
his bars of rage
his wings are clipped and
his feet are tied
so he opens his throat to sing.

The caged bird sings

with a fearful trill
of things unknown
but longed for still
and his tune is heard
on the distant hill
for the caged bird
sings of freedom.

The free bird thinks of another breeze

and the trade winds soft through the sighing trees
and the fat worms waiting on a dawn bright lawn
and he names the sky his own

But a caged bird stands on the grave of dreams

his shadow shouts on a nightmare scream
his wings are clipped and his feet are tied
so he opens his throat to sing.

The caged bird sings

with a fearful trill
of things unknown
but longed for still
and his tune is heard
on the distant hill
for the caged bird
sings of freedom.

MYP Language A Grade Descriptors

Summary of descriptors:
Criterion
A

Content

This criterion refers to the students ability to demonstrate:

Maximu

an awareness of the function of language A through critical

and creative writing; an understanding of the works studied;

and an effective response to literature.

10

Criterion

Organization

This criterion covers the students ability to: express ideas

Maximu

with clarity and coherence; structure arguments in a

sustained and logical fashion; and support these arguments

with relevant examples.

10

Criterion

Style and

This criterion refers to the students ability to use language

Maximu

language

for a variety of purposes, including description, analysis and

usage

persuasion. Appropriate register and language should be

chosen, according to intention and audience.

10

For each assessment criterion, a number of band descriptors are defined. These describe a range

of achievement levels with the lowest represented as 0.

The criteria are equally weighted.

The descriptors concentrate on positive achievement, although failure to achieve may be included
in the description for the lower levels.

Detailed descriptions of the assessment criteria and band descriptors (rubrics):

Criterion A: Content Maximum 10

This criterion refers to the students ability to demonstrate: an awareness of the function of language A through
critical and creative writing; an understanding of the works studied; and an effective response to literature. Note:
Certain elements within each descriptor apply to specific types of writing. Teachers should use only the relevant
elements of the descriptors when assessing different types of work.

Level of
Achievement

Descriptor

The student does not reach a standard described by any of the descriptors given
0

below.
The student demonstrates very limited understanding of the topic or theme. The

12

work lacks detail, development and support. Creative pieces do not reflect
imagination and sensitivity. The student's response to literature demonstrates
little or no awareness of the author's intention or techniques.
The student demonstrates a limited understanding of the relevant aspects of the

34

topic or theme. The work displays insufficient detail, development and support.
Creative pieces reflect limited imagination and sensitivity. The student's response
to literature sometimes demonstrates an awareness of the author's intention
and techniques.
The student demonstrates a sufficient understanding of the relevant aspects of

56

the topic or theme. The work displays adequate detail, development and support.
Creative pieces reflect a degree of imagination and sensitivity. The student's
response to literature demonstrates an awareness of the author's intention and
techniques.
The student demonstrates a good understanding of the relevant aspects of the

78

topic or theme. The work displays substantial detail, development and support.
Creative pieces reflect substantial imagination and sensitivity. The student's
response to literature demonstrates a good appreciation of the author's
intention and techniques.
The student demonstrates a perceptive understanding of the relevant aspects of

910

the topic or theme. The work consistently displays illustrative detail,

development and support. Creative pieces reflect a high degree of sensitivity and
originality. The student's response to literature demonstrates a sophisticated
analysis of the author's intention and techniques.

Criterion B: Organization Maximum 10

This criterion covers the student's ability to express ideas with clarity and coherence, to structure arguments in a
sustained and logical fashion, and to support them with relevant examples.

Level of

Descriptor

Achievement
The student does not reach a standard described by any of the descriptors given
0

below.
The student's work is generally disorganized and confused; arguments are not

12

presented in a logical manner. Paragraph structure and transitions are very weak.
When such devices are required, no attention is paid to critical apparatus.
The student's work shows the beginnings of organization but lacks significant

34

logical order. Paragraphs and transitions are weak. When such devices are required,
little attention is paid to critical apparatus.
The student's work is basically organized, clear and coherent; arguments are

56

presented in a logical manner. Paragraph structure and transitions are apparent.

When such devices are required, some attention is paid to critical apparatus.
The student's work is usually well organized, clear and coherent, and arguments

78

are presented in a thoughtful, logical manner. Paragraph structure and transitions help
to develop the ideas. When such devices are required, sufficient attention is paid to
critical apparatus.
The student's work is consistently well organized, clear and coherent, and

910

arguments are presented in a perceptive and persuasive manner. Paragraph structure

and transitions effectively develop and substantiate the ideas being expressed.
When such devices are required, critical conventions and apparatus are used in a
sophisticated manner.

Note
Critical Apparatus refers to, for example, an effective use of quotations and accurate footnoting.

Criterion C: Style and Language Usage Maximum 10

Students are expected to be able to use language for a variety of purposes, including description, analysis and
persuasion. Appropriate register and language should be chosen, according to intention and audience.

Level of

Descriptor

Achievement
The student does not reach a standard described by any of the descriptors given
0

below.
The student's use of vocabulary is often inappropriate and limited. Very

12

frequent errors in spelling, pronunciation, punctuation and syntax persistently

hinder communication. Little attempt has been made to use a register suitable to
the intention and audience.
The student's use of vocabulary is sometimes appropriate and somewhat

34

varied. Regular errors in spelling, pronunciation, punctuation and syntax hinder

communication. The student attempts to use a register suitable to intention and
audience.
The student's use of vocabulary is usually appropriate and generally varied.

56

Some errors in spelling, pronunciation, punctuation and syntax sometimes

hinder communication. The student often uses a register suitable to intention and
audience.
The student's use of vocabulary is appropriate and varied. Occasional errors in

78

spelling, pronunciation, punctuation and syntax rarely hinder communication. The

student consistently uses a register suitable to intention and audience.
The student's use of vocabulary is always appropriate and greatly varied with

9-10

very infrequent errors in spelling, pronunciation, punctuation and syntax. The

student has mastered the use of a register suitable to intention and audience.

Note
Register: this refers to a mixture of appropriate tone, vocabulary, grammar and sentence structure.
Pronunciation: Clarity must be considered here, not issues of accent.