LESSON TEMPLATE

Teacher: Kistner Date(s):

Content: AP Language & Composition

Unit Title: Holiday

Focus of the Day: Holiday

SOL/Competency:
Holiday
Materials Needed: Holiday

Essential Skills: Holiday

Vocabulary (What new vocabulary will be
introduced during this lesson?):

Essential Question of the Day: Holiday

Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) Holiday
Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
Holiday
Blooms Taxonomy Used: Remembering

Understanding
(List the questions being asked of students according to Blooms taxonomy?)
1.
2.
3.
4.

Applying

Analyzing

Evaluating

Creating

Holiday

Click here to enter text.

6. Click here to enter text.
Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used; make sure there is evidence within
5.

and throughout instruction.)

Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min: Holiday
Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)
15-20 min Holiday
Check for Understanding (How will you know that students are learning the concept or skill?): Holiday
Independent Practice (What will students do to independently practice the concept or skill?) Holiday
Closure- How will the lesson be summarized?) Holiday
Evaluation/Assessment (How will you measure the students success?) Holiday
Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?) Holiday
Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)

LESSON TEMPLATE
Teacher: Kistner Date(s):
Unit Title: Rhetoric Analysis: Incidents in the of
Life of a Slave Girl
SOL/Competency:
Rhetoric Devices
Materials Needed: Promethean board, COW,
notebook, Incidents in the of Life of a Slave Girl

Essential Question of the Day:

Content: AP Language & Composition

Focus of the Day: Reviewing Frederick
Douglass. Begin reading Harriet Jacobss
narrative.
Essential Skills: TLW examine Incidents
in the of Life of a Slave Girl for rhetoric
devices and examine language
Vocabulary (What new vocabulary will be

introduced during this lesson?): rhetoric devices:

asyndeton, polysyndeton and syntax. Pre-reading
vocab: inflammatory, condescending, apprehensive,
ominous, cynical, vitiated, licentiousness, inculcated,
pious, blight, degradation, profligate, odious,
retribution, obscene
How do I critically read Incidents in the of Life of a Slave Girl to determine

rhetoric devices?

Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW complete
editing exercise with SOL questions.

Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
Teacher will work with students to define necessary terms before reading Incidents in the of Life of a Slave Girl.

Blooms Taxonomy Used: Remembering

Understanding
Applying
Analyzing
Evaluating
(List the questions being asked of students according to Blooms taxonomy?)
1. How do I critically read to discover rhetoric devices?
2. How do I interpret the importance of the rhetoric devices used in Incidents in the of Life of a Slave Girl
3.
4.

Creating

Click here to enter text.

6. Click here to enter text.
Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used; make sure there is evidence within
5.

and throughout instruction.)

Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min: 1. Teacher will guide students in defining
terms using Internet.

Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)
15-20 min Teacher will guide students through reading Incidents in the of Life of a Slave Girl. TLW read the excerpt
closely.

Check for Understanding (How will you know that students are learning the concept or skill?): Teacher will
monitor students through guided instruction.

Independent Practice (What will students do to independently practice the concept or skill?) TLW work with a

partner to examine vocab. words within text. TLW work with a partner to examine the authors language and its effect
on the reader.

Closure- How will the lesson be summarized?) TLW share his/her findings in reading.
Evaluation/Assessment (How will you measure the students success?) TLW be evaluated on ability to
examine reading to evaluate the language used.

Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?) Students will work in cooperative learning groups to aid each other.

Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)

LESSON TEMPLATE
Teacher: Kistner Date(s):
Unit Title: Rhetoric Analysis: Incidents in the of
Life of a Slave Girl
SOL/Competency:
Rhetoric Devices
Materials Needed: Promethean board, COW,
notebook, Incidents in the of Life of a Slave Girl

Essential Question of the Day:

Content: AP Language & Composition

Focus of the Day: Reviewing Frederick
Douglass. Begin reading Harriet Jacobss
narrative.
Essential Skills: TLW examine Incidents
in the of Life of a Slave Girl for rhetoric
devices and examine language
Vocabulary (What new vocabulary will be

introduced during this lesson?): rhetoric devices:

asyndeton, polysyndeton and syntax. Pre-reading
vocab: inflammatory, condescending, apprehensive,
ominous, cynical, vitiated, licentiousness, inculcated,
pious, blight, degradation, profligate, odious,
retribution, obscene
How do I critically read Incidents in the of Life of a Slave Girl to determine

rhetoric devices?

Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW complete
editing exercise with SOL questions.

Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
Teacher will work with students to define necessary terms before reading Incidents in the of Life of a Slave Girl.

Blooms Taxonomy Used: Remembering

Understanding
Applying
Analyzing
Evaluating
(List the questions being asked of students according to Blooms taxonomy?)
1. How do I critically read to discover rhetoric devices?
2. How do I interpret the importance of the rhetoric devices used in Incidents in the of Life of a Slave Girl
3.
4.

Creating

Click here to enter text.

Click here to enter text.
Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used; make sure there is evidence within
5.
6.

and throughout instruction.)

Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min: 1. Teacher will guide students in defining
terms using Internet.

Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)
15-20 min Teacher will guide students through reading Incidents in the of Life of a Slave Girl. TLW read the excerpt
closely.

Check for Understanding (How will you know that students are learning the concept or skill?): Teacher will
monitor students through guided instruction.

Independent Practice (What will students do to independently practice the concept or skill?) TLW work with a
partner to examine vocab. words within text. TLW work with a partner to examine the authors language and its effect
on the reader.

Closure- How will the lesson be summarized?) TLW share his/her findings in reading.
Evaluation/Assessment (How will you measure the students success?) TLW be evaluated on ability to
examine reading to evaluate the language used.

Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?) Students will work in cooperative learning groups to aid each other.

Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)

LESSON TEMPLATE
Teacher: Kistner Date(s):
Unit Title: Rhetoric Analysis: Incidents in the of
Life of a Slave Girl
SOL/Competency:
Rhetoric Devices
Materials Needed: Promethean board, COW,
notebook, Incidents in the of Life of a Slave Girl

Essential Question of the Day:

Content: AP Language & Composition

Focus of the Day: Reviewing Frederick
Douglass. Begin reading Harriet Jacobss
narrative.
Essential Skills: TLW examine Incidents
in the of Life of a Slave Girl for answer AP
Lang./Comp. questions
Vocabulary (What new vocabulary will be

introduced during this lesson?): rhetoric devices:

asyndeton, polysyndeton and syntax. Pre-reading
vocab: inflammatory, condescending, apprehensive,
ominous, cynical, vitiated, licentiousness, inculcated,
pious, blight, degradation, profligate, odious,
retribution, obscene
How do I critically read Incidents in the of Life of a Slave Girl to answer AP

exam questions?

Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW complete
editing exercise with SOL questions.

Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
Teacher will work with students to answer AP exam questions.

Blooms Taxonomy Used: Remembering

Understanding
Applying
Analyzing
Evaluating
(List the questions being asked of students according to Blooms taxonomy?)
1. How do I critically read to discover rhetoric devices?
2. How do I interpret the importance of the rhetoric devices used in Incidents in the of Life of a Slave Girl
3. How do I use testing strategies to answer AP exam questions?
4.

Creating

Click here to enter text.

Click here to enter text.
Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used; make sure there is evidence within
5.
6.

and throughout instruction.)

Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min: 1. Teacher will guide students in reading
test questions carefully.

Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)
15-20 min Teacher will guide students through answer AP exam questions

Check for Understanding (How will you know that students are learning the concept or skill?): Teacher will
monitor students through guided instruction.

Independent Practice (What will students do to independently practice the concept or skill?) TLW work

independently to answer AP exam questions regarding Incident in the Life of a Slave Girl.

Closure- How will the lesson be summarized?) TLW share his/her questions about specific AP exam questions.
Evaluation/Assessment (How will you measure the students success?) TLW be evaluated on ability to
examine reading to evaluate the language used.

Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?) Students will work in cooperative learning groups to aid each other.

Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)