The Academy for Technology & the Classics

Lesson Plan Template

Instructors name: Devin Ayers Week of: 11/04 11/08 Course/Grade: Grade 11 AP Language and Composition Unit Name: The Role of Language

Common Core/ NM Content Standards: RI11-12.1 RI11-12.3; RI11-12.5; RI11-12.7; W11-12.1; W11-12.4; SL11-12.1; SL11-12.3; Sl1112.6 Essential Question(s): What is language for? What are its different functions? What prejudices do people (including yourself) hold about language and its various uses? Other considerations (modifications, accommodations, acceleration, etc.): Students who require it will receive extended deadlines for writing assignments and/or shortened reading. Connections (prior learning/prior knowledge): Students will connect their own personal ideas and prejudices about language to the content of the assigned readings for the week. Resources/Materials Teacher: Students: Norton Reader

Assessment (How will you monitor progress and know students have successfully met outcomes?) Daily: direct observation This Week: direct observation/writing assignments/Socratic dialogue Unit: direct observation/writing assignments/Socratic dialogue/projects Time allotted MONDAY Learning TargetStudents will learn to make connections between rhetoric and race(ism) and how rhetoric is used to reinforce negative racial stereotypes. They will show their learning by reading The Death of the Profane: The Rhetoric of Race and Rights in the Norton Reader and answering a series of short response questions. TUESDAY Learning TargetStudents will read Tongue Tied in the Norton Reader and make connections between linguistic Lesson activities for instructor and students Assignment(s) Due-

Assignment(s) Due-

stereotypes and prejudices described in the piece with experiences in their own life. They will understand how linguistic stereotypes affect learning, especially among English language learners. They will demonstrate their understanding by answering a series of extended response questions. WEDNESDAY Learning TargetStudents will expand the learning described in the previous two lessons, and identify and analyze the rhetorical devices each author has used to investigate their topics. They will show their learning through small group discussion. Assignment(s) DueShort response questions Small group discussions

THURSDAY Learning TargetStudents will learn about the power of language, specifically the multiple/dual meanings of negative terms such as racial epithets. They will learn about the re-taking of words by minority groups through the changing on their meaning by the group affected by their negative usage. They will show their understanding through direct conversation/observation with the instructor. They will also generate an opening question for the Socratic dialogue tomorrow. In small groups, students will read Mommy, What Does Nigg__ Mean? Then they will discuss it and generate and opening question. FRIDAY Learning TargetStudents will understand the power dynamics of language and the amelioration (taking on of positive connotation) and pejoration (taking on of negative meaning) of certain words. They will express their learning through Socratic dialogue

Assignment(s) DueOpening question: Socratic dialogue

Assignment(s) DueSocratic dialogue