EDIS 5882

Lesson Plan Template

Class description: AP Language and Composition; 30 students; about one-third of the class
qualifies as Gifted
Length of class: 45 minutes; Monday-Friday, 2:05-2:55 p.m.
Plan type: Full-Detail
Critical Learning Objectives being taught in this lesson:
SWBAT:
Cognitive (know/understand):
1. Students will understand that an argument is made to persuade an audience of significant
issues in life and literature.
2. Students will know that an argument presents the relationship between two different
trends, concepts, or themes.
3. Students will know that a thesis statement for an analytical essay summarizes the works
argument relating two or more different themes, concepts, or trends.
[Note: Another lesson in the unit will focus on using inductive reasoning to form a thesis
statement for an essay]
Performance (do):
1. Students will be able to elaborate on different themes of a novel through a small-group
discussion.
2. Students will be able to summarize relationships between different themes through smallor medium-sized group discussion.
3. Students will be able to compose a working thesis statement for an analytical essay.
AP Language and Composition Course Requirement: Writing expository, analytical, and
argumentative compositions based on readings representing a variety of prose styles and genres
(http://media.collegeboard.com/digitalServices/pdf/ap/ap-course-overviews/ap-english-languagecourse-overview.pdf)
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on
one another to produce a complex account; provide an objective summary of the text.
SOL Standards
11.6 The student will write in a variety of forms, with an emphasis on persuasion.
b) Produce arguments in writing developing a thesis that demonstrates knowledgeable
judgments, addresses counterclaims, and provides effective conclusions.

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Preface:
The students have been reading Their Eyes Were Watching God by Zora Neale Hurston. For
Monday they have been assigned to read Chapters 8-16 and to post a discussion question to
Edmodo.com by Sunday at 9 p.m. The assignment guidelines are in the Appendix A.
Beginning Room Arrangement: Desks are grouped according to small groups and subsequent
medium-sized groups. The small groups consist of approximately three students and the
medium-sized groups include about six students.
[Changes in this arrangement that become necessary later will be noted in the plan]
1. [5 mins.] Bridge/Hook/Opening to lesson:
Hello class. Hope you all are having a good Monday so far. Today we are going
to discuss the themes that you posed questions for on Edmodo. Since some of you
expressed on the student survey that you would like to focus a bit on writing, we
are going to are also going discuss the relationship between these themes and
work on creating potential thesis statements for an analytical essay.
Student 1: Will we be writing an essay for the book?
Yes, you will eventually write an analytical or argumentative essay about the
book in which you make a statement about the relationship between two different
concepts in the book. For example, an author might form a relationship between
social mobility and morality. A historian or sociologist might discuss the
relationship between the rise of a capitalistic society and a cultural focus on
money and materialism. Our goal for today is to think bigto firstly think about
the themes, then to form connections between them. We will focus on the authors
main point first then explore HOW she shows that point. I will fill you in more
about the expectations for the entire paper in the near future.
Student: Aw, man, another essay. (General looks of either worriment, frustration,
or interest throughout the class. Some sighs.)
This lesson is also meant to help you if you are struggling to find the authors
purpose. So lets focus on just thinking about an authors argument or purpose.
2. [20 mins.] Step 1: Silent Discussion ensues
The first thing we are going to do is get into small groups to discuss some of the discussion
questions that you posted online. We are going to get into a silent discussion in which each
group will get the discussion question that you posted under each theme.

[I split the class into groups of 4-5 people. The class moves to certain areas of the room. I will
pass the discussion questions for each group.]
You will have 3-4 minutes to answer each question as it goes around. Please try to answer the
question or respond to what the person before you has written.
[Silent discussion ensues]

3. [7 mins.] Step 2: Summarize Silent Discussion

Now that you have your original paper back, go ahead and take a minute to look over what
people wrote. Then talk about what Hurston might be saying about that romantic relationships,
or nature, or self-realization, or whatever them you had. So discuss for about 6 minutes and
come up some summarizing statements about what you talked about in your silent discussion.
4. [11 mins] Step 3: Finding Relationships Between Themes
Then I would the following groups to merge together and share what you talked about in your
groups. [I name the groups that should group together]. Then I would like you share your main
points. Then I would like you to think about the relationship between different themes as they
appear in the novel. What is the relationship between Janies romantic relationships and her
self-realization? What is the relationship between ones racial or gender identity and being a
member of the communities in the novel? Discuss this relationship for a bit, then I would like
each person to turn in a thesis that shows these relationships. For example, [I project on the Ppt
screen]
In the late nineteenth-century novel The Story of an African Farm, Schreiner challenges that the
Darwinian survival of the fittest theory leads to human progress for future generations, as it
subordinates or binds bodies and constrains the generative power of human creativity and
intellect.
The relationship is between relationship between 19th century theory of Darwinist survival of
the fittest mentality and the subordination of bodies and creativity. These are the two trends.
In his short story, My Kinsman, Major Molineux, Hawthorne explores the problem of the
uncontrollable, tyrannical mob during the American Revolution.
What does this thesis show?
Student: relationship between the rise of the mob and the American Revolution
Okay, so I would like you discuss then turn in a working thesis. You want to focus on the big
ideas for now, though you might also think about how you might prove your point. We are
focusing on the fact that every argument presents the relationship between two different trends,
concepts, or themes.

[Students discuss their two themes and each person writes a working thesis about the novel.]
5. [1 min.] Step 4: Closure
Please turn in your working thesis statement before you leave. I will look over them and give you
feedback tomorrow. Have a good day.
Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.
Formative Assessments:
Students show their understanding of different themes by engaging in silent and verbal
discussion on those themes.
Students show the relationship between two different themes within Their Eyes Were Watching
God by submitting a working sample thesis statement at the end of class.
Summative Assessment (on a later date):
Analytical essay on Their Eyes Were Watching God
Differentiated Instruction to accommodate one or more of my students:
By having the students create discussion questions on Edmodo before class, I try to keep the
discussion student-oriented. Based on their own interests and inquiries, they can choose which
theme they would like to focus on.
In class, I will have students discuss these themes in small groups. This conversation, again,
appeals to their interests in the theme. Since they also expressed (in their recently completed
student surveys) that they felt that small groups facilitated their learning, this activity appeals to
most of their learning preferences.
Through the integration of silent and spoken discussion, I provide a variety of ways that students
can express their ideas about novel. I recently conducted a large-group discussion, and I am
trying to using a variety of learning formats to get everyone in a rather large class (30 students)
to participate)
Materials Needed:
Student questions from Edmodo printed on pieces of paper
Powerpoint with directions
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,
handouts, etc.)
Appendix A
Assignment for Monday, October 20, 2014

1. Read Chapters 8-16 of Their Eyes Were Watching God by Zora Neale Hurston.
2. Find the newly formed Small Groups on Edmodo.com.
Directions: Log into Edmodo.com. You should notice on your news feed or notifications that you
have been invited participate in six small groups based on different themes. These small groups
should appear on the sidebar when you click on the webpage for AP Language and Composition
Period 1.

3. Post a discussion question about Their Eyes Were Watching God to the most relevant theme
and small group by Sunday, October 19 at 9 p.m.
Small Group Themes:
1. Love and Romance
2. Self-realization or re-invention
3. Language (conversation, voice, narration)
4. Identity (race, gender, age, etc.)
5. Community (people and places)
6. Nature
7. Miscellaneous (Identify another theme you noticed and post a question about it.)
Your question may reference previous chapters, but you should try to focus on this weekends
assigned reading. Be prepared to discuss your question and chosen theme further in class. See the
assignment sheet from last week for model questions.
Rubric
25 points: The discussion question is open-ended and directs other students to specific moments,
literary elements, or chapters of the text. The student provides context for the question and page
numbers if necessary. The question is different from other questions in that small group. The
student posts the discussion question before the deadline.
5 points: The questions are respectful and appropriate to the classroom environment.
Sample Thesis Statements
In the late nineteenth-century novel The Story of an African Farm, Schreiner challenges that the
Darwinian survival of the fittest theory leads to human progress for future generations, as it
subordinates or binds bodies and constrains the generative power of human creativity and
intellect.
In his short story, My Kinsman, Major Molineux, Hawthorne explores the problem of the
uncontrollable, tyrannical mob during the American Revolution.