Your committee members will review and evaluate your performance on this task using Standard 1: The teacher

demonstrates applied content

knowledge and Standard 2: The teacher designs and plans instruction.

Component I: Classroom Teaching

Task A-2: Lesson Plan
Intern Name: Elijah Day Edwards
# of Students: 22

Date:
Age/Grade Level:

Junior

12/1

Cycle: I
Content Area: English

Unit Title: American Romanticism

Lesson Title: Thoreau & Paradox
Lesson Alignment to Unit
Respond to the following items:
a) Identify essential questions and/or unit objective(s) addressed by this lesson.
How does an author use figurative language (paradox) in a text?
b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards.
RL. 11-12.5
c)

Describe students prior knowledge or focus of the previous learning.

Students have thoroughly examined American Romanticism, Thoreau, and Transcendentalism before completing this lesson over the skill of paradox.

d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.
The Summative Assessment for this unit is an informational piece in which they will describe how aspects of Transcendentalism can be seen in todays
society. Another summative assessment is a unit exam that includes questions about paradox.
e)

Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting
instructional planning in this lesson of the unit.
N/A

f)

Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior
knowledge):
I will trigger prior knowledge by reviewing biographical information about Thoreau before going over his use of paradox.

Lesson Objectives/
Learning Targets
Objective/target:
RL. 11-12.5

Assessment

Instructional Strategy/Activity

Assessment description:
Students will complete an exit slip over paradox in
which they will answer multiple choice questions.

Strategy/Activity:
Exit Slip

Assessment Accommodations:
N/A

Activity Adaptations: N/A

Media/technologies/resources: N/A

Objective/target:
Rl. 11-12.5

Assessment description:
Students will create a visual representation of a
paradox (one that they created or found online).

Strategy/Activity:
Paradox Visual Representation
Activity Adaptations: Extended Time if Needed

Assessment Accommodations:
Students that need extended time will be given it.

Media/technologies/resources: Paper/Markers/Colored
Pencils

Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe
how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and
where of the instructional strategies and activities.)
1.
2.
3.
4.
5.
6.
7.
8.
9.

Have students respond to the quote When people have no choice, life is almost unbearable .... But as the number of choices keeps growing, negative
aspects of having a multitude of options begin to appear
Define paradox.
Watch clip from The Incredibles and explain.
Explain the Unkindest Cut.
Explain Sometimes the fastest way to finish a job is to slow down (I DO)
As a class, analyze You cant be happy without being sad (WE DO)
Have students analyze Nobody drives in New York; the traffic is too awful. (YOU DO)
Have students create their own paradoxes. Then find a partner and pick which of their paradoxes is the best. Then, share this with the entire class.
Have students pick their favorite paradox that was shared and write it down.

10.
11.
12.
13.

Have students give biographical information about Thoreau. Write this on the board.
Explain that Thoreau used paradoxes to reveal truth.
Go through Thoreaus examples of paradoxes. Work through the first one as a class, but have students do the second one individually.
Have students select ONE paradox from the class and create a non-print representation.