Lesson Plan Form

CSUDH Teacher Education Department

Candidate: Petra
Mandic

Subject: English

Grade Level: 11 & 12

Standard (s):
CCSS.L.11-12.4.a: Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a words position or function in a sentence) as a clue to the
meaning of a word or phase.

Teaching Date:
4/13/2015
Single/Multi-Day
Lesson:
Single

CCSS.L.11-12.5.a: Interpret figures of speech (e.g, hyperbole, paradox) in

context and analyze their role in the text
Description of Content & Content Type (Fact, Procedure, Concept, Principle):
In this lesson students will review rhetorical devices theyve previously learned (allusion, anaphora,
metaphor, rhetorical question, etc.) and make connections to MLK Jr.s quote of their choice. Students will
be asked to pick a quotation and answer a set of questions about its meaning. Then students will write an
analytical paragraph in which they identify the rhetorical device/s that help convey MLK Jr.s message.
II. Learning Outcome: Given MLK Jr.s quote containing figurative language and rhetoric, students will
be able to independently identify the meaning and the overall message of the quote.
III. Curriculum Connection (How lesson fits into larger unit sequence): This particular lesson starts the
unit on Introduction to Martin Luther King Jr. and his essay structure. In the previous unit, students
have learned many literary devices. They will now build on their previous knowledge by enhancing on
rhetorical devices that Dr. King uses to effectively convey his message. This lesson will focus on
reviewing and learning rhetorical devices, and will be followed by a lesson on identifying them in Dr.
Kings I Have a Dream Speech. The unit will finish with students constructing a persuasive essay in
which they mimic Dr. Kings essay structure and rhetoric.
IV. Instruction
A. Engagement (Motivational Activity): The teacher will pass out a worksheet called Rhetorical
Devices Review composed of eleven sentences and eleven rhetorical devices. In the blank spaces
by each statement, students will have five minutes to correctly match it to its rhetorical device.
The worksheet has three unfamiliar devices that they havent learned. After the time is up, teacher
projects the worksheet on the board and explains the meaning of the unfamiliar terms: epistrophe,
parallel structure, and juxtaposition).
B. Instructional Sequence (Teaching Methodology):
Step #1: Teacher will discuss the importance of using Rhetorical Devices
a. Teacher will ask students why each statement from the engagement activity was effective and
persuasive
b. Students will be asked to provide an example of a sentence that uses juxtaposition, epistrophe,
and parallel structure. Teacher will write these on the board and reiterate the effectiveness of using
rhetoric
c. Teacher will introduce students to Martin Luther King Jr. and ask them why his writing as well
as speeches has been so effective. She will tell them that his use of rhetoric was influential and
that they will get to see why.
Step #2: Teacher will pass out a worksheet with 22 of MLK Jr.s most influential quotes
a. Students will be asked to take a minute to look over the worksheet and pick one quote that they
want to analyze further
b. Teacher will ask each student to share their quote with the class
Step #3: Brief discussion on close reading

a. Teacher writes close reading on the board and asks if anybody can tell her what that is
b. She writes notes on the board and students are told to copy down the definition. The teacher
stresses the importance of identifying words one cannot understand and observing figurative
language and rhetoric.
c. The teacher does a close reading of a quote nobody picked in order to model what students
should do
Step #4: Students are given a set of guided questions about their quote
a. They are to work independently answering these questions
b. Provide at least one real world example that helps explain what my quotation means
c. Provide at least one sentence explaining what this quotation reveals to me about Martin
Luther King, Jr.
C. Application Task: Lastly, students will be asked to analyze their quote. After students have
answered questions about their quote, on a separate sheet of paper, they will be asked to write a
paragraph identifying a rhetorical device/s that is/are being used. Students will explain why they
think he uses the rhetorical device and why its effective. Teacher will walk around and check for
understanding to ensure that students understand the purpose of rhetorical devices.
D. Materials & Resources: Rhetorical Devices Review worksheet, Martin Luther King Jr.
Quotations worksheet, worksheet containing quotation questions and instructions for paragraph
analysis, paper, projector, dry erase markers.
V. Assessment Strategies: During the engagement activity, students were assessed on their prior
knowledge of literary devices. Formative assessment will take place throughout the lesson as the teacher
gauges student participation through discussions and frequently checks for understanding. The application
activity featuring quote analysis will determine whether students are able to understanding the use of
rhetoric in writing.
VI. Accommodations for Individual Learners: Teacher will explain all instructions clearly, while
frequently checking for understanding. As teacher lectures, she will also write things on the board and
provide visuals. Any students with visual or hearing disabilities will be seated in accordance with his/her
needs. Students that struggle with understanding and paragraph structure will be provided more
individualized attention and graphic organizers if necessary. Any students with special needs will be given
adequate time to perform assignments. During individual work time, teacher will circulate the room to
ensure all questions are answered and necessary assistance is provided.

Lesson Plan Form

CSUDH Teacher Education Department
Candidate: Petra
Mandic

Subject: English

Grade Level: 11-12

Standard (s):
CCSS.L.11-12.5.a: Interpret figures of speech (e.g, hyperbole, paradox) in
context and analyze their role in the text

Teaching Date:
4/14/2015
Single/Multi-Day
Lesson:
Single

CCSS.SL.11-12.1.a: Come to discussions prepared, having read and researched

material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic and issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
Description of Content & Content Type (Fact, Procedure, Concept, Principle): In this lesson students
will receive MLK Jr.s I Have a Dream speech and will focus on identifying rhetorical devices within
each passage. Students will begin the lesson by listening to the entire speech and its powerful delivery.
Teacher will ask them to make connections to the effectiveness of his speech to the rhetorical devices used.
Together, teacher and students will read each passage closely and underline the rhetorical devices they see.
Students will fill out a chart with eleven devices, followed by an example from the speech as well as an
explanation as to why he uses this particular device. The goal is to recognize as many devices as they can,
while understanding what they mean and why theyre being used.
II. Learning Outcome: Given a copy of MLK Jr.s I Have a Dream speech, students will be able to
identify rhetorical devices in each line by underlining and labeling them. They will also be expected to
choose a quote for each device and explain its purpose on a separate worksheet, side by side with their
speech.
III. Curriculum Connection (How lesson fits into larger unit sequence): In the previous lesson, students
reviewed and learned new rhetorical devices, while familiarizing themselves with Dr. Kings use of
rhetoric in his famous quotes. Students will study the effectiveness of his use of rhetoric in this
particular speech, so that by the end of the unit, they too, can use rhetoric and appeal to emotion in a
persuasive essay.
IV. Instruction
A. Engagement (Motivational Activity): The teacher will pass out copies of I have a Dream
Speech to each student. She will then play the speech on YOUTUBE and ask students to listen
carefully and follow along. Students are asked to underline any rhetorical devices that they find as
the speech is playing.
B. Instructional Sequence (Teaching Methodology):
Step #1: Teacher will debrief after watching the speech
a. Students are asked if listening to the speech helped them identify more devices in their copies of
the speech
b. Teacher challenges the students to think about how this influential speech might have been
different if Dr. King omitted rhetoric from his language
c. Do you think the speech would have been as effective and popular as it is today if Dr. King
like you and I? Why/Why not?
Step #2: Explain what the rhetoric means and why it is used
a. The first page of the speech is projected on the board
b. Students are handed copies of I Have a Dream Analysis worksheet. It is a chart that has the
rhetorical device, example of its use, and an explanation as to why it is being used
c. Teacher asks students to go up to the board and underline their findings. This is followed by an
analysis of each device. Students are filling out their charts with each finding.

Step #3: Explain and demonstrate further understanding

a. Students will work in small groups on completing their charts and identifying rhetorical devices
in the rest of the speech
b. Teacher will ask each group to share (orally) a different finding
Step #4: Check for understanding
a. Teacher will keep revisiting question Why does he use this particular device? and What
effect does it have for those reading/listening?
b. Students will be asked to think about persuasion as they are reading the speech
C. Application Task: At the end of class, students are given a writing prompt, If you had $25,000
to improve your community, what would you do with it? Students are given specific instructions
as they start to brainstorm their responses. They are asked to think of rhetorical devices that would
be effective in their responses. They are asked to reflect on Dr. Kings speech as they get started.
D. Materials & Resources: I Have a Dream Speech, I Have a Dream rhetorical analysis chart,
Worksheet for Application writing prompt, YOUTUBE, projector, dry erase markers
V. Assessment Strategies: Formative assessment will take place during the lesson as students participate
in discussion and passage annotation on the board. The teacher will be able to estimate the level of
understanding by modeling the proper way to fill out the chart while constantly asking students for input.
While students are working in groups, teacher will circulate the classroom to check for questions and
ensure that students are correctly analyzing the passage with the device.
VI. Accommodations for Individual Learners: Teacher will explain all instructions clearly, while
frequently checking for understanding. As teacher lectures, she will also write things on the board and
provide visuals. Any students with visual or hearing disabilities will be seated in accordance with his/her
needs. Students that struggle with understanding and paragraph structure will be provided more
individualized attention and graphic organizers if necessary. Any students with special needs will be given
adequate time to perform assignments. During individual work time, teacher will circulate the room to
ensure all questions are answered and necessary assistance is provided.

Lesson Plan Form

CSUDH Teacher Education Department
Candidate: Petra
Mandic

Subject: English

Grade Level: 11-12

CCSS.W.11-12.1.f: Provide a concluding statement or section that follows from

and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).

Teaching Date:
4/15/2015
Single/Multi-Day
Lesson:
Single

CCSS.W.11-12.2.f: Use specific rhetorical devices to support assertions (e.g.,

appeal to logic through reasoning; appeal to emotion or ethical belief; relate a
personal anecdote, case study, or analogy).
Description of Content & Content Type (Fact, Procedure, Concept, Principle): This lesson will focus
on If you had $25,000 to improve your community, what would you do with it? writing prompt. Students
will have a brainstorm completed along with particular rhetorical devices. Teacher will start the lesson by
introducing students to a non-traditional essay structure, one that MLK Jr. used in his I Have a Dream
Speech. With their rhetorical devices review sheet, rhetorical devices speech analysis, and the speech
itself, students will start independently working on their own essay. As a means of assessment, students are
asked to submit their brainstorms from the previous day.
II. Learning Outcome: Given the I Have a Dream essay structure, students will be able to independently
start constructing their own essays mimicking MLK Jr.s style and using at least four rhetorical devices
while addressing the prompt If you had $25,000 to improve your community, what would you do with it?
III. Curriculum Connection (How lesson fits into larger unit sequence): This lesson concludes the unit
in which students are learning the use of rhetorical devices to compose a persuasive essay. The
following two days will allow students to complete their essays.
IV. Instruction
A. Engagement (Motivational Activity): The teacher will ask students to take out their written
rough drafts from the previous day. She will ask each person to share an issue in his or her
community that needs improvement. She will make a list of issues on the board. Students are then
asked to explain how theyve been traditionally taught to write essays. Teacher will write their
responses on the board. She will draw a burger and label the buns Introduction and
Conclusion, while labeling everything in between Body Paragraphs.
B. Instructional Sequence (Teaching Methodology):
Step #1: Teacher will introduce students to a different essay structure
a. Students will be given a worksheet with 4 rows labeled Part of the essay, The goal,
Example in MLKs speech, and In my essay
b. Teacher will pose some questions to the class while going over the worksheet
c. Some of you said an issue in Lennox is pollution from the airplanes flying down to LAX.
How can you hook you reader with this?
d. What kind of rhetorical devices can you use when you articulate what you want in your
thesis?
Step #2: Teacher will ask the students to take out all assignments from the unit
a. Students will use the I Have a Dream speech as reference to their own persuasive essays
b. Students will use their I Have a Dream rhetoric analysis chart to understand how they can
effectively use rhetoric to prove their point
Step #3: Teacher will ask students to compose an introduction before class ends
a. Students must describe the problem/injustice in the beginning of their essays
b. Students much also propose a solution (such as Dr.King did in his speech)

C. Application Task:
At the end of class, the teacher will check students introductions to ensure that they are using the
essay structure that was taught. Students will be asked about the rhetorical devices that they plan
on using in their essays. They must list at least three devices and explain how they can be used
within their particular argument.
D. Materials & Resources: I Have a Dream essay structure worksheet, white board, dry erase
markers

V. Assessment Strategies: Teacher collects the rough drafts at the beginning of class to assess their
understanding of writing prompt and usage of rhetorical devices. Formative assessment will take place
throughout the lesson as teacher asks students to provide examples of a hook and a vision throughout
their essays. She will also refer to Dr. Kings speech and ask students to name the rhetorical devices seen in
his introduction, body, and conclusion. In the application activity, students must share their individual
introductions with the teacher before they leave and work on it at home.
VI. Accommodations for Individual Learners: Teacher will explain all instructions clearly, while
frequently checking for understanding. As teacher lectures, she will also write things on the board and
provide visuals. Any students with visual or hearing disabilities will be seated in accordance with his/her
needs. Students that struggle with understanding and paragraph structure will be provided more
individualized attention and graphic organizers if necessary. Any students with special needs will be given
adequate time to perform assignments. During individual work time, teacher will circulate the room to
ensure all questions are answered and necessary assistance is provided.