Lesson Plans 6: Rhetorical Analysis

UTL 640E
Short
Kara Sarlls/Round Rock
Academic/10th
Date: 4/13/2016
Class Period / Time: Period 6/10:35am

Your Name: Zack

English II
Teach(es) # 6

Enduring Understanding(s) & Essential

Question(s):
Withoutacritical,thorough,andconsciousunderstandingofrhetoricandhowto
employiteffectivelyademocraticcitizencanbeeasilydupedormanipulatedand
remainunheard.
Whoistheaudienceofthispiece?(Eitherthestudentswritingorwritingthey
areanalyzing)F
Whywouldunderstandingthestrategiesatext/speechusestoconvinceits
audiencebeimportanttograspasanAmericancitizen?C
o Whatshouldthecountrydo/isthecountrydoingenoughtoinculcate
theseskillsinitscitizens?P
Howwouldchangingtheaudiencechangeyour/theirwriting?C

Lesson Objective(s):

Individuallythestudentswillconductpeerreviewsfortheirgroupmembers
roughdrafts,addressingeachquestionontheassignmentsheet*,inordertofocustheir
thinkingaboutholisticrhetoricalanalysis.
Individuallythestudentswillrevisetheirpeerreviewedroughdraftto,byFriday
the15th,reachafinaldraftthatsatisfieseachportionoftherubric*inordertoemploy
thoroughrevisionthatreflectsanunderstandingoftheirownrhetoricalstyleandflaws.
*Attachedinthesubmissionemail

Resources/Materials:
A.TODObeforethedayofthelesson:
RereadLetterfromBirminghamJail
B.Forthelessonitself:
PowerPoint(CopyofSlideattachedinemail)
Extracopiesoftheassignmenthandout(Theyshouldalreadyhaveitalsoprovided)

TEKS/SEs Addressed in the Lesson:

(8)Reading/ComprehensionofInformationalText/CultureandHistory.Students
analyze,makeinferencesanddrawconclusionsabouttheauthor'spurposeincultural,
historical,andcontemporarycontextsandprovideevidencefromthetexttosupporttheir
understanding.Studentsareexpectedtoexplainthecontrollingideaandspecificpurpose
ofanexpositorytextanddistinguishthemostimportantfromthelessimportantdetails
thatsupporttheauthor'spurpose.
(10)Reading/ComprehensionofInformationalText/PersuasiveText.Studentsanalyze,
makeinferencesanddrawconclusionsaboutpersuasivetextandprovideevidencefrom
texttosupporttheiranalysis.Studentsareexpectedto:
(A)analyzetherelevance,quality,andcredibilityofevidencegiventosupportor
opposeanargumentforaspecificaudience;
(16)Writing/PersuasiveTexts.Studentswritepersuasivetextstoinfluencetheattitudes
oractionsofaspecificaudienceonspecificissues.Studentsareexpectedtowritean
argumentativeessaytotheappropriateaudiencethatincludes:
(A)aclearthesisorpositionbasedonlogicalreasonssupportedbypreciseand
relevantevidence;
(B)considerationofthewholerangeofinformationandviewsonthetopicand
accurateandhonestrepresentationoftheseviews;
(C)counterargumentsbasedonevidencetoanticipateandaddressobjections;
(D)anorganizingstructureappropriatetothepurpose,audience,andcontext;and
(E)ananalysisoftherelativevalueofspecificdata,facts,andideas.

Steps in Lesson:

*Remembertoincludeanestimatedtimeforeachstep/actioninthelessoncycleandtoconveyboth
whatyou,theteacher,willsayanddoandwhatthestudentswilldofor(andmightaskabout)each
step/action.

ENGAGEMENT ()
(I really wanted to do a breakdown of a movie trailer here to show that it was
actually an appeal for a specific audience to come see it, but my CT had to
turn it down. She asked that the students get as much time as possible to
work on their assignment. Theyre Pre-AP so they shouldnt need much of a
primer anyway.)
STATED OBJECTIVE (1 minute)
Okay guys, weve got a lot to do today. Make sure youre getting your
assignment submitted to Turn it in. Once you see one of your peers
assignments just go ahead and start analyzing it. Analyze it thoroughly!
Really address the questions Mrs. Sarlls gave to you on the assignment sheet;
this will help you almost more than it will help them. Understanding where
somebody else can improve and why helps you revise more independently
next time something youll definitely need for the documentary/TED talk!
Lets get going!

ACTIVE LEARNING (84 minutes)

Introduce (5 minutes)
Ill go over the assignment sheet with the students one more time. Ill be
sure to emphasize the goal and specifics of what they should be looking for in
their peers papers:
1. Like King, your peer should have a central argument. What is it? If
you dont know then its not clear enough. How do they prove it? Is
the evidence they use clear, specific, and effective?
2. Is it holistic? NO CHERRYPICKING!!!
3. How does it sound? Do you like reading it? How is their style? How a
writer comes off is very important to their argument; you want them to
be trustworthy and sound like an authority.
4. What is the purpose of your paper?
Remind them that their final draft is due to Turnitin.com on Friday by the end
of class. (Backup plan is to always have an electronic copy with them, just in
case)
Any questions?
Explain/Apply (79 minutes)
Students will begin peer editing. I wont bother them too much at this stage,
as they are very familiar with what is expected of them. (My CT can watch
their editing as they do it from her computer screen, so if someone isnt
getting it, being lazy, etc. we can address it quietly from there.
As they finish up and begin looking at the comments on their own paper Ill
be circulating and asking, first, if they find the feedback helpful or not.
Secondly, Ill start reaching out to each student individually (with Mrs. Sarlls
to make sure we get to as many students as we can). We will be asking them
specific questions meant to hone their argument, revise for clarity, and
address any personal concerns the student may have:

What are you arguing?

o Why?
o Can you find any way to make this claim more specific?
What are your main points?
o Do you feel they are strong? (How?)
o Do you feel they are holistic? (How?)
What other concerns do you have for your paper?
How do you feel about your papers style?
o How do you think your audience would feel about it?
Though these questions will be asked of every student, it mostly depends on

where theyre at with their paper and what I identify as an area that needs
improvement. Questions like How does that make you come off to your
audience? Or, Is that really the most holistic/effective evidence to be
using? Change it today while you still have time!
Evaluate Will Occur Next Block
At the end of class next time they will be evaluated based on the rubric
provided.
CLOSURE (5 minutes)
As class ends Ill ask them to get their rubric out (though they should have it
out already). Ill ask them, when they feel they have a strong draft in front of
them, to grade themselves. Ill quickly run through whats expected from a
strong argument based on this rubric. Ill ask for final questions.

Modifications/Differentiation Strategies:

ForELLsIcouldprovidesentencestarters:
o Dr.Kingargues
o Thetoneofthepiececonveys
o Kingfirst.Whichleadstoandconcludesleadinghisaudienceto
believe/understand
o Kingsaudienceneeds/feels

Evaluation Strategies:

TheargumentpaperitselfFormal
ThepeerreviewFormal
BytheendofFridayIwillhavegonearoundanddiscussedeveryonespaperwith
themindividuallyInformal

Notes/Recommendations for next time:

Dontbeafraidtopushthemalittle;someofthemarentgoingtogetwheretheyneedto
beifyouarentpayingcloseattentiontotheirwork,eveniftheyrepreap.

Lesson Plan 7: The Lord of the Flies Survivor

Island Cont.
UTL 640E
Short
Kara Sarlls/Round Rock
Academic/10th
Date: 4/18/2016
Class Period / Time: Period 1/9:05am

Your Name: Zack

English II
Teach(es) # 8

Enduring Understanding(s) & Essential

Question(s):
Withoutauthority,fearcauseshumanstoreverttobaseinstinct,butastrongwill
andreasoncanovercomethissavagery.
Whatmakesyouafraid?F
Whydoesthatscareyou?C
Arepeoplegoodorbadatheart?P
HowwouldyoufareinthesamesituationastheboysinLordoftheFlies?
C
DoyouthinkyoupossesthecapacityforcrueltythatJackshowsinthenovel?
C

Lesson Objective(s):
(Continuationofflagactivity)Studentswillindependentlyevaluatetheirpersonality
basedonapersonalitytest,thenformgroupsof45accordingly(tryingtofindthebest
groupbasedonpersonalities),assignroles,andcreateateamflagandmottoinorderto
moredeeplyunderstandthepsychologyandhumannaturewithinLordoftheFlies.
Individually,thestudentswillanalyzehowsymbolismisusedinLordoftheFliesby
completingalistofguidingquestionswithatleasttwocompletesentencesthatshow
genuinereflectioninordertodevelopapersonal(asopposedtoteachermandated)
understandingofsymbolismasanintentionalandintegralpartofstorytelling(notjust
tossedinthere;rathersomethingthatflowsintandemwithhowitisusedandunderstood
bythecharacters).

Resources/Materials:
A.TODObeforethedayofthelesson:
RereadthesecondchapterofLordoftheFlies

B.Forthelessonitself:
PowerPoint(CopyofSlideattachedinpreviousemail)
Chapter2Analysisassignment

TEKS/SEs Addressed in the Lesson:

(5)Reading/ComprehensionofLiteraryText/Fiction.Studentsunderstand,make
inferencesanddrawconclusionsaboutthestructureandelementsoffictionandprovide
evidencefromtexttosupporttheirunderstanding.Studentsareexpectedto:
(A)analyzeisolatedscenesandtheircontributiontothesuccessoftheplotasa
wholeinavarietyofworksoffiction;
(B)analyzedifferencesinthecharacters'moraldilemmasinworksoffiction
acrossdifferentcountriesorcultures;

Steps in Lesson:
ENGAGEMENT (14 minutes)
Journal:
Vocab: Inscrutable & Malevolent
What recent evens in the news have shown incidences of malevolent
behavior? Use both words in your answer!
Ill have the powerpoint slide up on the board (attached in previous email).
They will have a maximum of fifteen minutes to complete their journal entry.
STATED OBJECTIVE (1 minute)
Alright, yall, more Lord of the Flies! Real survival is about to go down, so
pay close attention in case we use anything from the novel in your survival
activity today. Youll also be turning in your reading guides today and youll
only have five minutes to finish them after we complete the second chapter.
Ready to go? Put your phones up, grab a book, and get in the story-time
circle!
ACTIVE LEARNING (74 minutes)
Introduce (30 minutes)
We will then read the second chapter as a class. They can be fairly disruptive
so Ill have them leave their phones at their desks and come to the front for
story time. I will assign co-readers myself if there are more than a couple
pages left to read. They will also have a reading guide to fill out as they go
(attached). It will be turned in for a grade five minutes after the chapter is
completed today.

Explain (10 minutes)

PART ONE (5 minutes)
Ill have this slide up on the board:
Group Tasks Survivor Island, Days One & Two
Front of paper:
Team name - represents the personalities of your group
Team motto - represents what your groups stands for on the island and
as a team
Team flag - represents your team name and motto; must be colored
Back of paper:
Roles of all team members - describe the responsibilities of each
person in your group while on the island.
5 rules - what 5 main rules will your team have to govern decisions,
group activities, and ultimately maintain survival?
We will finish and display on the walls today! All items should be answered
from the perspective of the scenario. However, school rules STILL APPLY to
classwork and tasks. Items will be graded!
Well go over the requirements together as a class. They need to know that
every piece has to be thoroughly mapped out and show creativity+effort if
they are going to receive any credit for their flags.
PART TWO (Will occur after Apply PART ONE 5 minutes)
This text will be on a slide up on the board as well as on their assignment
sheets:
Symbolism is the use of symbols to signify ideas and qualities by giving
them representative meanings that are different from their literal form.
A symbol is an object representing another (idea, topic, etc.) to give it an
entirely different meaning that is much deeper and more significant.
Symbols can shift their meanings depending on the context they are used in.
A chain, for example, may stand for union as well as imprisonment. The
context must be analyzed. In our daily life, we can easily identify objects,
which can be taken as examples of symbol such as the following:
- The dove is a symbol of peace.
- A red rose or red color stands for love or romance.
- The color black is a symbol that represents evil or death.
With your group, answer the chapter two analysis questions
(symbolism). Answer on separate papers, but staple all responses
together when finished!
Ill go through this slide thoroughly with them. Ill start with the question
What do you guys think when you hear the word symbolism? I want them
to start thinking about it as more than just something their teacher tells them

is there. How do we create symbols in real life? Isnt language just a

symbol? How about how you think about government or the law? The
Apply actually works as the Explain in many ways. Each question is
geared, not as much to evaluate, but to lead them to an understanding of
how symbolism operates in the novel.
Apply/Evaluate (40 minutes)
PART ONE (10 minutes)
Again, depending on where they got in the task last time will determine how
much time they have to spend here. Hopefully not much, because they have
a lot of work to do on the chapter 2 analysis.
They will make a team flag that will be posted up on the wall. Their flags
must satisfy these criteria:
1. Be creative and appropriate
2. Have a motto written under it that reflects their group values
3. Have their group roles written on the back
4. Have their rules written on the back as well
PART TWO (30 minutes)
Their chapter 2 analysis will be turned in for a grade, though mostly on how
much thought was put into the answers. Ill be sure to encourage them to
have a copy of the novel at their desk while they answer the questions. If
they have any questions they can feel free to ask me.
CLOSURE (1 minute)
Ill ask the groups what they think is coming next in their survival challenges.

Modifications/Differentiation Strategies:

Thereadingwillbedoneasagroupandoutloudforstudentstofollowalong
(unlesstheyarereadingwithme)

Evaluation Strategies:

Symbolismquestionsinformal
Theflagformal
Thejournalformal
ReadingGuideformal
Chapter2Analysisformal

Notes/Recommendations for next time:

Modelmodelmodelmodel.Theyabsolutelyneedit.

Lesson Plan 8: The Lord of the Flies Survivor

Island Cont.
UTL 640E
Short
Kara Sarlls/Round Rock
Academic/10th
Date: 4/22/2016
Class Period / Time: Period 1/9:05am

Your Name: Zack

English II
Teach(es) # 9

Enduring Understanding(s) & Essential

Question(s):
Withoutauthority,fearcauseshumanstoreverttobaseinstinct,butastrongwill
andreasoncanovercomethissavagery.
Whatmakesyouafraid?F
Whydoesthatscareyou?C
Arepeoplegoodorbadatheart?P
HowwouldyoufareinthesamesituationastheboysinLordoftheFlies?
C
DoyouthinkyoupossesthecapacityforcrueltythatJackshowsinthenovel?
C

Lesson Objective(s):
Ingroupsof45studentswillhaveeightminutestoscavengesuppliesfromothergroups
(nonewillstartwithenough,andallgroupswillhavedifferentsupplies)andmustendthe
eightminuteswithfire,food,andshelterinordertobetterunderstandthecharacters
choicesinLordoftheFlies
Individually,thestudentswillanalyzehowsymbolismisusedinLordoftheFliesby
completing11guidingquestionsansweringeachwithatleasttwocompletesentences
thatshowgenuinereflectioninordertodevelopapersonalunderstandingofsymbolism
asanintentionalandintegralpartofstorytelling

Resources/Materials:
A.TODObeforethedayofthelesson:
RereadthesecondchapterofLordoftheFlies
B.Forthelessonitself:
PowerPoint(CopyofSlideattachedinpreviousemail)

Chapter2Analysisassignment
Supplies(constructionpaper)

TEKS/SEs Addressed in the Lesson:

(5)Reading/ComprehensionofLiteraryText/Fiction.Studentsunderstand,make
inferencesanddrawconclusionsaboutthestructureandelementsoffictionandprovide
evidencefromtexttosupporttheirunderstanding.Studentsareexpectedto:
(A)analyzeisolatedscenesandtheircontributiontothesuccessoftheplotasa
wholeinavarietyofworksoffiction;
(B)analyzedifferencesinthecharacters'moraldilemmasinworksoffiction
acrossdifferentcountriesorcultures;

Steps in Lesson:
ENGAGEMENT (14 minutes)
Journal:
Vocab: Ludicrous & Clamor
Write a brief narrative in which someone acts in a ludicrous manner, and a
clamor erupts.
Ill have the powerpoint slide up on the board (attached in previous email).
They will have a maximum of fifteen minutes to complete their journal entry.
STATED OBJECTIVE (1 minute)
Alright, yall, more Lord of the Flies! Real survival is about to go down, so
pay close attention in case we use anything from the novel in your survival
activity today. Youll also have analysis questions, so pay really close
attention. Ready to go? Put your phones up, grab a book, and get in the
story-time circle!
ACTIVE LEARNING (74 minutes)
Introduce (30 minutes)
We will then read the third chapter as a class. They can be fairly disruptive
so Ill have them leave their phones at their desks and come to the front for
story time. I will assign co-readers myself if there are more than a couple
pages left to read. They will also have a reading guide to fill out as they go
(attached).
Explain, PART ONE (5 minutes)
Groups will each be given a folder of supplies. In order to create the full
supply of either fire, food, or shelter they will have to compile 7 of the same

colored sheets (red for fire, brown for shelter, blue for food). There are no
rules, so they can steal, barter, or operate however else they see fit, but this
will not be told to them up front. They will have eight minutes.
Apply/Evaluate, PART ONE (10 minutes)
If the students end the activity with all of the necessary supplies: fire, shelter,
and food
Explain, PART TWO (4 minutes)
This text will be on a slide up on the board as well as on their assignment
sheets:
Symbolism is the use of symbols to signify ideas and qualities by giving
them representative meanings that are different from their literal form.
A symbol is an object representing another (idea, topic, etc.) to give it an
entirely different meaning that is much deeper and more significant.
Symbols can shift their meanings depending on the context they are used in.
A chain, for example, may stand for union as well as imprisonment. The
context must be analyzed. In our daily life, we can easily identify objects,
which can be taken as examples of symbol such as the following:
- The dove is a symbol of peace.
- A red rose or red color stands for love or romance.
- The color black is a symbol that represents evil or death.
With your group, answer the chapter two analysis questions
(symbolism). Answer on separate papers, but staple all responses
together when finished!
Ill go through this slide thoroughly with them. Ill start with the question
What do you guys think when you hear the word symbolism? I want them
to start thinking about it as more than just something their teacher tells them
is there. How do we create symbols in real life? Isnt language just a
symbol? How about how you think about government or the law? The
Apply actually works as the Explain in many ways. Each question is
geared, not as much to evaluate, but to lead them to an understanding of
how symbolism operates in the novel.
Apply/Evaluate, PART TWO (30 minutes)
Their chapter 2 analysis will be turned in for a grade, though mostly on how
much thought was put into the answers. Ill be sure to encourage them to
have a copy of the novel at their desk while they answer the questions. If
they have any questions they can feel free to ask me.
CLOSURE (1 minute)
Ill ask the groups what they think is coming next in their survival challenges.

Modifications/Differentiation Strategies:

Thereadingwillbedoneasagroupandoutloudforstudentstofollowalong
(unlesstheyarereadingwithme)

Evaluation Strategies:

Symbolismquestionsinformal
Thejournalformal
ReadingGuideformal
Chapter2Analysisformal

Notes/Recommendations for next time:

Keeptheirattentionbymakingthemleavetheirphonesup.Introducetheactivitywith
thoroughmodeling.