Lesson Plan Template Candidate Name: Heather Ingram

Strategy: New American Lecture

Unit Name
Can you achieve your dream?
Realism (1865-1914), Naturalism (1885-1945), Modernism (1914-1945)

Lesson Name Time Needed (Hours/Days)

Argumentative Writing Review 2 Class Periods

Grade Subject Course

11th English Language Arts American Literature
GA Standards of Excellence & TAG Standards
Please include both GSE & TAG Standards
GSE Standards:

ELAGSE11-12 RL2: Determine a theme and/or central idea of text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by specific details; provide
an objective summary of the text.

ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

ELAGSE11-12RI9: Analyze foundational U.S. documents of historical and literary significance (including The Declaration
of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincolns Second Inaugural Address) for their
themes, purposes, and rhetorical features. For British Literature, American Literature, and Multicultural Literature use
comparable documents of historical significance.

T.A.G Standards:

Advanced Communication:
2. The student produces written and/or oral work that is complex, purposeful, and organized, includes relevant
supporting examples and manipulation of language
Creative Thinking & Creative Problem Solving Skills (CPS) Elements
7. The student uses analogies, metaphors, and/or models to explain complex concepts.
Higher Order Thinking Skills
2. The student responds to questions with supporting information that reflects in-depth knowledge of a topic.

Essential Question(s)
What should students know when lesson is completed?
What is the American Dream and to what extent is it achievable for all Americans?
In what ways does the American Dream mean different things for different Americans?
How has the American Dream changed over time?
How do different groups and groups in this country view the American dream?
Economic groups (rich, poor, middle class)
Religious (mainstream, minority religious groups)
Racial or ethnic groups
What are Aristotles Rhetorical Appeals and how do they develop throughout a text?
 What are the components of Persuasive/Argumentative Writing?

Teacher Lesson Preparation

Preview video clips
Prepare Image Study
Prepare Mini-Lectures (Native American Boarding Schools, Chinese Exclusion Act, Japanese
Internment, Dred Scott)
Attach links to the following documents on class OneNoteKill the Indian, Save the Man;
Executive Order 9066; Dred Scott Opinion; Milton Eisenhowers Film Narrative; Mark Twains
Observations About Chinese Immigrants
Make copies of Argumentative Writing: Graphic Organizers (2 per student)

Activating Strategy (for example: Hook/Mini-Lesson/Warm-Up/Connection to Prior Learning)

Image Study (Students are shown a collection of images pertaining to Native American
Boarding Schools, the Chinese Exclusion Act, and Japanese Internment); while viewing, they
jot down reflections and/or questions
Before each Mini-Lecture, a brief video clip is shown referencing the above American
moments

Instructional Sequence and Activities including use of technology

Mini-LectureReview of Ethos, Pathos, Logos
QuestionHow are Ethos, Pathos, and Logos developed throughout a text (Mastery)
ReadingKill the Indian, Save the Man
AnnotationIdentify Ethos, Pathos, and Logos

HookThe Chinese Exclusion Act Explained (video)

Mini-LectureReview of Thesis
QuestionCreate a metaphor for Chinese Exclusion (Self-Expressive)
ReadingMark Twains Observations About Chinese Immigrants
AnnotationIdentify Thesis
ActivityPlace Thesis in Graphic Organizer

HookJapanese Relocation (video)

Mini-LectureReview of Claims and Reasons
QuestionsHow would you feel if you were forced to relocate to Internment Camps? Would you
be resentful when released?
ReadingsMilton Eisenhowers Film Narrative and Executive Order 9066
ActivityIn complete sentences, compose 3 Reasons (Claims) for Japanese Internment as
articulated in the Readings
ActivityPlace Claims in Graphic Organizer

HookThe Dred Scott Decision Explained (video)

 Mini-LectureReview of Evidence and Counterclaims
QuestionWhat are some similarities and differences between the treatment of Native Americans,
African Americans, and Asian Americans (through both a historic and contemporary lens)?
ReadingsDred Scott Opinion, Dred Scott Dissenting Opinion
Annotation3 pieces of Evidence (Opinion) and 3 Counterclaims (Dissenting Opinion)
ActivityPlace Evidence and Counterclaims in Graphic Organizer

Synthesis TaskStudents will independently complete an Argumentative Writing Graphic Organizer

Assessment Strategies
At the lessons conclusion, students will independently complete another Argumentative
Writing Graphic Organizer using Kill the Indian, Save the Man
Graphic Organizer will be submitted and assessed for accuracy

Differentiation
Scaffolds/ Interventions/Extensions/Enrichment
Scaffolds
The New American Lecture, with its emphasis on Mini-Lectures and corresponding activities, is a
Scaffolding strategy

Interventions
Graphic Organizers with errors will be marked, returned, and resubmitted

Extensions & Enrichment

When finished with Graphic Organizers, students are instructed to peruse the following online
exhibits
Uprooted
http://www.let.rug.nl/usa/documents/1826-1850/dred-scott-case/justice-curtis-dissenting.php
Japanese American National Museum
http://www.janm.org/collections/

Materials/Links/Text References/Resources
Instructional Handouts
Argumentative Writing: Graphic Organizer
http://www.holbrook.k12.az.us/schools/hhs/gnovell/home/Forms/ArgumentGraphicOrganizer.pdf
Ethos Pathos Logos Chart
http://www.holbrook.k12.az.us/schools/hhs/gnovell/home/Forms/ArgumentGraphicOrganizer.pdf

Film Clips
Native American Schools: What They Took Away
https://www.youtube.com/watch?v=ZO38EUu-1uA
The Chinese Exclusion Act Explained
https://www.youtube.com/watch?v=JOgIjSI0FrM
Japanese Relocation
https://www.youtube.com/watch?v=k6gSShuQCUE&t=342s
The Dred Scott Decision Explained
https://www.youtube.com/watch?v=1qlXBNwmoTw

Historical Texts
Kill the Indian, Save the Man
http://historymatters.gmu.edu/d/4929/
Executive Order 9066
http://historymatters.gmu.edu/d/5154
Dred Scott Opinion
http://lostmuseum.cuny.edu/archive/excerpts-from-majority-opinion-of-us-supreme
Dred Scott Dissenting Opinion
http://www.let.rug.nl/usa/documents/1826-1850/dred-scott-case/justice-curtis-dissenting.php
Milton Eisenhowers Film Narrative
http://historymatters.gmu.edu/d/5153
Mark Twains Observations About Chinese Immigrants
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/riseind/chini
mms/twain.html