Source of Evidence: Lesson Plan

Name:___ _____Anna Allen___________ Date of Observation :__ _______ Cycle:_____

Ages/Grades Number of Number of Number of Number of

of Students in Students Gifted Students
Students _11th_ Class _31___ having IEP _1_ Students ____ having ELL ______

Lesson Title: __Rhetorical Analysis Introduction ______

1. Context: Describe the Students for which this Lesson is Designed (1B):
I will be teaching a class of 31 eleventh graders aged 16-17. It is an AP Language and Composition classroom made up of 17
girls and 14 boys. There are 5 Hispanic students and the rest are Caucasian. They all have very different interests. There
are many sports represented in the classroom: gold, soccer, marching band, cheerleading, volleyball, and football. There is
one student within the classroom with a 504 for ADHD. For this student, I will make sure that I compliment and use
positive reinforcement to make sure behavior stays consistent and positive. I wil slo check in with the student sto make sure
they are doing okay and staying on topic.

2. Lesson Learning Targets/Objectives (1A) (1C)

a. Previous lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area
standards.) N/A
b. Current lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area
standards.) C 11-12.3.: Use narratives strategically in other modes of writing utilizing effective technique, well-chosen details and
well -structured sequences for an intended purpose, including but not limited to introducing an issue and/or supporting a claim.
a. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and
audience.
b. Engage and orient the reader by setting up a problem, situation or observation and its significance, establishing one or multiple
point(s) of view and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Student Target: -I can identify the details that go into creating a rhetorical analysis.

c. Next lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area
standards.)
C 11-12.3.: Use narratives strategically in other modes of writing utilizing effective technique, well-chosen details and well -
structured sequences for an intended purpose, including but not limited to introducing an issue and/or supporting a claim. a.
Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
c. Use narrative techniques, such as dialogue, pacing, description, reflection and multiple plot lines, to develop experiences, events
and/or characters.
HS.UH.I.UE.1 Evaluate the credibility of multiple sources representing a variety of perspectives relevant to compelling and/or
supporting questions in U.S. history.
Student Target: -I can identify ethos, logos, and pathos within a speech.
-I can write rhetorical analysis body paragraphs.

3. Students’ Baseline Knowledge and Skills (1B) (1F)

Describe and include the pre-assessment(s) used to establish students’ baseline knowledge and skills for this lesson.
Students will be asked to define rhetorical analysis in the class before we begin our rhetorical analysis unit. They will
be asked to identify ethos, logos, and pathos within a text. This will allow for me to know where to start with some of
the main concepts that will be needed throughout the unit. Also, by seeing if the students know what ethos, logos,
and pathos are, I am able to get a pretty good understanding on where they are at with the rest of their rhetorical
device knowledge.
 4. Formative Assessment (1F)
Describe and include the formative assessment(s) and the criteria/rubric for expected outcomes to be used to measure student
progress during this lesson.
a) Students will complete a quiz over rhetorical analysis to make sure they understand what they will be completing at
the end of the unit. This Quiz will include three questions and it will be done on Socrative.com.
b)
5. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning for this lesson. This
includes links to technology, homework, exit or bell ringer slips, readings, etc. Be specific if there is an aide in the classroom and
their role.
I will be using a Prezi for students to look at while taking notes. Students will also use their journals to take notes in and we will be
using the chrome books (or students phones) to take the Socrative quiz exit slip on.
Prezi:
https://prezi.com/88pv_ymlsukt/rhetorical-analysis-presentation/
Socrative Quiz:
https://b.socrative.com/teacher/#import-quiz/43219392

6. Lesson Procedures (1E)

Describe the sequence of strategies/activities/assessments that will be used to scaffold instruction, engage your students,
facilitate attainment of the lesson objective(s), and promote higher order thinking. Within this sequence, be sure to describe
how the instruction will be differentiated to meet your students’ needs, interests, and abilities.
1. At the beginning of the period, we will review what students said in their answers from the previous
class when I asked them what rhetorical analysis was and what ethos, pathos, and logos are. We will
have a group discussion over some of the answers that were correct and also some of the answers that
were misconceptions. I will also tell students then that for the rest of the week, we will be going over
the events of what happened on 9/11, and seeing some different perspectives from different sources.
2. Once we have found some answers, we will then move into notes over what a rhetorical analysis. I
will go over the structure of the paper and what it will look like. I will then give a brief summary of
the things that go into a rhetorical analysis like purpose, ethos, logos, pathos, etc. I will show the
students examples of what an A paper looks like and also what the opposite end of that spectrum
looks like. After they have completed the notes, students will then be split up and will go around in
stations.
3. Before students move into their stations, I will remind them of the rules and procedures set up for
stations so that the class does not get out of control. During their stations, they will be asked to read a
rhetorical analysis paper and evaluate it as if they were the teacher. Each station will be looking for
something different: grammar and punctuation, ethos, logos, and pathos, and overall structure and
fluidity. They will be able to analyze for themselves all that they need to have in their finished product
of their papers. During these stations, I will circulate around the room so that students are staying on
task, contributing to group discussion, and I will address my 504 student on how they are doing. I will
praise her behavior and work so that she continues to model that behavior and contribute to the class.
4. Once all students have been to the three stations, I will then ask students to reflect in their notebooks
about 3 things they learned, 2 questions they still have, and 1 thing they would like to learn about
throughout the rest of this lesson. When students are finished with their reflection, they will then take
a short Socrative quiz on their phones, or on the class Chromebook set, to evaluate their learning for
the day.
7. Watch For-------
Identify anything that you would like specifically observed during this lesson.

I would like for you to watch and make sure that I do not let stations get out of control. I plan on telling students the
expectations of the stations before they are let go to work but making sure that they are doing what I asked of them is
another things.
 Source of Evidence: Lesson Plan

Name:___ _____Anna Allen___________ Date of Observation :__ _______ Cycle:_____

Ages/Grades Number of Number of Number of Number of

of Students in Students Gifted Students
Students _11th_ Class _31___ having IEP _1_ Students ____ having ELL ______

Lesson Title: __ ______

1. Context: Describe the Students for which this Lesson is Designed (1B):
I will be teaching a class of 31 eleventh graders aged 16-17. It is an AP Language and Composition classroom made up of 17
girls and 14 boys. There are 5 Hispanic students and 26 are white. They all have very different interests. There are many
sports represented in the classroom: gold, soccer, marching band, cheerleading, volleyball, and football. There is one
student within the classroom with a 504 for ADHD. For this student, I will make sure that I compliment and use positive
reinforcement to make sure behavior stays consistent and positive. I will also check in with the students to make sure they
are doing okay and staying on topic.

2. Lesson Learning Targets/Objectives (1A) (1C)

a. Previous lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area
standards.)
C 11-12.3.: Use narratives strategically in other modes of writing utilizing effective technique, well-chosen details and well -
structured sequences for an intended purpose, including but not limited to introducing an issue and/or supporting a claim.
a. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and
audience.
b. Engage and orient the reader by setting up a problem, situation or observation and its significance, establishing one or multiple
point(s) of view and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Student target: -I can identify the details that go into creating a rhetorical analysis.

b. Current lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area
standards.)
C 11-12.3.: Use narratives strategically in other modes of writing utilizing effective technique, well-chosen details and well -
structured sequences for an intended purpose, including but not limited to introducing an issue and/or supporting a claim. a.
Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
c. Use narrative techniques, such as dialogue, pacing, description, reflection and multiple plot lines, to develop experiences, events
and/or characters.
HS.UH.I.UE.1 Evaluate the credibility of multiple sources representing a variety of perspectives relevant to compelling and/or
supporting questions in U.S. history.
Student Target: -I can identify ethos, logos, and pathos within a speech.
-I can write rhetorical analysis body paragraphs.

c. Next lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area
standards.) C 11-12.3.: Use narratives strategically in other modes of writing utilizing effective technique, well-chosen details and
well -structured sequences for an intended purpose, including but not limited to introducing an issue and/or supporting a claim.
a. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and
audience.
c. Use narrative techniques, such as dialogue, pacing, description, reflection and multiple plot lines, to develop experiences, events
and/or characters.
Student Target: I can identify narrative techniques and use them to support my claim in a body paragraph.
HS.UH.I.UE.1 Evaluate the credibility of multiple sources representing a variety of perspectives relevant to compelling and/or
supporting questions in U.S. history.
3. Students’ Baseline Knowledge and Skills (1B) (1F)
Describe and include the pre-assessment(s) used to establish students’ baseline knowledge and skills for this lesson.
Students will be asked to define rhetorical analysis. They will be asked to identify ethos, logos, and pathos within a
text. This will allow for me to know where to start with some of the main concepts that will be needed throughout the
unit. Also, by seeing if the students know what ethos, logos, and pathos are, I am able to get a pretty good
understating on where they are at with the rest of their rhetorical device knowledge.

I will be using the quiz from the first day as well as the scores from the Socrative quiz from the end of
class to determine the knowledge and skills the students have at the beginning of class.
4. Formative Assessment (1F)
Describe and include the formative assessment(s) and the criteria/rubric for expected outcomes to be used to measure student
progress during this lesson.
Students will write a rhetorical analysis body paragraph using the George W. Bush speech we went over in
class. This paragraph should include how the author uses ethos, pathos, and logos to help readers better
understand the article as a whole
5. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning for this lesson. This
includes links to technology, homework, exit or bell ringer slips, readings, etc. Be specific if there is an aide in the classroom and
their role.
I will be using George W. Bush’s 9/11 speech in class to look at ethos, pathos, and logos. I will also be using a Prezi and guided
notes the students will have during the class period. I will pass out notebook paper for the students to write their exit slips on.
George W. Bush speech and video:
https://americanrhetoric.com/speeches/gwbush911addresstothenation.htm
Prezi:
https://prezi.com/mztnd1i2mn40/rhetorical-devices-ethos-pathos-logos/
6. Lesson Procedures (1E)
Describe the sequence of strategies/activities/assessments that will be used to scaffold instruction, engage your students,
facilitate attainment of the lesson objective(s), and promote higher order thinking. Within this sequence, be sure to describe
how the instruction will be differentiated to meet your students’ needs, interests, and abilities.
1. At the beginning of class, students will have time to Think, Pair, and Share the 3-2-1 activity they did
at the end of class yesterday. The partners will try and answer the two questions the other person may
still have and look at what they put as something they would still like to learn. Once all students have
finished sharing, I will open the floor to volunteers who would like to share what them and their
partner talked about. Once they have completed this, I will then transition into a brief reminder of
what Ethos, Logos, and Pathos are.
2. In a presentation on the board, students will take guided notes that they will be able to follow along
the presentation with. As students are taking notes, I will circulate around the classroom to make sure
that my student with ADHD is staying on task. I will praise her behavior, so that she will continue to
stay on task. Then, as a class, we will then go over a few examples also listed on the guided notes and
I will ask students to identify which rhetorical appeal the example is referring too: Ethos, Logos, or
Pathos. Once we have finished the guided notes, we will then begin to look at George W. Bush’s 9/11
speech.
3. I will first have students listen to the speech on a video and then we will read it out loud as a class.
Once we have read it, we will begin to analyze which rhetorical appeals Bush uses in his speech and
why he uses them. Students will be asked to annotate and identify each appeal on their on printed out
copy of the speech and follow along with me. Once we have gotten through the speech, we will then
ask ourselves the question of why he uses these appeals. Students will write one rhetorical analysis
paragraph going over how the author uses these devices to help readers understand the speech
collectively, and its worth in that time period. They will turn their paragraphs in for their formative
 assessment for the day. As students are writing, I will circulate to answer any questions if a student’s
gets stuck, and make sure that my student with the 504 plan is doing alright with her assignment.

7. Watch For-------
Identify anything that you would like specifically observed during this lesson.

I would like to be able to go through the George W. Bush speech on the Elmo that we have in the classroom; however,
many students usually have side conversations and get on their electronic devices when the teacher does this. I would like
for you to watch and make sure that I am setting good rules and procedures down for this exercise so that students know
that this speech is important, understanding what is in the speech is important, and its disrespectful to the people around
them when they aren’t listening because they can’t learn. I want what’s best for them, especially going into the AP test,
so they need to listen.
 Source of Evidence: Lesson Plan

Name:___ ______Anna Allen___________ Date of Observation :__ _______ Cycle:_____

Ages/Grades Number of Number of Number of Number of

of Students in Students Gifted Students
Students __11th_ Class _31_ having IEP _1_ Students ___0_ having ELL __0____

Lesson Title:__ ______

1. Context: Describe the Students for which this Lesson is Designed (1B):
I will be teaching a class of 31 eleventh graders aged 16-17. It is an AP Language and Composition classroom made up of 17
girls and 14 boys. There are 5 Hispanic students and 26 are white. They all have very different interests. There are many
sports represented in the classroom: gold, soccer, marching band, cheerleading, volleyball, and football. There is one
student within the classroom with a 504 for ADHD. For this student, I will make sure that I compliment and use positive
reinforcement to make sure behavior stays consistent and positive. I will also check in with the students to make sure they
are doing okay and staying on topic.

2. Lesson Learning Targets/Objectives (1A) (1C)

a. Previous lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area
standards.) C 11-12.3.: Use narratives strategically in other modes of writing utilizing effective technique, well-chosen details and
well -structured sequences for an intended purpose, including but not limited to introducing an issue and/or supporting a claim. a.
Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
c. Use narrative techniques, such as dialogue, pacing, description, reflection and multiple plot lines, to develop experiences, events
and/or characters.
HS.UH.I.UE.1 Evaluate the credibility of multiple sources representing a variety of perspectives relevant to compelling and/or
supporting questions in U.S. history.
Student Target: -I can identify ethos, logos, and pathos within a speech.
-I can write rhetorical analysis body paragraphs.
b. Current lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area
standards.) C 11-12.3.: Use narratives strategically in other modes of writing utilizing effective technique, well-chosen details and
well -structured sequences for an intended purpose, including but not limited to introducing an issue and/or supporting a claim.
a. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and
audience.
c. Use narrative techniques, such as dialogue, pacing, description, reflection and multiple plot lines, to develop experiences, events
and/or characters.
Student Target: I can identify narrative techniques within a picture and corresponding and article.
-I can write rhetorical analysis body paragraphs.
HS.UH.I.UE.1 Evaluate the credibility of multiple sources representing a variety of perspectives relevant to compelling and/or
supporting questions in U.S. history.
c. Next lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area
standards.) C 11-12.3.: Use narratives strategically in other modes of writing utilizing effective technique, well-chosen details and
well -structured sequences for an intended purpose, including but not limited to introducing an issue and/or supporting a claim.
d. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a
particular tone and outcome.
Students Target: I can identify tone and figurative language within a poem.
-I can write rhetorical analysis body paragraphs.
HS.UH.I.UE.1 Evaluate the credibility of multiple sources representing a variety of perspectives relevant to compelling and/or
supporting questions in U.S. history.
 3. Students’ Baseline Knowledge and Skills (1B) (1F)
Describe and include the pre-assessment(s) used to establish students’ baseline knowledge and skills for this lesson.
I will use student paragraphs from the day before over ethos, pathos, and logos, and the Socrative quiz
form the first day to determine student baseline of knowledge.

4. Formative Assessment (1F)

Describe and include the formative assessment(s) and the criteria/rubric for expected outcomes to be used to measure student
progress during this lesson.
c) Students will write another body paragraph for their formative assessment for the day. Students will be asked
to write about how the author forms their writing with their diction.
5. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning for this lesson. This
includes links to technology, homework, exit or bell ringer slips, readings, etc. Be specific if there is an aide in the classroom and
their role.
We will do a quick prezi over the structure/diction used in a rhetorical analysis paper.
https://prezi.com/wns9mvv0fcnb/syntax-diction-and-tone-rhetorical-strategies/
“The Falling Man” picture and article
https://www.esquire.com/news-politics/a48031/the-falling-man-tom-junod/
d)
6. Lesson Procedures (1E)
Describe the sequence of strategies/activities/assessments that will be used to scaffold instruction, engage your students,
facilitate attainment of the lesson objective(s), and promote higher order thinking. Within this sequence, be sure to describe
how the instruction will be differentiated to meet your students’ needs, interests, and abilities.
1. At the beginning of class, I will review some of the most commonly made mistakes in students
rhetorical analysis paragraphs. I will hand all of them back and we will look over again what goes into
a rhetorical analysis paragraph. We will then have time for questions and concerns from students as a
group and individually. After we have gone over the day before lesson, we will then move onto
diction and the part it plays in rhetorical analysis essays.
2. Students will take notes over the diction and what it does in a rhetorical analysis paper. We will go
over diction, syntax, arrangement, formal/informal, etc. Once the notes are finished, we will move
onto our reading that we are analyzing for the day. I will have the picture of the man up on the board
and each student will have an individually printed off copy of the article. Then, as a class, we will go
through the article and annotate like we did the day before, except for this time, we will be looking for
certain diction, syntax, the arrangement of the paper, if its formal/informal, etc. I would also like for
students to use the picture as evidence in their paper and think of as to 1) why the author used the
picture, 2) what message are they trying to send by using it.
3. Once we have gone through and annotated the article and looked over the picture, students will be
asked to write another rhetorical analysis body paragraph. They will analyze why and how the author
uses diction to achieve their purpose. As students are writing, I will check in on my student with
ADHD and make sure that she is staying on task and give her positive reinforcement on how she is
doing. Students will turn in their paragraphs as they leave class.
7. Watch For-------
Identify anything that you would like specifically observed during this lesson.
I would like for you to watch and make sure that I am addressing each students on a need’s basis. If they need to speak
with me, I get to them. If they do not need me, I still ask and say that if they do, I am here to help.
 Source of Evidence: Lesson Plan

Name:___ _____Anna Allen____________ Date of Observation :__ _______ Cycle:_____

Ages/Grades Number of Number of Number of Number of

of Students in Students Gifted Students
Students _11th_ Class _31___ having IEP _1_ Students __0__ having ELL ___0___

Lesson Title:__ ______

1. Context: Describe the Students for which this Lesson is Designed (1B):
I will be teaching a class of 31 eleventh graders aged 16-17. It is an AP Language and Composition classroom made up of 17
girls and 14 boys. There are 5 Hispanic students and 26 are white. They all have very different interests. There are many
sports represented in the classroom: gold, soccer, marching band, cheerleading, volleyball, and football. There is one
student within the classroom with a 504 for ADHD. For this student, I will make sure that I compliment and use positive
reinforcement to make sure behavior stays consistent and positive. I will also check in with the students to make sure they
are doing okay and staying on topic.

2. Lesson Learning Targets/Objectives (1A) (1C)

a. Previous lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area
standards.) C 11-12.3.: Use narratives strategically in other modes of writing utilizing effective technique, well-chosen details and
well -structured sequences for an intended purpose, including but not limited to introducing an issue and/or supporting a claim.
a. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and
audience.
c. Use narrative techniques, such as dialogue, pacing, description, reflection and multiple plot lines, to develop experiences, events
and/or characters.
Student Target: I can identify narrative techniques within a picture and corresponding and article.
-I can write rhetorical analysis body paragraphs.
HS.UH.I.UE.1 Evaluate the credibility of multiple sources representing a variety of perspectives relevant to compelling and/or
supporting questions in U.S. history.
b. Current lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area
standards.) C 11-12.3.: Use narratives strategically in other modes of writing utilizing effective technique, well-chosen details and
well -structured sequences for an intended purpose, including but not limited to introducing an issue and/or supporting a claim.
d. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a
particular tone and outcome.
Students Target: I can identify tone and figurative language within a poem.
-I can write rhetorical analysis body paragraphs.
HS.UH.I.UE.1 Evaluate the credibility of multiple sources representing a variety of perspectives relevant to compelling and/or
supporting questions in U.S. history.
c. Next lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area
standards.) C 11-12.3.: Use narratives strategically in other modes of writing utilizing effective technique, well-chosen details and
well -structured sequences for an intended purpose, including but not limited to introducing an issue and/or supporting a claim. a.
Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
b. Engage and orient the reader by setting up a problem, situation or observation and its significance, establishing one or multiple
point(s) of view and introducing a narrator and/or characters; create a smooth progression of experiences or events.
c. Use narrative techniques, such as dialogue, pacing, description, reflection and multiple plot lines, to develop experiences, events
and/or characters. d. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and
build toward a particular tone and outcome.
e. Use precise words and phrases, telling details and sensory language to convey a vivid picture of the experiences, events, setting
and/or characters. f. Provide a conclusion that explicitly connects the narrative’s relevance to the intended purpose of the writing.
g. Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience
 Student Target: I can formulate a clear and concise rhetorical analysis.

3. Students’ Baseline Knowledge and Skills (1B) (1F)

Describe and include the pre-assessment(s) used to establish students’ baseline knowledge and skills for this lesson.
I will have looked over students body paragraphs for the past two days so I will have a better
understanding of where the students is at, where they are heading, and if any, how much help they
need in understanding this concept.

4. Formative Assessment (1F)

Describe and include the formative assessment(s) and the criteria/rubric for expected outcomes to be used to measure student
progress during this lesson.
e) I will have students write a body paragraph analyzing the poem “Leap” by Brian Doyle. Their paragraph
should go over the tone and figurative language within the writing and how it affects readers understanding of
the text.
5. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning for this lesson. This
includes links to technology, homework, exit or bell ringer slips, readings, etc. Be specific if there is an aide in the classroom and
their role.
I will be using the story “Leap” as what we are analyzing in class
https://www.pbs.org/wgbh/pages/frontline/shows/faith/questions/leap.html
Figurative Language and Rhetorical Devices Prezi
f) https://prezi.com/mqmehxz8pb3_/rhetorical-devices/
6. Lesson Procedures (1E)
Describe the sequence of strategies/activities/assessments that will be used to scaffold instruction, engage your students,
facilitate attainment of the lesson objective(s), and promote higher order thinking. Within this sequence, be sure to describe
how the instruction will be differentiated to meet your students’ needs, interests, and abilities.
1. At the beginning of class, we will again have time to ask questions from the day before about the
grade and comments I gave to students on their newly returned paragraphs form the day before. Once
we are finished with questions, I will then ask students to remember what we have gone over in the
past two days to make sure that we are retaining information and to make sure we don’t forget it as we
move onto more rhetorical devices.
2. Once we have gone over the past two days, I will split students up into groups. Students will be given
a list of rhetorical devices and they will have time to work in their groups to find the definition of each
device. Once each person has filled out their papers, we will then go over the devices together to make
sure each person has down the correct definition. They will be using this while looking at the poem
we are reading today.
3. Once everyone has their definitions, I will pass out the poem “Leap” and in the groups, students will
analyze the reading together and find rhetorical devices that support a claim along the way. I will walk
around to make sure that each group is doing the work correctly and also to make sure everyone is
staying on task. At this time, I will approach my student with ADHD to see how she is doing working
in groups and make sure to give her positive reinforcement on how she is doing in class.
4. Once all groups have finished analyzing the poem together, and I have gotten tot each group to see if
they had any questions, I will then have them write their body paragraph over the rhetorical devices
they found in the poem and how that goes with their claim and with what the author was trying to say.
I will take up students’ paragraphs at the end of class and let them know that in the next class period,
they will be choosing one of the reading we have analyzed over the course of the week to write a full
rhetorical analysis essay over.
7. Watch For-------
Identify anything that you would like specifically observed during this lesson.
I would like for you to watch and make sure I get to each and every table/student to make sure that they are on the right
track and contributing to the group discussion.
 Source of Evidence: Lesson Plan

Name:___ ____Anna Allen______________ Date of Observation :__ _______ Cycle:_____

Ages/Grades Number of Number of Number of Number of

of Students in Students Gifted Students
Students _11th _ Class _31 _ having IEP _1_ Students ___0_ having ELL __0____

Lesson Title:__ ______

1. Context: Describe the Students for which this Lesson is Designed (1B):
I will be teaching a class of 31 eleventh graders aged 16-17. It is an AP Language and Composition classroom made up of 17
girls and 14 boys. There are 5 Hispanic students and 26 are white. They all have very different interests. There are many
sports represented in the classroom: gold, soccer, marching band, cheerleading, volleyball, and football. There is one
student within the classroom with a 504 for ADHD. For this student, I will make sure that I compliment and use positive
reinforcement to make sure behavior stays consistent and positive. I will also check in with the students to make sure they
are doing okay and staying on topic.

2. Lesson Learning Targets/Objectives (1A) (1C)

a. Previous lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area
standards.) C 11-12.3.: Use narratives strategically in other modes of writing utilizing effective technique, well-chosen details and
well -structured sequences for an intended purpose, including but not limited to introducing an issue and/or supporting a claim.
d. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a
particular tone and outcome.
Students Target: I can identify tone and figurative language within a poem.
-I can write rhetorical analysis body paragraphs.
HS.UH.I.UE.1 Evaluate the credibility of multiple sources representing a variety of perspectives relevant to compelling and/or
supporting questions in U.S. history.
b. Current lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area
standards.) C 11-12.3.: Use narratives strategically in other modes of writing utilizing effective technique, well-chosen details and
well -structured sequences for an intended purpose, including but not limited to introducing an issue and/or supporting a claim. a.
Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
b. Engage and orient the reader by setting up a problem, situation or observation and its significance, establishing one or multiple
point(s) of view and introducing a narrator and/or characters; create a smooth progression of experiences or events.
c. Use narrative techniques, such as dialogue, pacing, description, reflection and multiple plot lines, to develop experiences, events
and/or characters. d. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and
build toward a particular tone and outcome.
e. Use precise words and phrases, telling details and sensory language to convey a vivid picture of the experiences, events, setting
and/or characters. f. Provide a conclusion that explicitly connects the narrative’s relevance to the intended purpose of the writing.
g. Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience
Student Target: I can formulate a clear and concise rhetorical analysis.
c. Next lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area
standards.) N/A

3. Students’ Baseline Knowledge and Skills (1B) (1F)

Describe and include the pre-assessment(s) used to establish students’ baseline knowledge and skills for this lesson.
Students will now have written 3 different body paragraphs and had four mini lessons over rhetorical
analysis devices, appeals, and structure of the paper. They have also annotated each reading, two with
me and one in their groups. They have learned and had practice over rhetorical analysis papers/body
paragraphs.
 4. Formative Assessment (1F)
Describe and include the formative assessment(s) and the criteria/rubric for expected outcomes to be used to measure student
progress during this lesson.
g) For the final day, students will choose one of the works that we have gone over as a class and complete a full
rhetorical analysis paper. They will have two class periods to complete their paper. For the first day, the
formative assessment will be that they meet the halfway point of their paper or have a clear thesis and outline
of how they are going to go about writing their paper.
5. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning for this lesson. This
includes links to technology, homework, exit or bell ringer slips, readings, etc. Be specific if there is an aide in the classroom and
their role.
George W Bush’s 9/11 speech
https://americanrhetoric.com/speeches/gwbush911addresstothenation.htm
“The Falling Man” picture and article
https://www.esquire.com/news-politics/a48031/the-falling-man-tom-junod/
“Leap” poem
https://www.pbs.org/wgbh/pages/frontline/shows/faith/questions/leap.html
6. Lesson Procedures (1E)
Describe the sequence of strategies/activities/assessments that will be used to scaffold instruction, engage your students,
facilitate attainment of the lesson objective(s), and promote higher order thinking. Within this sequence, be sure to describe
how the instruction will be differentiated to meet your students’ needs, interests, and abilities.
1. At the beginning of class, we will review all of the student’s body paragraphs, texts, and notes
students have completed throughout the week. I will then have students choose either their favorite
writing we went over, or the one they could write about the best, and they will then begin an outline
for a complete rhetorical analysis paper.
2. Once students have a good idea of what reading they are writing about and the outline of paper
complete, students will begin writing their papers in class. They will have the rest of the class to
complete as much as they can of their papers, and as we continue on in the year, we will begin to time
them like they will be timed on the AP test.
3. I will walk around and make sure students are on the right track to completing their papers and I will
address my students with ADHD and see how she is doing and reinforce positive behavior and check
on how she is doing in her writing. As class time is winding down, I will have students find a good
place to stop and I will take up their papers so that they do not lose them. I will let students know that
the following day, I will have students finish their paper and turn them in to me for evaluation.

7. Watch For-------
Identify anything that you would like specifically observed during this lesson.

I would like for you to watch and make sure that I am circulating and making myself available to help students. I would
also like for you to watch and make sure that I am doing well on my classroom management skills in that I am keeping
everyone on task, especially since they are going to think they have two days to do this so some may out it off until the
next day.