Title of lesson: Sinners in the Hands of an Angry God

Your Name: Jeremy Lippitt

Length of lesson: 35-40 min

Context of Lesson: Students have already started reading Sinners in the Hands of an
Angry God. This lesson will continue with reading as a class and analyzing the
“golden line” that presents the most imagery to the students

Overview: Students will read along with the sermon, Sinners in the Hands of an Angry God
while it is being read aloud to them. While reading, students will identify the “golden
line” in predetermined breaks and be ready to discuss which line they chose and why.
They will then pick their favorite golden line and begin an illustration assignment based
on the imagery in the line that they chose.

Standards:

CCSS.ELA-LITERACY.RL.9-10.4 - Determine the meaning of words and phrases as they

are used in the text including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone.

CCSS.ELA-LITERACY.RI.9-10.6 - Determine an author’s point of view or purpose in a

text and analyze how an author uses rhetoric to advance the point of view or purpose.

Central problem/ Essential question:

● How did puritans use imagery to enhance their writing and better establish
their beliefs?
Objectives:

Students will know/be able to:

● Explain how puritans used imagery to enhance their writing and further
express their beliefs through writing

● Select strong examples of imagery from complex texts

Anticipated student conceptions or challenges to understanding: Students may not be

entirely familiar with the concept of imagery. They may also have difficulties connecting
the literary device to the historical context of the puritans.

Materials/Evidence/Sources:

● Handout from previous day

● Reading from textbook

● Illustration assignment

Instructional Sequence:

1. Begin with a recap of the previous day: make sure that students remember key
details such as who Jonathan Edwards is, the foundation of puritan beliefs/values,
and how those two connect. Remind students of what they are looking for as they
listen and read along. (~5 min)

2. Begin reading aloud the remaining sections of the text. Pause between each
“chunk” of text and allow time for discussion of what the “golden line” may be of
that particular chunk. (~15-20 min)

3. Pass out illustration assignment. While handing out this assignment, ask
students why imagery is powerful and why Edwards used so much of it in his fire
and brimstone sermons. Try to get at least two student responses to this question.
(~5 min)

4. Give students the remainder of time to decide on a line and begin their
illustration. Walk the room and observe progress, asking questions to students
about why they chose the line that they did. (~10 min)

5. Close lesson by recapping why imagery is so powerful in text and how the
puritans specifically used it in their writings to express their beliefs. (~1-2 min)

The last step of your instructional sequence should detail how you will conclude the
lesson, including what you would say to the students about the lesson’s “take away” or
main objective and how today’s lesson links to tomorrow’s and thereafter.