Senior Learning Plans for the Weeks of March 18 through April 9, 2013

Teacher: Racquel O’Connor-Mesa	Class: Senior  English		Dates: Week of March 18, 2013 Week of March 25, 2013 Week of April 9, 2013
Learning Development:	Performance Objective:  UW.G12.2R.C1.PO 2 Elements of Literature-Identify, analyze, and apply knowledge of the structure and elements of literature. Learning Objective: Interpret figurative language, including personification, hyperbole, symbolism, allusion, imagery, extended metaphor/conceit, and allegory with emphasis upon how the writer uses language to evoke readers’ emotions. Kid-Friendly Language: I can identify how an author uses figurative language to advance the work and make the reader feel emotion. Key Terms: Figurative language, Personification, Hyperbole, Symbolism, Imagery, Extended metaphor, Emotion Essential Questions: 1. What is figurative language? How is my emotional reaction to literature affected by the author’s use of figurative language?
Bloom’s Level	Low  Knowledge  Comprehension	Middle x Application		High x Analysis  Synthesis x Evaluation
Anticipatory Set ·         Congruent ·         Active ·         Past Experience	Think of your favorite song and write down some of the lyrics (school-appropriate). Can you identify any type of figurative language in the lyrics you wrote? If so, what type and what does the artist want you to feel by selecting to express themselves using those words?  If you cannot identify figurative language, describe what the artist is saying and how they are trying to make you feel.  (One paragraph minimum and be ready to share with a partner).
Instructional Strategies	Student-Led  Identifying Similarities & Differences x Summarizing x Project-Based  Nonlinguistic Representation          x Setting Objectives x Peer Feedback  Generating/Testing Hypothesis		Teacher-Led x Lecture x Discussion x Homework x Practice x Cooperative Learning x Instructor Feedback x Questions, Cues, Advanced Organizers
Learning Activities & Modeling the H.O.T.S.	Week of March 18, 2013 Students will take interactive notes on figurative language; specifically on symbols-similes-metaphors-allusion-personification-and hyperboles.  The teacher will then assist the students in creating a figurative language graphic organizer by modeling the desired format.  The teacher will then play a popular song and have the students dissect the song seeking out figurative language and noting it in their graphic organizer. This will happen as a focus activity Monday through Thursday.  Students will be allowed to form groups of 2-4.  They will write a rap or song about a piece of literature incorporating at least 10 examples of figurative language. They must use at least 5 different types of figurative language, but may repeat them in the chorus. Students will then create a music video utilizing Windows Movie Maker or a similar software and present in class the following Monday. Week of March 25, 2013 Students will silently read the poem by Langston Hughes entitled, “A Dream Deferred”. The teacher will then read the poem to the class.  Students will highlight each usage of figurative language, noting the specific type, and its intended meaning in a graphic organizer.  Then, as a class, students will create a graphic organizer identifying the emotion expressed by the poem.  Students will then match direct lines from the poem that create each emotion listed. Students will write a five-paragraph essay depicting their emotional response to the poem including textual evidence, identify and label the figurative language used throughout the work, and describe how the students emotional response connects to the overall tone of the work. Week of April 9, 2013 The teacher will place students in 5 expert/cooperative groups, one each for subject, sounds, emotions, imagery, and connections to other literature. Each group will receive a handout that contains a series of questions to facilitate analysis of poems. After discussing the questions in their expert groups, students return to their home groups to share their findings. Using IPADS, students will explore http://www.folger.edu/template.cfm?cid=1321, that supports a lesson in which students analyze the stages of life explained in the "All the World's A Stage" speech from As You Like It. Students examine images of stained-glass windows depicting the seven periods of life described of Shakespeare's text, comparing imagery in visual and written form.
Guided Practice
Comprehension Check	The students’ comprehension will be assessed through the successful completion of all assignments.
Active Participation ·         All Students ·         All the Time	All students will be active learners and have a role in the successful mastery of this skill through individual note taking, reading, discussion, observing teacher modeling, processing/meeting rubric requirements, and successful completion of activities.				Covert   Overt x  Combination
Assessment	x Selected Response                                                    x Extended Written Response x Performance Assessment                                          x Personal Communication
Closure ·         Congruent ·         Active ·         Past Experience ·         Student Summary	Students will summarize how figurative language is used in various genres to produce emotional effects.  .
Independent Practice	Students will take interactive notes, complete writing and reading activities, analyze, assess and gather information through use of social media.

Junior English Learning Plans for the Weeks of March 25-April 15, 2013

Teacher: Racquel O’Connor-Mesa	Class: Junior English		Dates: Week of March 25, 2013 through April 8, 2013
Learning Development:	UW.G11.3R.C3.PO2 Performance Objective:   Explain basic elements of argument in text and their relationship to the author’s purpose and use of persuasive. Learning Objective: Evaluate the arguments an author uses in a document to refute opposing arguments and address reader concerns. Kid-Friendly Language: I can examine the techniques used to create powerful arguments with in a persuasive text. Key Terms: Power, Validity, Truthfulness, Persuasive text Essential Questions: 1. What makes a work persuasive? How does validity and truthfulness contribute to arguments within a persuasive work? How do these techniques make the persuasive powerful?
Bloom’s Level	Low  Knowledge  Comprehension	Middle x Application		High x Analysis  Synthesis x Evaluation
Anticipatory Set ·         Congruent ·         Active ·         Past Experience	The teacher will explain to students that the lesson they will engage in focuses on advertising in the contemporary world. Ask students to take five minutes to write down their ideas to the following questions: What is your favorite advertisement? What makes this advertisement particularly persuasive?
Instructional Strategies	Student-Led  Identifying Similarities & Differences x Summarizing x Project-Based  Nonlinguistic Representation        x Setting Objectives x Peer Feedback  Generating/Testing Hypothesis		Teacher-Led x Lecture x Discussion x Homework x Practice x Cooperative Learning x Instructor Feedback x Questions, Cues, Advanced Organizers
Learning Activities & Modeling the H.O.T.S.	Week of March 18, 2013 Students complete The Scarlett Letter. Week of March 25, 2013 (handouts 38-46) Day 1: Students will review the PowerPoint on Persuasive Strategies and take notes from the website http://www.readwritethink.org/files/...strategies.pps.  The teacher will then formally introduce unit with a teacher made packet (copy common core download pgs 19-29). Week of April 2, 2013 Research Report Presentations, if time permits the following week lessons will begin early. Week of April 8, 2013 (handouts 38-46) Day 1- Distribute Handout #1: Extended Anticipatory Guide: Advertising in the Contemporary World and Handout #2: Dyad Share and ask students to work in pairs to write their individual decisions in the section labeled “Before Lesson.” Explain to students that they will revisit the guide at the end of the unit to see whether their original opinions have changed based on new learning. Students will watch video commercial called Can you Live with Dirty Water? (first without sound and then with sound) Distribute Handout #3: Video Response Tell students that the first time they watch the video they should view it with the following focus: What are the positive and negative emotions the advertisement aims to provoke? The teacher will play video again, and have students keep the following two questions in mind: What is the problem that needs a solution? There is “a call to action” in the advertisement.  What might the advertiser want the viewer to think or do after viewing the commercial? provide students with a few minutes to write down their responses on their handout. Ask them to share their responses with a partner, adding any new and interesting responses to their own handout. The teacher will tell students they will view the video with the soundtrack the next day. Day 2- The teacher will compose groups of four with a balance of males and females. Explain to students that they are going to construct the narrative for a video that is composed of a series of images. The first time they see the video, groups of four should try to construct a response to the following questions: What is happening it this video? What is the message? Why do you suppose the maker of the video decided not to use words? Invite students to share their individual responses to the questions using a Round Robin format. Remind them that though they may agree or disagree with a peer’s response, they cannot comment until everyone has expressed their ideas. After everyone has shared, the group should decide on a consensus response to the questions. Ask students to jot down the feelings they have after seeing the video Evolution. Distribute Handout #4: Plutchik’s Wheel of Emotions and ask students to write down where their emotions about the video would fit on the wheel. Invite students to share their wheel with a partner. Ask students to consider the emotions evoked by their favorite advertisement. Discuss why advertisers would choose to elicit different emotions from their responders. Explain to students that small groups will work together to write a narrative for the video. Review the components of a narrative if needed: orientation, complication, climax, and resolution.  Distribute Handout #5: Narrative Construction Rubricand review the performance indicators for content, emphasizing that students’ narratives should communicate the video’s message or central idea and its development over the course of narrative Play the video again. Ask students to revisit their responses to the earlier question about the message of the video, adding to or revising their original consensus based on a second viewing. Invite groups to discuss the video using the following questions as a guide: 1. When does the viewer become aware of what is happening in the video? 2. What are the key events in the video? What is the complication, climax, and resolution? 3. How do these elements develop the message? Groups then write the narrative that communicates understanding of the video’s message and its unfolding in images. Everyone should have the narrative written down. Invite groups to volunteer to read their narratives. Discuss differences in interpretation and in narrative construction.  Day 3- Distribute Handout # 6: Soft Sells and Hard Sells Ask small groups to take turns reading the advertising slogans on the handout aloud. Once they have read a slogan, they should decide whether it is a soft sell of a product or a hard sell of a product. The group should be prepared to share the words that made them decide on placement within a category. Distribute Handout #7 : Modality in Advertising. Explain the categories of high, medium, and low modality, and review words and phrases that signal each category. Ask for examples of their use in everyday life. Tell students the adjectives high, medium, and low are used to describe modality in most persuasive texts, except for advertising. Advertising uses hard sell, medium sell, and soft sell to describe different types of persuasion in ads. Now give each group a product that they must sell three times: once with a soft sell, once with a medium sell and once with a hard sell. Explain that students will write their selling slogans using words from each category. (They may also create a visual if that will help them.) As students present their products, other groups should determine what type of sell is being made. After conferring they raise a card that indicates Hard, Medium or Soft Sell. Discuss the activity by using different types of modality to create persuasive statements about events and issues that matter to students. Be sure to write statements using high, medium, and low modality. Discuss how modality can make a writer sound like an authority or more like a peer. Advertisement Analysis In preparation for this activity, ask students to bring in a favorite advertisement or one they dislike. It may be print or video, but should include text. Explain that they will apply what they’ve learned in this lesson by analyzing their advertisement. Distribute Handout #8: Advertisement Analysis to each student. Ask students to analyze their advertisement using the focus questions in the handout. Individual Writing Invite students to write about what they learned about persuasion in this lesson by responding to the following prompt: Describe what you have learned about persuasion in this lesson. In your response consider the importance of a central message, ways to communicate your message, and specific uses of language and visuals make a reader feel or think a certain way. Week of April 15, 2013 Students will work in cooperative groups to create a persuasive multi-media commercial like the advertisement "Can You Live With Dirty Water" keeping in mind the following questions, which they will be assessed on for their successful execution: What is the problem that needs a solution? There is “a call to action” in the advertisement.  What might the advertiser want the viewer to think or do after viewing the commercial? Depending on student comprehension, engagement, and BT schedule, the teacher may add two more additional weeks focusing on these learning objectives.
Guided Practice	Teacher will model how basic elements of argument in text and their relationship to the author’s purpose and use of persuasive rhetoric; ethos, pathos, logos.  The teacher will also model how to evaluate the arguments an author uses in a document to refute opposing arguments and address reader concerns.
Comprehension Check	The students’ comprehension will be assessed through the successful completion of the numerous learning activities including cooperative learning, analysis, evaluation and successful completion of persuasive performance tasks.
Active Participation ·         All Students ·         All the Time	All students will be active learners and have a role in the successful mastery of this skill through individual note taking, discussion, observing teacher modeling, processing/meeting rubric requirements, active cooperative learning participation, and successful completion of all learning activities.				Covert   Overt x  Combination
Assessment	Selected Response                                                    x Extended Written Response x Performance Assessment                                          x Personal Communication
Closure ·         Congruent ·         Active ·         Past Experience ·         Student Summary	Students will answer the following essential questions:  1. What makes a work persuasive? How does validity and truthfulness contribute to arguments within a persuasive work? How do these techniques make the persuasive powerful?
Independent Practice	Students will take interactive notes, analyze and evaluate various pieces of persuasive texts, complete relevant handouts, and take an assessment.