Names:

Jaleesa M Watkins

Subject
Area/Grade Level:
Date:

French Literature
Grade 10
5/7/15

OBJECTIVE(S): Measurable, Manageable, Made First, Most Important

Objective:
Students will be able to:

Recognize context clues

Interpret text

Identify symbolism
SOLs:
10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
c) Explain similarities and differences of techniques and literary forms represented in the literature of
different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
h) Evaluate how an authors specific word choices, syntax, tone, and voice shape the intended meaning of
the text, achieve specific effects and support the authors purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey
a message and elicit a readers emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.
10.5 The student will read, interpret, analyze, and evaluate nonfiction texts.
a) Identify text organization and structure.
b) Recognize an authors intended audience and purpose for writing.
c) Skim manuals or informational sources to locate information.
d) Compare and contrast informational texts.
e) Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams.
f) Draw conclusions and make inferences on explicit and implied information using textual support as
evidence.
g) Analyze and synthesize information in order to solve problems, answer questions, and generate new
knowledge.
h) Use reading strategies throughout the reading process to monitor comprehension
ASSESSMENT:
Description:
Students will interpret both an article and poem, recognizing context clues that will help them identify the
symbolism of Russia 1812.
MATERIALS and PREPARATION:
Description:
https://www.youtube.com/watch?v=458Gw-Xw0u0, Textbook, Smart board
ACCOMMODATIONS/ADAPTATIONS:

Students will have access to the same information and have additional support if needed.

Rationale:

Smagorinsky and Burke suggest folding in information to create

a clear objective.
OPENING HOOK.
Teacher will.
Ask students, What do you know about symbolism? What is it?
*Refer to students who participated in Group 4 as experts in the classroom. (2
min.)

Students will.
Discuss symbolism.

Ask students: What do you know about the War of 1812? (2 min.)

Discuss briefly.

Introduce students to Napoleons Lost Army. Watch 2:18-6:00 of the following

video as background information, which will discuss the historical campaign,
folly, and tragedy of Napoleons venture to and from Moscow:
https://www.youtube.com/watch?v=458Gw-Xw0u0

Observe film.

PROCEDURES / LEARNING ACTIVITIES

Teacher will.
Read Baltic Soil Yields Evidence of a Bitter End to Napoleons Army. (10-15
min.)

Students will.
Read article.

Ask students, What do you think it was like for the soldiers? (3-5 min.)

Discuss briefly.

Read Russia 1812. (10 min.)

*Make references to the articles and video, discuss figurative language and
imagery.

Read poem.

Ask students to write a response to the following question: What is the tone
of the poem? What is Hugo trying to say about Napoleon and the march to
and from Moscow? Identify specific lines in the poem. (5-7 min.)
*Explore the use of similes, personification, metaphors, and allusions

Write response.

CLOSING.
Teacher will

Students will

Discuss Napoleon in the context of the poem as well as what Hugos opinion of
Napoleon may have been, judging from the tone of the poem. (5 min.)

Discuss poem and symbolism.

Collect assignment at the end of the class period.