Lesson Plan~The Academy for Technology & the Classics~Cultivating Fearless Learners

Instructors name:
Ayers

Course/Grade:
Grade 11 AP Language and Composition

Week of:

Unit Name:

09/07 09/11

Visual Rhetoric

(1A)*Essential

Question(s):
How are visual images used to create arguments and
sway opinions in our culture?

Connections (prior/future learning):

Students will make connections with prior exposure to
visual rhetoric, especially in the form of advertising and
social media.
(1A/1B)

Common Core/State Standards:

W.11-12; RI.11-12; SL.11-12
(1E) Other considerations (modifications,
(1D) Resources/Materials:
accommodations, acceleration, ELL, etc.
Laptops
All accommodations and modifications indicated in
student IEPs will be followed. Any needs of ELL
The Norton Reader
students (modification of assignment length,
modification of assignment complexity, modification of
source reading, etc.) will be implemented.
(1F) Assessment (How will you monitor progress and know students have successfully met outcomes? What happens
when students understand and when they dont understand?
(1A)

Daily: Direct obsevation

This Week: Direct observation/visual rhetorical analysis
MONDAY
LABOR DAY (NO LABOR)

(1F)Embedded Formative Assessment:

(1B)Closing Activity:

Learning Target:
Do Now:
TUESDAY
(1C)
(1C)

For Wednesday: One visual analysis due.

For Friday: Read Politics and the English
Language by George Orwell. Notes are due. Two
visual analyses are due.
Learning Target: Students will be able to define and
understand the concept of visual rhetoric. They will
show their learning through oral discussion.
(1C) Do Now: What is visual rhetoric?
(1C)

In class we will view a video clip and a still image that

describe the concept of visual rhetoric. Once we have
discussed this as a class and students have given their
own examples, students will then begin to research the
concept on their own. They will choose three images.
These may be advertisements, logos, political cartoons,

(1F)Embedded Formative Assessment: Oral discussion

(1B)Closing Activity: As a whole class, we will discuss
what we learned today and how we will use these skills
in the future.

pieces of fine art, etc. They must not use words, but they
must convey a clear argument or statement. For each of
these images, students may print the image, describe it,
or sketch it. For each, they will then draw a rhetorical
triangle and label it with the appropriate information.
Finally, they will write a paragraph assessing the image
and its purpose. One of these three image analyses will
be due on Wednesday, with the remainder to be
completed and turned in by Friday.
WEDNESDAY
(1C) Learning Target: Students will understand visual
rhetoric. They will show their learning by analyzing
three images using the rhetorical triangle and a
descriptive paragraph.
(1C) Do Now: Describe a powerful visual image you have
encountered in the last 24 hours. What was it? How did
it affect you?

(1F)Embedded Formative Assessment: Written analysis

(1B)Closing Activity: As a whole class, we will discuss
what we learned today and how we will use these skills
in the future.

DUE: One visual rhetoric analyses.

THURSDAY
(1C) Learning Target: Students will improve their ability
to generate quality academic essays based on a prompt
by completing an FRQ timed essay.
(1C) Do Now: Please take out three pieces of lined paper
and a pen/pencil. Clear your desk of all else.
FRIDAY
(1C) Learning Target: Students will improve their skills
in speaking and listening. They will show their learning
by engaging in Socratic dialogue.
Do Now: Please produce the opening question(s) you
have prepared for todays discussion. Be ready to share
it with the class and explain why this particular question
is important to you and important for us to explore.
(1C)

(1F)Embedded Formative Assessment: Essay

(1B)Closing Activity: As a whole class, we will discuss
what we learned today and how we will use these skills
in the future.
(1F)Embedded Formative Assessment: Observation of
oral discussion and written notes
(1B)Closing

Activity: Students will briefly discuss high

points and areas of growth in the Socratic dialogue.

Socratic Dialogue: Politics and the English Language

by George Orwell (with notes and opening question).
DUE: Two visual rhetoric analyses.

*Refers to NMTEACH Rubric:

1A-Demonstrating knowledge of content
1B-Designing coherent instruction
1C-Setting Instructional outcomes
1D-Demonstrating knowledge of resources
1E-Demonstrating knowledge of students
1F-Designing student assessment

Formative Assessment includes, but is not limited to:

Exit tickets, white board response, consensagrams, red/green cards, formal or
informal student conferences, sticky note assessment.