Lesson Plan English 10 Tuesday, February 26, and Wednesday, February 27, 2013 Topic: Leadership and the

Power of Words Focus Standards ELA Common Core Objectives When completing todays lesson and assessments, students will be able to . . . Assessment

RI.9-10.9 Integration of Knowledge and Ideas Analyze seminal U.S. documents of historical and literary significance . . . including how they address related themes and concepts. RI.9-10.6 Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. L.9-10.4 Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. W.9-10.10 Write routinely over extended time frames. . for a range of tasks, purposes, and audiences.

Read and comprehend Annotations literary nonfiction to analyze Declaration rhetoric Journal Patrick Henrys speech Read and listen to analyze Discussion the craft and structure of historical documents to identify and discuss the use of rhetoric Read Chapter 5 of Animal Farm to identify plot details and development and infer themes

RL.9-10.1 Key Ideas and Details

Read chapters 3 and 4 to identify key details, infer meaning, and analyze plot development

13 review questions, 26 points; class discussion Thursday

Materials/Prep: 1B: TJ 2B: VC, MH, MK, AT 4B: JD, JK, DK = 8 sets of questions B day

Class set of copies of the speech, individual copies of the declaration Procedure: Tuesday, February 26, 2013 1A, 2A: 1. Bell Ringer: Quiz Review and Declaration of Independence with audio a. Powerpoint, review quiz list; display 2nd slide with rhetorical techniques notes b. Declaration students will mark charged words, parallel structure, rule of three as they read and listen to the audio; discuss compare to Old Majors speech grievances against Farmer Jones, rebellion 2. Patrick Henrys Speech to the Virginia Convention: Handout class set display video; students will note in their journals charged words, allusion, metaphor 3. Students worked independently to finish reading through Chapter 4, turn in questions over 3 and 4. I did not review the questions with the class because some were still working. 4. Introduction: Ask students if theyve ever heard a convincing speech by a politician on TV or by a classmate who was running for student government. Ask what stood out about the way the speech was delivered. Take some answers from volunteers. Tell students that today, they will carefully examine the rhetorical strategies speakers use to emphasize their points. Review the definition of rhetoric. Write it on the board, discuss it. 5. Model the Think Aloud: Do a think-aloud to help students understand Patrick Henrys rhetoric. First, distribute copies of the speech to students. Read the first paragraph aloud to students, modeling the think-aloud process. Here is an example: a. Teacher reads: No man thinks more highly than I do of the patriotism, as well as abilities, of the very worthy gentlemen who have just addressed the House. b. Teacher Thinks Aloud: Hes starting off by complimenting his audience. I wonder if theyre on the same side politically. c. Teacher reads: But different men often see the same subject in different lights; and, therefore, I hope it will not be thought disrespectful to those gentlemen if, entertaining as I do, opinions of a character very opposite to theirs, I shall speak forth my sentiments freely, and without reserve. d. Teacher thinks aloud: Okay, so he is about to present an opposing viewpoint, and he was just complimenting them so they wouldnt be insulted by his differing opinions. Interesting technique to begin with flattery. I wonder why his language contains a lot of extremes: more highly, very worthy, very opposite, He is trying to be polite about the fact that he disagrees; he doesnt start with youre wrong! but its clear that he does think they are wrong. Or is he exaggerating or being sarcastic? I wonder what he means by opinions of a character very opposite to theirs. It doesnt sound like a minor disagreement; it sounds like he disagrees on much bigger issues. 6. Independent Work: Now have students go through the rest of the speech on their own or with partners, thinking aloud and making notes in the margins about Henrys rhetorical strategies and word choices. They should mark up the text with their thoughts and questions. Walk around and check in with each student. 7. Full-Class Discussion: Have students share their observations.

8. Wrap-UP: Have students write a few paragraphs discussing Henrys rhetoric and how it helps convey his message. Students may disagree if they dont think his style is convincing. 9. Extend the Lesson: Have students summarize the speech. Make sure students understand the difference between a straightforward summary and a review that contains opinions. 10. Review logos, pathos, and ethos. Go back through the speech as a class, and ask students to identify examples of each. 11. Have students write speeches that use logos, ethos, and pathos. Their topics should be research-based and include evidence. 12. Have students conduct research on how Henrys speech fits into history and what the reaction was at the time so they more fully understand the context in which it was delivered. 13. Have students listen to the speech and write about the differences between hearing it and reading it. Ask On the audio version, where is the emphasis? What is the tone? You can also have students practice reciting the speech in groups. There are six paragraphs. Organize students into six groups, ad have each group practice a paragraph to deliver. They can split up the sentences or all say the paragraph at the same time. 14. Differentiation: a. For students who need extra support Spend time helping students with the difficult vocabulary words in the selection. Help students break the speech into smaller chunks and spend more time on each chunk. Continue the teacher read aloud with student input before having students work independently. b. For advanced students These students can delve more deeply into some of the language choices and identify literary techniques used. 15. Assessment: Look at whether students thoughtfully analyzed the speech based on your modeling. Evaluate students paragraphs about the speech for understanding of how style affects meaning. Wednesday, February 27, 2013 1B: Great class BR touchscreen spoken word poetry; Declaration listened to audio, partners worked together to identify charged words, parallel structure, rule of three and mark papers (got video), whole class review; Patrick Henrys speech used http://www.youtube.com/watch?v=XvJrSdr34co, students listed charged words, gave examples of allusion and metaphor in the speech. 2B: Announcement about game, Bearcast, no BR; Old Majors Speech packet; Patrick Henry. Nobodys ready for the quiz Friday! Maybe at the end of class.