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Teacher Candidate Name: Michaela Lane

Learning Segment Title: The Awakening; POV, Purpose, Rhetoric
Learning Segment Daily Lesson Plan: Lesson 3 of 3
Date: 4 April 2019
Part 1: This Lesson is one daily lesson that is part of a multi-day learning segment.

Lesson Goal(s):

Day 3: Students can determine the author’s purpose and point of view based off of the text.

Academic Language and/or Language Function used in the lesson:

1. Language function: Identify, Analyze, Justify

Students will be able to identify, and analyze the different ways of expression in writing and how they justify an
author’s point of view. Students will identify an author’s purpose.
2. Vocabulary needs: By this point in the learning segment, students will have an understanding of rhetoric, fact, opinion,
bias, author’s point of view, and author’s purpose.
3. Use of Discourse and/or Syntax: Identify the uses for which discourse and/or syntax will be used in this lesson.
- Syntax: Students will read excerpt and gather their thoughts by viewing the author’s word choice.
- Discourse: Students will build off what they find in the excerpt and write about what they believe the author’s point of
view and purpose is. The students will use the author’s word choice as support to justify their claim.

Part 2: Lesson Plan

Materials needed for the lesson:

• Teacher will provide anticipation guide, link to biography, copies of the excerpt, link to the audio.

• Students will provide earbuds if listening to the audio individually is needed.

• Students/School will provide devices if they will be listening to the audio.

BEFORE THE LESSON ACTIVITIES:

Bell ringer:
 Description of activity:
Students will use an anticipation guide to review what they have learned over the past two lessons, referring to rhetoric.
Students will answer questions that apply to the importance, purpose, and meaning of rhetoric.
Original Anticipation Guide Link:
http://www.rowan.k12.ky.us/userfiles/960/Classes/17957/Rhetoric%20Anticipation%20
Guide.docx
I edited the original to fit my lesson. A copy of this anticipation guide is included at the
bottom of this lesson.
 Approx. time required:
5-10 minutes, including time to review answers.
 Accommodation or modification if included in this activity
Teacher will read aloud questions on the anticipation guide as students are working.

Review of relevant, previously learned information (should be an activity):

 Description of activity:
As students are filling out the anticipation guide that they are familiar with, teacher will walk around the room and remind

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook © 2004
 1
Teacher Candidate Name: Michaela Lane
Learning Segment Title: The Awakening; POV, Purpose, Rhetoric
Learning Segment Daily Lesson Plan: Lesson 3 of 3
Date: 4 April 2019
students of the key points touched on in Day 1 (definitions) and they will be reminded of the biased news article they
worked on (Day 2).
 Approx. time required:
5 minutes.
 Accommodation or modification if included in this activity
No accommodations.

DURING THE LESSON ACTIVITIES:

 Introductory Activity (should be an activity):

 Description of activity:
Students will be given a link to a biography on Kate Chopin. We will review the main points as a class via. Teacher will give
students background information on the time, plot, and characters within the story so that the excerpt will make sense.
- Main points discussed: On the biography, we will read aloud and discuss the sections titled “personal background,”
“later years,” and “literary writing.”
- https://www.cliffsnotes.com/literature/a/the-awakening/kate-chopin-biography

 Approx. time required:

15-20 Minutes.

 Accommodation or modification if included in this activity.

No accommodations.

Body of the lesson (thoroughly describe all aspects of the lesson):

Description of activity:
-Students will be given a copy of the specific excerpt of Kate Chopin’s The Awakening.

EXCERPT: The tears came so fast to Mrs. Pontellier’s eyes that the damp sleeve of her peignoir no
longer served to dry them. She was holding the back of her chair with one hand; her loose sleeve had
slipped almost to the shoulder of her uplifted arm. Turning, she thrust her face, steaming and wet,
into the bend of her arm, and she went on crying there, not caring any longer to dry her face, her
eyes, her arms. She could not have told why she was crying. Such experiences as the foregoing were
not uncommon in her married life. They seemed never before to have weighed much against the
abundance of her husband’s kindness and a uniform devotion which had come to be tacit6 and self-
understood.

An indescribable oppression, which seemed to generate in some unfamiliar part of her consciousness,
filled her whole being with a vague anguish. It was like a shadow, like a mist passing across her soul’s
summer day. It was strange and unfamiliar; it was a mood. She did not sit there inwardly
upbraiding7 her husband, lamenting at Fate, which had directed her footsteps to the path which
they had taken. She was just having a good cry all to herself. The mosquitoes made merry over her,
biting her firm, round arms and nipping at her bare insteps.

The little stinging, buzzing imps succeeded in dispelling a mood which might have held her there in
the darkness half a night longer.

Background: At Grand Isle, though Edna is married, she eventually forms a connection with Robert
Lebrun, a charming, earnest young man who actively seeks Edna’s attention and affections
-Students will then listen to the audio while reading along with their handouts, while following along reading.

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook © 2004
 1
Teacher Candidate Name: Michaela Lane
Learning Segment Title: The Awakening; POV, Purpose, Rhetoric
Learning Segment Daily Lesson Plan: Lesson 3 of 3
Date: 4 April 2019
Link to audio: https://www.youtube.com/watch?v=Z4ajsKm6erk

-Students will then have the opportunity to access the excerpt of the novel by using the school’s course system (ie., Edmodo, Moodle,
Blackboard, etc.) if they wish.
- After the reading, students will underline anything that indicates author purpose or point of view and they will write what they believe the
purpose/point of view is using their underlined sections as evidence.
 Approx. time required:
20-25 minutes.
 Accommodation or modification if included in this activity
-Students will listen to the audio while reading along with their handouts.
-Students will have the opportunity to access the audio of the novel and timestamp for our excerpt via blackboard. This helps
students who struggle with reading comprehension and gives them another way to understand the material.

Closing the lesson Activity:

 Description of activity:
-The teacher will ask students of their findings and jot them down on the board, paraphrasing them quickly.
 Approx. time required:
5-10 Minutes.
 Accommodation or modification if included in this activity
No accommodation needed.

AFTER THE LESSON ACTIVITIES:

Preview of the next lesson:

 Description of activity:
Teacher will introduce the next unit because this is the last day of this learning segment.
 Approx. time required:
3-5 Minutes depending on time left at the end of the class period.
 Accommodation or modification if included in this activity
N/A

Related out of class assignment:

N/A

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook © 2004
 1
Teacher Candidate Name: Michaela Lane
Learning Segment Title: The Awakening; POV, Purpose, Rhetoric
Learning Segment Daily Lesson Plan: Lesson 3 of 3
Date: 4 April 2019

Name Date

Rhetoric Anticipation Guide

Show that you agree or disagree with each statement by marking an X in the correct column.

AGREE DISAGREE

_____ _____ 1. Rhetoric is the art of speaking and writing effectively.

_____ _____ 2. Rhetoric is the art of persuasion.

_____ _____ 3. Rhetoric has an approximately 3,300-year history.

_____ _____ 4. The emphasis of rhetoric is on meaning and how it is constructed or

conveyed.

_____ _____ 5. Rhetoric is traditionally associated with politics, law, public relations,

Lobbying, marketing and advertising.

_____ _____ 6. How one says something conveys as much meaning as what one

says.

This anticipation guide came from

http://www.rowan.k12.ky.us/userfiles/960/Classes/17957/Rhetoric%20Anticipation%20Guide.d
ocx
I edited a few parts of it to accommodate my lesson.

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook © 2004