Teacher: R. F.

Restaino Grade: 11 Campus: EHS

Subject: English III Unit: Poetry and Revolutionary Rhetoric Week of: 1/8 – 2/16/2018
Monday 1/8 Tuesday 1/9 Wednesday 1/10 Thursday 1/11 Friday 1/12
We will analyze a poem We will analyze poems for We will identify key We will compose lines of We will identify and
Lesson using a think-aloud possible themes using techniques used to create figurative language using a emulate key elements of
Objective strategy and review key shared inquiry and a strong images in poetry set of guided instructions. sonnets and villanelles
(Learning
Intention,
poetry terms & devices. brainstormed list of and use them as models using a reader/writer
CO/LO, TPO) concepts. for our own ideas through workshop.
a reader/writer workshop
E3.1, E3.Fig. 19, E3.24, E3.1, E3.2 (A), E3.Fig. 19, E3.1, E3.Fig. 19, E3.2, E3.1, E3.Fig. 19, E3.2, E3.1, E3.Fig. 19, E3.2,
TEKS
E3.3 E3.2, E3.24, E3.3 E3.24, E3.3 E3.24, E3.3 E3.24, E3.3
1.A, 1.F, 2.H, 2.C, 3.E, 4.G 1.A, 1.F, 2.H, 2.C, 3.E, 4.G, 1.A, 1.F, 2.H, 2.C, 3.E, 4.G, 4.G, 5.G 1.A, 1.F, 2.H, 2.C, 3.E, 4.G,
ELPS
5.G 5.G 5.G
Poetry, metaphor, simile, Theme, “the human Imagery, figurative Figurative language, Sonnets, villanelles,
hyperbole, condition,” language, metaphor, metaphor, simile, meter, iambic
Academic
denotation/connotation, personification, simile, hyperbole, hyperbole, diction pentameter, quatrain,
Vocabulary
literal/figurative literal/figurative, personification couplet
denotation, connotation
Copies of Billy Collins’ Copies of Bukowski poem Copies of poems featuring Writing Strong Images Copies of poems (one
“Introduction to Poetry?” “The Laughing Heart” and good imagery (I’ll use handout sonnet and one
and poetry key terms Dickinson poem “Because William Carlos Williams Dictionaries/Thesauruses villanelle—I’m using “If I
PowerPoint for journal I Could Not Stop for and David Bottoms—both Must Die” by Claude
entry, key terms, closure. Death” on PowerPoint for RRW McKay (sonnet) and “One
Materials
-PPT for reader/writer Workshop) Art” by Elizabeth Bishop
workshop (villanelle)
-PowerPoint to guide RRW
-Handouts of notes and
poems for students
Teacher: Doc camera, laptop (to Teacher: Doc camera, laptop (to Teacher: Doc camera, laptop (to Teacher:N/A Teacher: Doc camera, laptop (to
display PPT for journal entry/key display PPT for journal entry/key display PPT for journal entry/key Student: N/A display PPT for journal entry/key
Technology terms) terms) terms) terms)
Student: N/A Student: N/A Student: N/A Student: N/A
Essential What Is poetry? What is poetry? What is poetry?
What is poetry? What is poetry?
Questions How does form influence What techniques are used to create What techniques are used to create
meaning? What is “the human condition”? strong images? strong images? How does form influence meaning?
  Warm-Up: Journal entry:  Warm-Up: Reveal the
Display 3-5 quotes
about poetry and ask
students to choose the
one that most closely
represents their own
view and to explain
what the quote means
in their own way.
 Share out a few  Debrief the list and
responses
 Read the poem
“Introduction to
Poetry” by Billy Collins”
 Teacher leads students
in a second reading,
this time
demonstrating a “think-
aloud” technique.
Teacher asks questions
Instructional of lines, jots down  Read the Charles
Process thoughts, circles what
may be key words or
poetic techniques.
 Students respond to
question about
meaning and
metaphors in the
poem. This is a
jumping-off point to
discuss the purpose of
poetry—it’s not to
“beat it into
submission” to find
meaning, but to engage
with and appreciate.  Re-read the poem
 Discuss different
student responses
about the meaning of  Then, student pairs
the metaphors and
other figurative
language used in the
 Warm-Up: Journal entry:
phrase “the human
condition” on the board.
Break students up into
groups and have them
brainstorm ideas, words,
phrases that come to
 Share out some student
mind as relating to or
explaining this phrase.
 Then introduce first
explain that the primary
purpose of poetry is to
express something
about what it’s like to be
alive. Identifying what
the author is trying to
communicate about life
is known as identifying
the THEME, which is our
focus today.
Bukowski poem “The
Laughing Heart”. Use
this poem as a jumping-
off point after discussing
the “human condition”.
This should be an
inspirational poem for
the students, one they
could easily wrap their
heads around. Take
general impressions and
discuss what it might
have been to cause the
author to write it.
(following the Reader’s-
Writer’s Workshop PPT)
brainstorm which aspect
of “the human
condition” Bukowski
 Independent work day:  Warm-Up: Students
Write for five minutes Students are given packet copy down a stanza of a
about something that that guides them through sonnet and are asked to
most people would find exercises for writing identify anything they
insignificant, but you similes, metaphors, and notice about the form—
find important. other uses of figurative rhyme, meter/rhythm,
language. This can be etc.
used by the students  This leads us into a talk
responses
when we move into about how form
writing original poetry influences meaning
poem. Follow the
next week.  Read a sonnet (1st
reader/writer workshop
reading just to get a feel
format laid out on the
for the language).
PPT:
Randomize calling on
-1st reading: guided
reading/notice & note,
kids to get first
impressions, questions,
general impressions.
reactions, etc.
-Anchor chart: Imagery.
 Then review elements of
Focus on the
a sonnet (on note sheet
TECHNIQUES writers use
and the PPT)
to create strong images
 Second reading is
(thoughtful diction,
focused on identifying
metaphors, similes,
the elements that make
hyperbole,
it a sonnet.
personification, sensory
details, etc.)  Follow the same steps
for the villanelle w/ 1st &
-2nd reading of poem:
2nd readings
groups look for lines
with strong imagery and  Move into the closure
make a web of what the
image suggests (other
ideas/images/
meaning/etc)
 poem. Emphasize the
point that the use of
figurative language is
not to be clever or
obtuse, but should be
to make connections,
create meaning, and
clarify positions.
 Finally, give students a
set of key poetry terms
that we will be using
throughout the unit.
GT:
ELL: Word walls, anchor charts,
preview difficult vocabulary,
Differentiation frequent checks for understanding.
SPED: “ “
504: “ “
Checks for understanding;
Formative Randomized questioning; journal
Assessment entry
Closure Journal Entry: What
was your metaphor in Billy
Closure/ Collins’ poem? What did you
Reflection like about it?
Teacher
Notes
poem was addressing.
They compose a
statement of theme.
(Share out)
 We will follow the same
steps for the Dickenson
poem, “Because I Could
Not Stop for Death”
(also on the same PPT)
GT: Opportunity to lead a small
group
ELL: Word walls, anchor charts,
preview difficult vocabulary,
frequent checks for understanding.
SPED: “ “
504: “ “
Checks for understanding;
Randomized questioning; journal
entry
Closure Journal Entry: Student
pair s write a statement of
theme for the Dickenson poem.
GT: Opportunity to lead a small
group
ELL: Word walls, anchor charts,
preview difficult vocabulary,
frequent checks for understanding.
SPED: “ “
504: “ “
Checks for understanding;
Randomized questioning; journal
entry
Closure Journal Entry: Return to
the warm-up prompt. Add some
new lines that employ at least
one technique we discussed
today.
GT:
ELL: Word walls, anchor charts,
preview difficult vocabulary, frequent
checks for understanding.
SPED: “ “
504: “ “
Figurative Language packet will be
checked for a daily grade, but will be
returned for students for use on
original poetry project.
Students turn in Writing Strong
Images packet.
GT:
ELL: Word walls, anchor charts,
preview difficult vocabulary,
frequent checks for understanding.
SPED: “ “
504: “ “
Checks for understanding;
Randomized questioning; journal
entry
Closure Journal Entry: In your
journals, write a two-line
rhyming couplet in Iambic
pentameter about ANY topic
you can think of. (Give some
thought-provoking suggestions)
 Monday 1/15 Tuesday 1/16 Wednesday 1/17 Thursday 1/18 Friday 1/19
MLK DAY—NO CLASS We will evaluate how We will analyze the effects We will practice using Assessment: Give students
poetry can act as a form of of various sound devices various grammatical 5-6 poems and have them
Lesson
Objective persuasive rhetoric by in poetry and employ strategies to add detail and choose 2 to answer
(Learning comparing excerpts from them in lines of our own imagery to our writing analysis questions over (2
Intention, speeches by and poems using a reader/writer using guided practice. question each?)
CO/LO, TPO)
inspired by MLK in groups. workshop.

E3.1, E3.2(A), E3.Fig. 19, E3.1(A-D); E3.3(A); E3.9(A) E3.14; E3.17 E3.1, E3.2(A), E3.Fig. 19,
TEKS
E3.2, E3.24, E3.3, E3.7 E3.2, E3.24, E3.3, E3.7
1.A, 1.F, 2.H, 2.C, 3.E, 4.G, 1.A, 1.F, 2.H, 2.C, 3.E, 4.G, 3.E, 4.G, 5.G 1.A, 1.F, 2.H, 2.C, 3.E, 4.G,
ELPS
5.G 5.G 5.G
Rhetoric, allusion, Alliteration, assonance, Absolute, appositive, Theme, figurative
Academic rhetorical purpose, onomatopoeia, rhyme, participle, adjectives-out- language, tone, sound
Vocabulary repetition internal rhyme, slant of-order, action verbs devices, etc.
rhyme
PPT and handouts of PPT to guide the PPT to guide students Copies of test w/ poems
poetic lines by MLK and reader/writer workshop through each “imagery from which to choose.
Materials poems inspired by King and handouts of poems brush stroke” and Dictionaries
that are persuasive in that make good use of handouts for guided Kids can use their poetry
nature sound devices practice. key terms handout
Teacher: Teacher: Doc camera, laptop (to Teacher: Doc camera, laptop (to Teacher: Doc camera, laptop (to Teacher: N/A
Student: display PPT for journal entry/key display PPT for journal entry/key display PPT for journal entry/key Student: N/A
Technology terms) terms) terms)
Student: N/A Student: N/A Student: N/A
Essential How do persuasive speeches and
poetry overlap? How does form affect meaning? How does form affect meaning? How does form affect meaning?
Questions
 Warm-Up: Journal  Warm-Up: Journal  Warm-Up: New Editing  Give students 4
entry about songs entry about taking a Sentence set poems and must
students know that risk (connects w/ first (preferably one that choose 2 to analyze
attempt to persuade. poem) includes appositives for the test.
Share out a few  Introduce first poem and/or other  Students must answer
Instructional
(randomized) that makes good use grammatical elements TWO OER-style
Process
 Remind students of of sound devices (I’m we will discuss today) questions over each of
the purpose of using “Constantly  Make the metaphor the poems:
yesterday’s holiday to Risking Absurdity #15” that writing is a lot like 1. What is a key
transition into the by L. Ferlinghetti). painting, in that you theme?
lesson. First reading is just have access to many
  First part looks at
some lines by MLK
that employed poetic
devices (which, really,
are the same devices
we call “rhetorical
techniques” when
discussing nonfiction. .
. the point is they are
the same techniques).
Students identify
examples of poetic
techniques in the
lines.
 The second part looks
at 2 poems that are
either inspired by MLK
or use the poetic form
as a means of
persuasion. Students
identify rhetorical
elements in the
poems.
GT: GT: Opportunity to lead a small
ELL: group
SPED: ELL: Word walls, anchor charts,
504: preview difficult vocabulary,
Differentiation
frequent checks for understanding.
SPED: “ “
504: “ “
Checks for understanding;
Randomized questioning; journal
Formative entry
Assessment
Closure: Student groups answer 3
questions about the elements
Closure/
rhetoric used in the final poem.
Reflection
about general different tools and 2. How does the
impressions, etc. styles to express author make use of
 Review key sound ourselves. This is the poetry techniques to
devices (different idea behind “imagery help get across
types of rhyme, brush strokes”—a way meaning?
assonance, to think about
consonance, grammatical structures
alliteration, that can help add detail
onomatopoeia.) and color to writing.
 Then second reading  Guide students through
has students identify each of the brush-
examples strokes. (The PPT has
 Do the same with the built-in examples and
second poem. practice.
 Students follow along
and complete practice
activities on the
handout.
GT: Opportunity to lead a small GT: GT:
group ELL: Word walls, anchor charts, ELL: Word walls, anchor charts,
ELL: Word walls, anchor charts, preview difficult vocabulary, frequent preview difficult vocabulary,
preview difficult vocabulary, checks for understanding. dictionary use, frequent checks for
frequent checks for understanding. SPED: “ “ understanding.
SPED: “ “ 504: “ “ SPED: “ “ + classroom aide for
504: “ “ reading assistance upon request
504: “ “
Checks for understanding; Checks for understanding; Students turn in test for major grade
Randomized questioning; journal Randomized questioning; students
entry turn in practice for daily grade
(should be returned to help with
original poetry assignment next
week.)
Closure: Journal entry asks students Closure: Student finish the brush None: test day (students turn in
to explain how the sound devices in strokes practice and turn in for a test)
either of the two poems helped to grade
contribute to the meaning/theme of
the poem.
 Teacher
Notes

Monday 1/22 Tuesday 1/23 Wednesday 1/24 Thursday 1/25 Friday 1/26
We will create original We will create original We will create original We will review the We will analyze the
poetry using ideas poetry using ideas poetry using ideas foundations of persuasion rhetorical appeals and
Lesson
Objective generated from our generated from our generated from our and argument through an techniques in a persuasive
(Learning writer’s notebooks and writer’s notebooks and writer’s notebooks and analysis of a speech using a speech using a
Intention, our favorite lines from our favorite lines from our our favorite lines from our reader/writer workshop reader/writer workshop
CO/LO, TPO)
our poetic techniques poetic techniques poetic techniques
practice. practice. practice.
E3.1, E3.2(A), E3.Fig. 19, E3.13, E3.14, E3.24 E3.13, E3.14, E3.24 E.6(A); 8(A) 9(A); Fig19(A-B); E.6(A); 8(A) 9(A); Fig19(A-B);
TEKS 17(A-B); 18(A) 17(A-B); 18(A)
E3.2, E3.24, E3.3, E3.7
1.A, 1.F, 2.H, 2.C, 3.E, 5.E, 5.F, 5.G 5.E, 5.F, 5.G 1.A, 1.F, 2.H, 2.C, 3.E, 4.G, 5.G 1.A, 1.F, 2.H, 2.C, 3.E, 4.G,
ELPS 5.G
4.G, 5.G
Theme, figurative Nothing new—all the Nothing new—all the Classical argument; logos, Logos, ethos, pathos;
Academic language, tone, sound vocabulary we’ve covered vocabulary we’ve covered ethos, pathos; claim; repetition; parallelism;
Vocabulary devices, etc. is fair game is fair game concession; rebuttal rhetorical question;
metaphor
Copies of test w/ poems -Original poetry -Original poetry Mentor text: “Let’s Get Rid Mentor text: Florence
from which to choose. assignment assignment of Cats” (a classical Kelly Child Labor speech
Dictionaries -Students’ handouts of -Students’ handouts of argument) -Highlighters
Materials
Kids can use their poetry key poetry terms and key poetry terms and -Highlighters -Dictionaries
key terms handout practice practice -Dictionaries
-Dictionaries -Dictionaries
Teacher: N/A Teacher: N/A Teacher: N/A Teacher: Document camera/PPT to Teacher: Document camera/PPT to
Student: N/A Student: N/A Student: N/A guide through reader/writer guide through reader/writer
Technology workshop workshop
Student: N/A Student: N/A
Essential How does form affect meaning? How does form affect meaning? How does form affect meaning? How do language choices affect the How do language choices affect the
impact of our words? impact of our words?
Questions What techniques are used to What techniques are used to create What techniques are used to create
create strong images? strong images? strong images? What makes a sound argument? What makes a sound argument?

 Give students 4  Warm-Up: Editing  Warm-Up: Editing  Warm-Up: Editing Warm-Up: Editing Quiz
Instructional poems and must sentence sentence sentence
Process choose 2 to analyze  Teacher instructs  Teacher instructs  Review of key rhetoric Mentor text: Florence
for the test. students that they’ll students that they’ll concepts we’ve Kelly Child Labor speech
  Students must be working more be working more covered (SOAPS-Tone; Do first reading of speech
answer TWO OER- independently today independently today rhetorical appeals) together
style questions over on their original on their original  -Use the “Let’s Get Rid Review key rhetorical
each of the poems: poetry. poetry. of Cats” classical techniques (give new
1. What is a key  Teacher monitors and  Teacher monitors and argument as a model to print-out of key ones)
theme? works with individual works with individual review concepts as well Put students into groups
2. How does the students students as to introduce other of about 3-4
author make use of elements of argument Student groups look for
poetry techniques to (concession/rebuttal; examples of appeals to
help get across assertion; etc.) logos, ethos, pathos and
meaning? examples of rhetorical
strategies
Finally, they must
brainstorm ideas of what
the desired effect of each
technique was.
GT: Opportunity to lead a small GT: Self-paced GT: Self-paced GT: Opportunity to lead small group GT: Opportunity to lead small group
group ELL: Word walls, anchor charts, ELL: Word walls, anchor charts, ELL: Word walls, anchor charts, ELL: Word walls, anchor charts,
ELL: Word walls, anchor charts, preview difficult vocabulary, preview difficult vocabulary, preview difficult vocabulary, frequent preview difficult vocabulary,
Differentiation preview difficult vocabulary, frequent checks for understanding. frequent checks for understanding. checks for understanding. frequent checks for understanding.
frequent checks for understanding. SPED: “ “ SPED: “ “ SPED: “ “ SPED: “ “
SPED: “ “ 504: “ “ 504: “ “ 504: “ “ 504: “ “
504: “ “
Checks for understanding; pair- Checks for understanding; pair- Checks for understanding Checks for understanding; Checks for understanding;
Formative
share share Randomized questioning; journal Randomized questioning; journal
Assessment entry entry
Turn in test Pair-Share: Share with a partner the Original poetry due by end of class. Groups are called on to share out Groups turn in Analysis Organizer
Closure/
favorite line you’ve written. elements of an argument from the
Reflection sample speech

Teacher
Notes
 Monday 1/29
We will analyze a
persuasive speech from
Lesson
Objective the Revolutionary War
(Learning era for use of rhetorical
Intention, appeals and techniques
CO/LO, TPO)
using a reader’s-writer’s
workshop
E3.6(A); 8(A) 9(A);
TEKS
Fig19(A-B); 17(A-B); 18(A)
1.A, 1.F, 2.H, 2.C, 3.E, 4.G,
ELPS
5.G
Logos, ethos, pathos;
Academic repetition; parallelism;
Vocabulary rhetorical question;
metaphor, allusion
-Mentor text: Patrick
Henry’s speech to the
Virginia Convention (“The
War Inevitable”)
Materials -PPT to guide through
Reader/Writer Workshop
-Highlighters
-Dictionaries
Tuesday 1/30
We will analyze a
persuasive speech from
the Revolutionary War era
for use of rhetorical
appeals and techniques
using a reader’s-writer’s
workshop
E3.6(A); 8(A) 9(A);
Fig19(A-B); 17(A-B); 18(A)
1.A, 1.F, 2.H, 2.C, 3.E, 4.G,
5.G
Logos, ethos, pathos;
repetition; parallelism;
rhetorical question;
metaphor, allusion
-Mentor text: Patrick
Henry’s speech to the
Virginia Convention (“The
War Inevitable”)
-PPT to guide through
Reader/Writer Workshop
-Highlighters
-Dictionaries
Wednesday 1/31 Thursday 2/1 Friday 2/2
We will answer short- We will read and analyze We will read and analyze
answer questions over the the rhetoric of the the rhetoric of the
effect of rhetorical Declaration of Declaration of
techniques and appeals in Independence in groups Independence in groups
Patrick Henry’s “The War using shared inquiry using shared inquiry
Inevitable”
E3.6(A); 8(A) 9(A); E3.6(A); 8(A) 9(A); Fig19(A- E3.6(A); 8(A) 9(A);
Fig19(A-B); 17(A-B); 18(A) B); 17(A-B); 18(A) Fig19(A-B); 17(A-B); 18(A)
1.A, 1.F, 2.H, 2.C, 3.E, 4.G, 1.A, 1.F, 2.H, 2.C, 3.E, 4.G, 5.G 1.A, 1.F, 2.H, 2.C, 3.E, 4.G,
5.G 5.G
Logos, ethos, pathos; Audience, purpose, thesis, Audience, purpose, thesis,
repetition; parallelism; claim claim, Logos, ethos,
rhetorical question; pathos
metaphor, allusion
-Copies of the test -Mentor text: The -Mentor text: The
Declaration of Declaration of
Independence Independence
-Dictionaries -Dictionaries
-Highlighters -Highlighters

Teacher: Document camera/laptop
Technology Student: N/A
Essential How do language choices affect
the impact of our words?
Questions
What makes a sound argument?
Teacher: Document camera/laptop
Student: N/A
How do language choices affect the
impact of our words?
What makes a sound argument?
Teacher: Document camera/laptop
Student: N/A
How do language choices affect the
impact of our words?
What makes a sound argument?
Teacher: Document camera/laptop
Student: N/A
How do language choices affect the
impact of our words?
What makes a sound argument?
Teacher: Document camera/laptop
Student: N/A
How do language choices affect the
impact of our words?
What makes a sound argument?

 Warm-Up: Journal  Warm-Up: Journal  Warm-Up: None (Test  Warm-Up: On the  Warm-Up: Return to
entry (something entry day) handout for this 2-day groups from yesterday
about rebelling)  Students return to  Students answer OER- lesson (“What do you and review the notes
Instructional
Process
 Remind students of groups from the style analysis remember learning you took over the
rhetorical appeals previous day and questions over the about the Declaration Declaration. Find one
and techniques continue working on speech. They may use of Independence?”) word that you still
the analysis of the their notes from the need defined.
  Lead students in first
reading speech. Have
them make note of
lines that are
confusing, plus any
evidence of
logos/ethos/pathos
 Then, in small
groups, students try
to identify any
example of rhetorical
techniques in the
speech.
 Teacher monitors,
assists, moves from
group to group
speech, finding
examples of lines that
appeal to logos, ethos,
pathos, and lines with
effective use of
rhetorical techniques.
 Remind students they
may use these notes
on tomorrow’s test
AND the notes
themselves will be a
daily grade
 Teacher monitors,
assists, moves from
group to group
previous days’ group  Put students into
work and a dictionary. meaningful groups of
3-5. (plan this out for
best results)
 1st Reading: Full class,
teacher-led. Student
groups follow along
and annotate as
teacher pauses after
each section and asks
leading questions to
get to meaning.
Students summarize
main ideas in margins
and circle words they
don’t know.
 In groups, they try to
help each other with
any words they don’t
know and look up
others.
 They then brainstorm
1-2 key questions
they’d like answered to
help their
understanding.
 Full share-out of
questions groups have.
(Closure)
 Teacher fields one
word per group
whole-class (model
looking up in
dictionary—you’d be
surprised how many
kids have issues doing
this)
 Then go over Day 2
instructions: (2nd
reading in groups to
answer analysis
questions about
audience, purpose,
thesis, reasons, and
examples of
logos/ethos/pathos
(kids follow handout)
 Teacher moves from
group to group,
guiding students
through the process,
answering questions,
prodding, etc.

GT: Opportunity to lead small GT: Opportunity to lead small group GT: Modified grading expectations GT: Opportunity to lead small group GT: Opportunity to lead small group
group ELL: Word walls, anchor charts, ELL: Modified grading expectations ELL: Word walls, anchor charts, ELL: Word walls, anchor charts,
ELL: Word walls, anchor charts, preview difficult vocabulary, SPED: Modified grading preview difficult vocabulary, frequent preview difficult vocabulary,
Differentiation preview difficult vocabulary, frequent checks for understanding. expectations checks for understanding. frequent checks for understanding.
frequent checks for understanding. SPED: “ “ 504: Modified grading expectations SPED: “ “ SPED: “ “
SPED: “ “ 504: “ “ 504: “ “ 504: “ “
504: “ “
Checks for understanding; Checks for understanding; Students turn in written assessment Checks for understanding; Checks for understanding;
Formative Randomized questioning; journal Randomized questioning; journal Randomized questioning; journal Randomized questioning; journal
Assessment entry entry entry entry

Journal entry: What was the most
Closure/ memorable line of the speech?
Reflection What made it memorable?
Think-Pair Share: What is one
rhetorical technique that you are
still unsure about? Discuss in your
group.
The analysis handout will also be
turned in for a major grade (and a
participation daily grade if you want)
Students turn in test Full share-out of questions
groups have. (Closure)

Teacher
Notes

Monday 2/5 Tuesday 2/6 Wednesday 2/7 Thursday 2/8 Friday 2/9
We will read and analyze We will read and analyze We will analyze the We will explore and We will create a piece of
Lesson
Objective the rhetoric in Malala the rhetoric in Malala rhetorical appeals and analyze pieces of visual visual rhetoric that uses
(Learning Yousafzai’s Nobel Prize Yousafzai’s Nobel Prize techniques in a persuasive rhetoric in small groups. key rhetorical techniques.
Intention, lecture using a Reader’s- lecture using a Reader’s- speech using a Reader’s-
CO/LO, TPO)
Writer’s Workshop Writer’s Workshop Writer’s Workshop
E3.6(A); 8(A) 9(A); E3.6(A); 8(A) 9(A); E3.6(A); 8(A) 9(A);
TEKS
Fig19(A-B) Fig19(A-B) Fig19(A-B)
ELPS

Academic
Vocabulary

Mentor text: “Nobel Prize Mentor text: “Nobel Prize Mentor Text: “How to
Acceptance Speech” by Acceptance Speech” by Raise a Black Son in
Materials
Malala Yousafzai Malala Yousafzai America”

Teacher: Teacher: Teacher: Teacher: Teacher:

Technology Student: Student: Student: Student: Student:
Essential
Questions

Instructional
Process

Differentiation GT: GT: GT: GT: GT:

 ELL: ELL: ELL: ELL: ELL:
SPED: SPED: SPED: SPED: SPED:
504: 504: 504: 504: 504:
Formative
Assessment
Closure/
Reflection

Teacher
Notes

Monday 2/12 Tuesday 2/13 Wednesday 2/14 Thursday 2/15 Friday 2/16
Visual rhetoric team Visual rhetoric team Visual rhetoric team Present visual rhetoric Present visual rhetoric
assignment Day 2 (Finish assignment Day 3 assignment Day 4 assignments assignments
the visual segment of the (individual segment: (individual segment:
Lesson
Objective project . . . independent students write a one-page students write a one-page
(Learning part coming Tuesday- written argument to written argument to
Intention, Wednesday) accompany their visual, accompany their visual,
CO/LO, TPO)
using key techniques and using key techniques and
appeals we have appeals we have
discussed) discussed)
TEKS
ELPS

Academic
Vocabulary

Materials
Teacher: Teacher: Teacher: Teacher: Teacher:
Technology Student: Student: Student: Student: Student:
Essential
Questions

Instructional
Process
 GT: GT: GT: GT: GT:
ELL: ELL: ELL: ELL: ELL:
Differentiation
SPED: SPED: SPED: SPED: SPED:
504: 504: 504: 504: 504:
Formative
Assessment
Closure/
Reflection

Teacher
Notes