Lesson Plan Argument (Bend I, Sess 3)

Teacher: Broxson, Scott, Palmer, Sweeney

Unit/Session:  Argument Writing - Bend I, Session 3

Date of Instruction:  January 20, 2022

Standard/s: ELAGSE8W1: Write arguments to support claims with clear reasons and relevant evidence.

ELAGSE8W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. ELAGSE8W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELAGSE8W7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Learning Target/ Teaching Point: I will learn that literary essayists pay careful attention to not just the details of the plot, but to the details of the author’s craft as well. Literary essayists use the author’s craft to inform their thinking about the text. 

Success Criteria: I’ll know I have it when I can: 

1. Recognize how the way the author speaks highlights their central ideas and themes

2. Analyze the author’s craft to inform my thinking about the text

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

(Direct Instruction- Connection, Minlesson) 

Instructional Video: https://drive.google.com/file/d/1T6OV7jHl2Py6j829mZZsDef3v1ohR3KQ/view?usp=sharing

Active Engagement: 

Potential opener: Lorelai from Gilmore Girls talking fast

Connection: The way people speak is as much a part of them  as the qualities they have or their beliefs. In fact, the way people speak shows something central about them. For example, someone that seems to end every sentence in a question may value connection and want to stay engaged with those they speak to. Or, someone that speaks quickly in short sentences may do so because they are passionate about life. 

Authors are the same way. They ‘speak’ in ways that highlight their central ideas, their themes, and as essayists we can look to their work, notice these choices, and think about them. 

Teaching point: Today I want to teach you that when literary essayists are analyzing a text, they pay careful attention to not just the details of the plot, but to the details of the author’s craft as well. There is a connection between the author’s message and his or her craft. Literary essayists can use this craft analysis to inform their thinking about the text. 

Teach: 

It helps to revisit critical scenes that reveal the theme, noting the craft moves the author has used and reflecting on their purpose.

Literary Devices authors use to highlight themes

-Comparisons (metaphors and similes)

-Alliteration

-Repetition

-Descriptive words or sentences

-Personification

-Short and long sentences (sentence variety) 

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

(Guided Practice Independent Practice, Collaboration, Differentiation )

Teaching Strategy/Instructional Process:

We do: 

As a group, the class will discuss literary devices used from the following excerpt: 

“Oh, but,” Margot whispered, her eyes helpless. “But this is the day, the scientists predict, they say, they know, the sun…” 

“All a joke!” said the boy, and seized her roughly. “Hey, everyone, let’s put her in a closet, before the teacher comes.”

“No,” said Margot, falling back.

They surged about her, caught her up and bore her, protesting, and then pleading, and then crying, back into a tunnel, a room, a closet, where they slammed and locked the door. They stood looking at the door and saw it tremble from her beating and throwing herself against it. They heard her muffled cries. Then, smiling, they turned and went out and back down the tunnel, just as the teacher arrived.

Notes: 

-The author wants us to feel how helpless margot is

-The long sentence shows how swept up the children get as they “surge” around her

-The craft highlights the theme that jealously makes you selfish

Small Group:           NA  Strategy Group

                                   NA Word Study

Writing  Conferences: 

NA RDCT Conference

NA  Goal Setting Conference

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding.

TKES : 1,2,3, 4,5,6,7,8  

(Summarize/SHARE)

Model text: 

“In this scene, Bradbury uses descriptive language to show how vulnerable Margot is, and he uses long sentences to show how the children have gotten swept up in jealousy. This connects to the idea that jealousy makes you blind to others because the children cannot see how much they are hurting margot. The long sentence, “They surged about her, caught her up and bore her, protesting, and then pleading, and then crying, back into a tunnel, a room, a closet, where they slammed and locked the door,” shows them almost not knowing what they were doing. They are caught up in their own jealousy. This makes me realize that this story shows us that when you get caught up in your own pain, you can hurt other people. Bradbury uses descriptive language and long sentences to illustrate how out of  control the children have become because of their jealousy.” 

Highlight thought prompts and sentence starters

Homework

NA