Lesson Plan
Subject: English 11 Date: 10/10/16 Standard(s): 11.4 The student will read, comprehend, and analyze relationships among American literature, history, and culture. b) Compare and contrast the development of American literature in its historical context. c) Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and genres. d) Analyze the social or cultural function of American literature. e) Analyze how context and language structures convey an author’s intent and viewpoint.e. g) Explain how imagery and figures of speech appeal to the reader’s senses and experience. h) Explain how an author’s specific word choices, syntax, tone, and voice support the author’s purpose
Lesson Outcomes: Students will compare and contrast the basic elements of Romanticism as a literary movement and Gothic literature as a specific literary style.
Materials Needed: handout of Concept Mastery Diagram, textbook
Vocabulary: American Romanticism, gothic style
Anticipatory Set:
1. Review the basic elements of Romanticism as presented in the previous lesson using “The Devil and Tom Walker” and “The Black Cat” as examples
2. Introduce the Concept Mastery Diagram on the projector as students label their own copies at their tables
Lesson: Activities/ Procedures:
1. Type in the terms and examples suggested by the class discussion. Also, assist with suggesting examples and adding to the evaluating of the examples
2. Upon completion of the examples and non-examples, use suggestions from the students to type the Definition statement at the end of the diagram.
3. Teacher directs the discussion and explanation of the chart elements
4. Teacher calls students’ attention to their Concept Mastery Diagram in order to suggest elements needed in the definition.
Guided/Independent Practice
1. Independent Practice: As teacher reads the poem “The Raven” aloud, students discuss, analyze, and record in their notes specific details that demonstrate how the poem qualifies as gothic literature.
2. Circulate and assist students with note-taking
Closure
1. Students are required to highlight examples of specific details and to answer open response questions to explain how the details demonstrate the author’s intent to create a gothic atmosphere and his purpose of influencing the mood of the reader. **Both teachers team to guide students in determining which details from the poem are illustrate the gothic elements
Specially Designed Instruction and Accommodations, Modifications for Specific Students Provide partially completed diagram for students who need additional guidance. Provide sentence starter for the “so what” statement portion of the diagram and for the free response questions.
Subject: English 11 Date: 10/10/16 Standard(s): 11.4 The student will read, comprehend, and analyze relationships among American literature, history, and culture. b) Compare and contrast the development of American literature in its historical context. c) Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and genres. d) Analyze the social or cultural function of American literature. e) Analyze how context and language structures convey an author’s intent and viewpoint.e. g) Explain how imagery and figures of speech appeal to the reader’s senses and experience. h) Explain how an author’s specific word choices, syntax, tone, and voice support the author’s purpose
Lesson Outcomes: Students will compare and contrast the basic elements of Romanticism as a literary movement and Gothic literature as a specific literary style.
Materials Needed: handout of Concept Mastery Diagram, textbook
Vocabulary: American Romanticism, gothic style
Anticipatory Set:
1. Review the basic elements of Romanticism as presented in the previous lesson using “The Devil and Tom Walker” and “The Black Cat” as examples
2. Introduce the Concept Mastery Diagram on the projector as students label their own copies at their tables
Lesson: Activities/ Procedures:
1. Type in the terms and examples suggested by the class discussion. Also, assist with suggesting examples and adding to the evaluating of the examples
2. Upon completion of the examples and non-examples, use suggestions from the students to type the Definition statement at the end of the diagram.
3. Teacher directs the discussion and explanation of the chart elements
4. Teacher calls students’ attention to their Concept Mastery Diagram in order to suggest elements needed in the definition.
Guided/Independent Practice
1. Independent Practice: As teacher reads the poem “The Raven” aloud, students discuss, analyze, and record in their notes specific details that demonstrate how the poem qualifies as gothic literature.
2. Circulate and assist students with note-taking
Closure
1. Students are required to highlight examples of specific details and to answer open response questions to explain how the details demonstrate the author’s intent to create a gothic atmosphere and his purpose of influencing the mood of the reader. **Both teachers team to guide students in determining which details from the poem are illustrate the gothic elements
Specially Designed Instruction and Accommodations, Modifications for Specific Students Provide partially completed diagram for students who need additional guidance. Provide sentence starter for the “so what” statement portion of the diagram and for the free response questions.