Lessons:

Lesson Plan: Day

Tuesday, September 29, 2015
Standards:
Standards: RI. 11-12.8 Delineate and evaluate the reasoning in seminal U.S.
texts, including the application of constitutional principles and use of legal
reasoning, and the premises, purposes, and arguments in works for public
advocacy.
RI. 11-12.9 Analyze 17th, 18th, and 19th century foundational U.S. documents of
historical and literary significance for their themes, purposes, and rhetorical
features.
Content Objectives (Evidence Outcomes): (These come from standards)
Students will demonstrate their knowledge of Puritans through reading the
article Puritans and writing a summary in order to gain a foundation of early
Puritan history.
Language Objectives (Evidence Outcomes): (These come from standards)
Students will evaluate an authors premises, claims, and evidence by
corroborating or challenging them with other information.
Key Vocab:
Puritans
Essential Question(s):
How does literature reflect the historical periods of time in which they were
written?
How does literature from the Puritan Era, influence the creation of modern day
society?
Students Materials:
Paper
Writing Utensil
Puritan article (provided by teacher)
Teacher Materials:
Puritan article class copy
Assessment of Objectives (EOs):
Students will be assessed on their ability to write a summary based on the GCHS
writing rubric. Students will be need to pull important information from the
article in order to demonstrate their ability to read and comprehend texts they
read.
Procedure:
15 minutes
SSR attendance AR Tests
35 minutes
Wildcat Writing Puritan Article
Reflection:
Students were actively engaged in the article. Many students struggled through the
article because of the high level of vocabulary that was used. Looking back, I would
have pre-taught some vocabulary terms for deeper understanding so they did not get
hung up on the vocabulary and could really dig in to the text. Overall, students
worked really hard on this assignment and all day in class.

Lesson Plan: Day

9/30 10/2
Standards:
Standards: Standards: RI. 11-12.8 Delineate and evaluate the reasoning in
seminal U.S. texts, including the application of constitutional principles and use
of legal reasoning, and the premises, purposes, and arguments in works for
public advocacy.
RI. 11-12.9 Analyze 17th, 18th, and 19th century foundational U.S. documents of
historical and literary significance for their themes, purposes, and rhetorical
features.
Content Objectives (Evidence Outcomes): (These come from standards)
Students will evaluate and analyze information on multiple websites in order to
gain a foundational understanding of Puritan culture, morals, and values.
Language Objectives (Evidence Outcomes): (These come from standards)
Students will synthesize information found on multiple websites in order to form
an argument about Puritan culture.
Key Vocab:
Puritans
Claim
Data
Warrant
Impact
Essential Question(s):
How does literature reflect the historical periods of time in which they were
written?
How does literature from the Puritan Era, influence the creation of modern day
society?
Students Materials:
Webquest
Teacher Materials:
Computer Lab Access
Webquest (on website)
Assessment of Objectives (EOs):
At the end of the Webquest students must answer the following question: Explain
the morals and values the Puritans held within their society. Offer an explanation as to how these
morals and values, perhaps even just aspects of their values, are apparent in our society today.
Students will be assessed on their ability to synthesize the information they learn from completing the
Webquest.
Procedure:
15 minutes
SSR attendance AR Tests
10 minutes
Explain expectations about Webquest:
Where you can find Webquest
Expectations for being in the computer lab
75 minutes
Complete Webquest in Computer Lab
Friday, October 2, 2015 (carry over from Block Days)
15 minutes
SSR attendance AR Tests

35 minutes

Webquests are due at the end of class Finish Webquest in

Computer Lab

Reflection:
Overall, students worked diligently on the Webquest. Many of them found the
different activities and websites engaging. Most students were engaged for the
majority of the class period, but some were not. I made the decision to give students
another day in the computer lab because of how hard they were working, so we went
back to the computer lab on Friday and I gave them some time to complete the
Webquest. My fear with this Webquest was the amount of time it took, but most
students would prefer this rather than a lecture about the Puritans and hopefully it will
continuously come up in discussions throughout the unit.
Lesson Plan: Day
October 5, 2015
Standards:
Evaluate an authors premises, claims, and evidence by corroborating or
challenging them with other information.
Evaluate hypothesis, data, and analysis.
Content Objectives (Evidence Outcomes): (These come from standards)
Students will develop an understanding for argumentation styles and the
purposes for them within argumentative writing.
Language Objectives (Evidence Outcomes): (These come from standards)
Students will understand their ability to create a quality argument in order to
support their created claims.
Key Vocab:
Claim
Data
Warrant
Essential Question(s):
How can I effectively and accurately create an argument?
What is an argument?
Students Materials:
Notes
Sheet of Paper
Teacher Materials:
Argument PowerPoint
Assessment of Objectives (EOs):
In groups, students will spend time writing me an argument and sharing it with
the class to determine who is the most convincing. Students will directly
implement what we learn in class to something they find relevant to
demonstrate their initial understanding of an argument structure.
Procedure:
15 minutes
SSR
Attendance AR TESTS
5 minutes
On the board, write something you would like to argue with a
teacher about:
Has to relate to school, education, and what we do in
this classroom every single day.
12 minutes
Argument:

10 minutes

8 minutes

Claim:
Data:
Warrant:
Impact:
Write an argument to me about something on the board as a
class, lets agree on one.
Use what you just learned about argument in order to write an
effective argument.
The group with the most convincing argument will get
something tomorrow.
Share out arguments One person needs to read it aloud to
the class.

Reflection:
This information was new to most students. I went too fast in 5th block and know I
need to go back and review it with them tomorrow. Most students got it relatively fast
though. I see how important relevancy is having done this assignment and witnessing
their level of engagement with it. Students also need direct instruction to take notes.
I wonder how I could get notes to students in a different manner rather than having
them take notes? Perhaps a more interactive way? The lesson will need to spill over
to tomorrow because they were so engaged with their arguments, so we will share
them tomorrow.
Lesson Plan: Day
Tuesday, October 6
Standards:
Evaluate an authors premises, claims, and evidence by corroborating or
challenging them with other information.
Evaluate hypothesis, data, and analysis.
Content Objectives (Evidence Outcomes): (These come from standards)
Students will develop an understanding for argumentation styles and the
purposes for them within argumentative writing.
Language Objectives (Evidence Outcomes): (These come from standards)
Students will understand their ability to create a quality argument in order to
support their created claims.
Key Vocab:
Claim
Data
Warrant
Essential Question(s):
How can I effectively and accurately create an argument?
What is an argument?
Students Materials:
Notes
Sheet of Paper
Teacher Materials:
Argument PowerPoint
Assessment of Objectives (EOs):
In groups, students will spend time writing me an argument and sharing it with
the class to determine who is the most convincing. Students will directly

implement what we learn in class to something they find relevant to

demonstrate their initial understanding of an argument structure.
Procedure:
15 minutes
10 minutes

15 - 20
minutes

5 minutes

SSR Attendance Housekeeping

Work on your argument.
No I believe, I feel, I want.
No in my opinion, either!
Each group will read their argument aloud.
We will spend time analyzing what each part of their
argument is.
What is the claim?
What is the data?
What is their warrant?
What do they describe as their impact?
Was any argument so convincing that they should not have a
seating chart?
If they do, they have earned the right to choose their
seats, but I have the seating chart and I reserve the
right to put you back into your seating chart, if I feel
that you are no longer respecting me, respecting your
classmates and are not being productive members of
the classroom.

Reflection:
5th block was disrespectful to their classmates today while they were presenting their
arguments. Part of me thinks, perhaps my expectations were not as class as I should
have made them. I changed for 6th and 8th block and they did much better. Explicit
expectations need to be shared every time. Students were very receptive to this
activity because they felt like it was relevant and could react to the direct
consequences of their argument. 6th and 8th block earned the right to sit wherever
they wanted because their arguments were well-thought out and purposeful. Overall,
this lesson was successful.
Lesson Plan: Day
October 7 & 8
Standards:
Content Objectives (Evidence Outcomes): (These come from standards)
Students will understand how the choices they make right now will impact their
future.
Students will analyze their participation in their world and how they are making
decisions.
Key Vocab:
Empathy: thepsychologicalidentificationwithorvicariousexperiencingofthefeelings,thoughts,orattitudesof

another.

Respect: esteem for or a sense of the worth or excellence of a person, a personal

quality or ability, or something considered as a manifestation of a personal
quality or ability
Courtesy: excellenceofmannersorsocialconduct;politebehavior.
Perseverance: steadypersistenceinacourseofaction,apurpose,astate,etc.,especiallyinspiteofdifficulties,
obstacles,ordiscouragement.

 Kindness: of a good or benevolent nature or disposition, as a person

Essential Question(s):
How are the decisions I am making today affecting my future?
Why do Frenchie and Miss Z think that I am capable of being successful?
Students Materials:
2 sheets of paper
Pencil
Teacher Materials:
PowerPoint Presentation
Assessment of Objectives (EOs):
Students will be given the opportunity to revise their Origin Myths for a partial
credit of that they earned. Students need to understand that failing is okay,
what you do after failing is what really defines you, as a person.
Procedure:
20 minutes
SSR Attendance AR Tests pass back Origin Myths
3 minutes
Take out 2 pieces of paper and something to write with
NOTHING ELSE ON YOUR DESK.
8 minutes
Journal: How is your semester going? What are some
successes you have? What are some things that you know
you could be more successful at?
15 20
Purpose Presentation:
minutes
Purpose:
o I want to be an advocate for students.
o I want students to know that failing is okay.
o I want students to know that learning is a process.
Why are you here?
o School isnt always easy.
o Life isnt always easy.
o But this is a means to an end, this is not the rest
of your life.
Perseverance:
o You come to school and say that school is boring.
But you are the only person that can determine
whether or not something is boring.
o You make the decision to either engage or not
engage.
o You get what you give.
Respect
o I do not feel like I have demanded respect from
any of you. I dont think thats how this thing
works.
o But at some point you do need to learn how to
respect authority. Whether it be a teacher, a
manager, a professor in college you will have to
submit to an authority for the rest of your life.
o You will not walk out of these doors and be able to
be your own boss, until you get to that point, you
will have to work hard and submit to authority

10 minutes

until you get to that point. Even as a boss you

still have to report to corporate or shareholders.
Success:
o My job is to do whatever I can to help you be
successful after you walk across that graduation
stage.
o I dont like to see you fail. I dont like to see you
not give your full potential.
o Do you know how frustrating it is watching 100
brilliant people walk through that door everyday
just to sit here and be bored?
You are a human.
o I am a human too.
o But you need to know that being a human when
human things are happening outside of these
walls is okay.
o But you need to communicate that with me.
Humaning is what we are afraid of the most but
sometimes you just need to take a step back and
realize that you are only a teenage human trying
to figure out this big world, that I have yet to
figure out, and it is okay if you stumble and fall
because we all do, but it is what happens after
you stumble and fall that defines who you are as
a person.
Pass out Origin Myths give students a moment to look
through markings and what was written
*** If you didnt turn in an origin myth that is what you need
to be working on right now, while we do this.

30 minutes

We are going to do some revisions based on what we have

done Get out different colored pens, markers what have you
we are going to be marking it up.
1. What is the purpose of Origin Myths? For the world to be
created. Mark where this happens within your origin
myth. If it is not there add where it could be and should
be.
2. What is inappropriate? Anything that is illegal, or you
wouldnt want to call and discuss with your Grandma. If
there is anything that is inappropriate mark it now.
3. Punctuation What are you missing?
a. What is the purpose of a comma?
b. What is the purpose of a period?
4. Paragraph what is a paragraph?
a. Many of you did not use them throughout your
Origin Myth Revise places where you should
have paragraphs
5. Capital Letters What do we capitalize?

5 minutes

a. Read through and mark any places where you

dont capitalize something you need to capitalize.
Revision status:
You have one week (next Wednesday) to revise and
earn back the points that you did not earn.
So if you received a 25/50, you can make your way back
to 37/50 if you spend time working through it.
If you dont spend time with it, dont bother.

Reflection:
We took a break from Puritans today because they needed to revise their Origin Myths,
which had been turned in a few weeks ago. They were not acceptable for what they
were asked to do, as many of them did not ever complete the minimum requirements.
We took the day to remember that we are all humans, but they need to try hard to be
successful. This Junior class has a bad reputation, while most of the time they are
good for me, this was a demonstration of how empathetic they can be.
Lesson Plan: Day October 9, 2015
Standards:
Content Objectives (Evidence Outcomes): (These come from standards)
Students will review Puritan philosophies and understandings and be introduced
to Jonathan Edwards.
Students will apply their knowledge of Puritanism to todays world.
Key Vocab:
Puritans: Who are they?
Pious: devoutly religious
Essential Question(s):
How did the Puritans affect our society today?
What understanding do we need to take away from the Puritans in order to
better understand their point of view?
Students Materials:
Notes
Teacher Materials:
PowerPoint Presentation
Assessment of Objectives (EOs):
Students will demonstrate their understanding of Puritans and will begin to apply
this understanding to pieces of literature that came out of the Puritan era.
Procedure:
15 minutes
SSR Attendance AR Tests
10 minutes
Pass back papers
10 minutes
Review the Puritans
Who are they?
o The Puritans were a group of English Reformed
Protestants in the 16th and 17th centuries who
sought to purify the Church of England from all
Roman Catholic practices, maintaining that the
Church of England was only partially reformed.
o Who are some specific people we know about?
John Winthrop: Lead the Puritans to New

10 minutes

England on The Arabella

John Calvin: the doctrine that they believed
and followed strictly.
William Penn: Society in the middle
colonies, the second great division, was far
more varied, cosmopolitan, and tolerant
than in New England. Pennsylvania and its
appendage, Delaware, owed their initial
success to William Penn, a Quaker whose
aim was to attract settlers of numerous
faiths and nationalities. Determined that the
colony should set an example of fair and
honest dealing with the Indians, Penn
negotiated an agreement which,
scrupulously observed, maintained peace in
the wilderness.
What do we know about them now? What are some of
their rules?
o God was all power,
o Completely sovereign (a supreme ruler)
o God has chosen very few for salvation
o Pious very pious they committed their whole
lives to their religion and let it rule their everyday
life. This means that they couldnt do anything
that God wouldnt approve of and were strictly
punished for doing so.
o Women were more harshly punished because of
the strictness of society.
Where were they located?
o Massachusetts Bay Colony
o Came from New England because of their
disagreement with the Church of England.
When were they a part of our history?
o The arrive here in 1630 on The Arabella
o Witch Trials happen in early 1690s
o Jonathan Edwards preaching sparks Great
Awakening 1720
Why are they important to study?
o They laid groundwork for the starts of our country,
although, it was not a very good foundation, still a
foundation.
Jonathan Edwards
Who is he?
o 1703 1758
o Born in East Windsor, Connecticut Colony
o Ran a Church in Northhampton, Massachusetts
one of the largest and wealthiest Puritans
congregations.

o Became one of the leaders of the Great

Awakening a religious revival of Puritanism.
o A forerunner of the age of Protestant missionary
expansion
o Died shortly after becoming the president of the
College of New Jersey now known as Princeton.
Sinners in the Hands of an Angry God powers of
persuasion and captures the religious fervor of the
Great Awakening.

Reflection:
I, again, turn back to whether or not I should find a different way to get this
information to them, but am hesitant because I think it is important to get them all of
this information and how can I give it to them in a different manner and guarantee
they get all the information needed. They were making connections to the Webquest,
which was nice to hear that they retained that information. Monday, we will begin
reading Sinners and we will see how they do. My fear is that they just are not at the
right level to be thinking about that text critically and thoughtfully.
Lesson Plan: Day
Monday, October 12, 2015
Standards:
Evaluate an authors premises, claims, and evidence by corroborating or
challenging them with other information.
Evaluate hypothesis, data, and analysis.
Content Objectives (Evidence Outcomes): (These come from standards)
Students will ANALYZE and EVALUATE the sermon Sinners in the Hands of an
Angry God in order to understand Puritan philosophies and evaluate Edwards
argumentative skills.
Language Objectives (Evidence Outcomes): (These come from standards)
Students will EVALUATE the effectiveness of Jonathan Edwards sermon Sinners
in the Hands of an Angry God.
Key Vocab:
Sermon: a speech given from a pulpit in a house of worship. Conveys a speakers
point of view or message.
Constitution: physical make up of a person
Prudence: careful; caution
Omnipotent: all-powerful
Mediator: negotiator
Induce: cause; bring about
Essential Question(s):
Why did the Puritans use fear as way to control the greater mass of Puritans?
How does literature shape or reflect society?
Students Materials:
Argument Flow Chart
Textbook
Writing Utensil
Teacher Materials:
Argument Flow Chart (1/student)
Assessment of Objectives (EOs):

Students will demonstrate their depth of understanding of pieces of an argument

by pulling out the different parts of Edwards argument within Sinners in the
Hands of an Angry God. They will complete the Argument Chart plotting the
structure of his argument throughout the piece in order to track his argument for
a deeper understanding of the sermon.
Procedure:
15 minutes
SSR Attendance

8 minutes
25 minutes

Come see me to talk about Origin Myths if you need help with
it!
Brief introduction to Sinners in the Hands of an Angry God
Introduce argument flow chart fill out individually
Read and complete argument flow chart for the sermon will
continue on Tuesday because they did not complete.

Reflection:
Students struggled through the sermon today and it was hard to watch. But I think
there is something to be said in first struggling and then having a conversation about
this text. These students need to understand that not everything is going to come
easy for them and that they will not just be given the answer when things get tough.
We will spend time tomorrow going through and discussing the sermon so they are
clear on the purpose and information behind the sermon.
Lesson Plan: Day
Tuesday, October 13, 2015
Standards:
W.11-12.2: Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
Content Objectives (Evidence Outcomes): (These come from standards)
Students will ANALYZE and EVALUATE the sermon Sinners in the Hands of an
Angry God in order to understand Puritan philosophies and evaluate Edwards
argumentative skills.
Language Objectives (Evidence Outcomes): (These come from standards)
Students will EVALUATE the effectiveness of Jonathan Edwards sermon Sinners
in the Hands of an Angry God.
Key Vocab:
Claim: an assertion of the truth of something, typically one that is disputed or in
doubt
Data: facts and statistics collected together for reference or analysis
Warrant: justify or necessitate (a certain course of action)
Impact: tells your audience why the argument is important.
Essential Question(s):
Why did the Puritans use fear as way to control the greater mass of Puritans?
How does literature shape or reflect society?
Students Materials:
Argument Flow Chart
Teacher Materials:
Completed Argument Flow Chart as example

 Textbook (1/student)
Assessment of Objectives (EOs):
Students will demonstrate their depth of understanding of the pieces of an
argument by pulling out the different parts of Edwards argument within Sinners
in the Hands of an Angry God. I do recognize that the language within this text
is more challenging, thus students will demonstrate their understanding of the
argument and we will discuss, as a class, the specifics of the actual argument
Edwards is making within the text.
Procedure:
10 minutes
SSR Attendance Origin Myth Revisions due:
10 minutes
(this may
take some
classes a bit
longer and
that is okay)
10 minutes
10 minutes
10 minutes

5th: Wednesday; 6th & 8th: Thursday

Listen to a part from Sinners in the Hands of an Angry God
Understand that this is pieces of the text, it did not originally
appear like this.
Give students time to go back to the text and complete the
flow chart.
Walk through argument with students: (Use example flow
chart)
Questions about the sermon: Anything students offer and
then the questions that I have:
How does this type of writing effect or shape literature?
Was Edwards an effective communicator?
Why did people believe him and want to follow them?
Is the argument logical?
How can you prove that this is or is not literature?

Reflection:
Today went well. 5th block had no interest in a meaningful discussion about the
sermon, so I had them write individually, where 6th and 8th block were able to handle a
discussion and we had an in-depth meaningful conversation about the sermon. It was
obvious this text was difficult for most students, but after the conversations had today,
the level of understanding increased tremendously.
Lesson Plan: Day
10/14 & 10/15
Standards:
W.11-12.2: Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
Content Objectives (Evidence Outcomes): (These come from standards)
Students will ANALYZE and EVALUATE the sermon Sinners in the Hands of an
Angry God in order to understand Puritan philosophies and evaluate Edwards
argumentative skills.
Language Objectives (Evidence Outcomes): (These come from standards)
Students will begin writing their own sermons to demonstrate their
understanding of the purpose, effects, and traits of a sermon.
Key Vocab:

 Sermon
Puritans
Essential Question(s):
Why did the Puritans use fear as way to control the greater mass of Puritans?
How does literature shape or reflect society?
Assessment of Objectives (EOs):
Students will begin working on an assessment of their understanding of sermon
writing, as they will begin writing their own sermon about a topic of their choice.
I will be verbally conferencing with students about the topics they would like to
write about, from this I will gauge their understanding of controversial and
emotional topics.
Procedure:
15 20
SSR
minutes
10 minutes
Journal Question:
What makes you angry? Explain in detail why this makes you
angry.
15 - 20
minutes

5 minutes

7 minutes
10 minutes

20 minutes
7 minutes
2 minutes

After 5 minutes explain why it makes you angry.

Finish chart and assess comprehension on back of the paper:
Is author, Jonathan Edwards, effective in forcefully projecting
a specific interpretation of the wrathful nature of God and the
sinful nature of man? Use specific evidence from the text to
support your answer.
Brainstorm individually: A list of topics that are controversial
in nature or emotionally charged (think things many people
are discussing and arguing around the country today maybe
specifically things that effect you)
Write topics down on the board for students to add to their list
and choose a topic.
** At this time hand out Behold the Glory of Sermon Writing
assignment sheet walk through directions and ask for
questions.
Make sure that you are talking to someone as though
they must do this thing or be a part of this thing.
Create a Fact Outline about the details you would like to
include Your fact outline should be pretty comprehensive as
this is what you will use to write your sermon.
Write your summary sentences about what you would like
your overall picture to be.
We will be writing our rough drafts on Monday and in the
computer lab on Tuesday make sure that you are prepared
to complete that in class.

Reflection:
I was surprised by the amount of students who were not okay with my nonnegotiables. I did not want students to write about abortion or drugs because they
often become too emotionally charged topics. But many students wanted to write

about drugs, which makes me feel a little uneasy. Overall, they were working hard on
topics that meant something to them and they felt they had a connection to. I thought
about coming up with a list of possible categories but then decided against it so that
students would not feel constrained to these ideas, so having students come up with
their own ideas was a better way to create a list. All three classes had different lists,
which was interesting to see, but represented the characters in each class.
Lesson Plan: Day
Monday, October 19, 2015
Standards:
W.11-12.2: Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
Content Objectives (Evidence Outcomes): (These come from standards)
Students will use their time effectively to type a draft of their sermon in order to
communicate their argument purposefully and effectively.
Language Objectives (Evidence Outcomes): (These come from standards)
Students will write an argumentative sermon about a controversial topic.
Students will then take time to revise and edit for content and purpose, paying
close attention to the necessary parts of argument.
Key Vocab:
Revise: reconsider and alter (something) in the light of further evidence:
Edit: prepare(writtenmaterial)forpublicationbycorrecting,condensing,orotherwisemodifyingit:
Essential Question(s):
How can I use my time most effectively to create a sermon that I am proud to
turn in?
Is my claim clear?
Students Materials:
Rough Drafts
Teacher Materials:
Grade sheet
Assessment of Objectives (EOs):
Students will type a draft of their sermons. Students will then use the revision
tasks handout to demonstrate the action of revising and editing a draft of their
sermon. Each student will need to complete this in order to demonstrate an
ability to reinvision their sermon and think critically about their sermon.
Procedure:
10 minutes
SSR attendance housekeeping (Seating Charts)
8th Block Jordan needs to take AR test
7 minutes
Expectations for the day:
You will write at least a 2 page draft
If you finish this you will then come to me, show me
that you have finished and I will give you an editing
sheet.
Be prepared to type your drafts tomorrow in the
computer lab, you will be printing what you get done for
a grade.

Remember:
You need to tell your audience what they need to be
doing and what will happen to them if they dont.
Use all 5 vocab words on the bottom of your paper.
Remember the expectations about sermons they are
persuasive and meaningful.
Write drafts

33 minutes
Reflection:
Students worked hard today and were focused on demonstrating their knowledge.
Once I used the word assessment with students, they seemed to understand how hard
I wanted them to work on this assignment, especially from the level of engagement
with their Origin Myths. Giving students a limited time to write their rough drafts was
also beneficial, as they seemed to be driven by the time period they had to complete
the assignment.
Lesson Plan: Day
Tuesday, October 20, 2015
Standards:
W.11-12.2: Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
Content Objectives (Evidence Outcomes): (These come from standards)
Students will use their time effectively to type a draft of their sermon in order to
communicate their argument purposefully and effectively.
Language Objectives (Evidence Outcomes): (These come from standards)
Students will write an argumentative sermon about a controversial topic.
Students will then take time to revise and edit for content and purpose, paying
close attention to the necessary parts of argument.
Key Vocab:
Revise: reconsider and alter (something) in the light of further evidence:
Edit: prepare(writtenmaterial)forpublicationbycorrecting,condensing,orotherwisemodifyingit:
Essential Question(s):
How can I use my time most effectively to create a sermon that I am proud to
turn in?
Is it my claim clear?
Students Materials:
Rough Drafts
Teacher Materials:
Grade sheet
Assessment of Objectives (EOs):
Students will type a draft of their sermons. Students will then use the revision
tasks handout to demonstrate the action of revising and editing a draft of their
sermon. Each student will need to complete this in order to demonstrate an
ability to reinvision their sermon and think critically about their sermon.
Procedure:
5 minutes
Expectations for the day:
You will be typing purposefully and meaningfully.
I will collect what you have accomplished at the end of

5 minutes
40 minutes
Last 10
minutes of
class

the day.
If/When you finish typing your draft revise and edit
task sheet. ** You need to have this complete by the
time you turn your sermon in on Friday. I will ask for all
of this to be stapled together.
Make way to the computer lab get settled.
Type your sermon It is due on Friday with all necessary parts
to it.
Complete the revision task before you turn it in.
I need to see evidence of this on one of your drafts
whether it is what you accomplished in class yesterday,
or what you finish in class today and then revise.
YOU NEED TO PRACTICE THE SKILL OF REVISION!

Reflection:
Students were apprehensive about the revision tasks they were asked to complete. It
came to my attention, perhaps too late, that they do not know how to complete
revision even on their own writing. We talked about it in many education classes, but
perhaps my assumption that by 11th grade they would know this skill was mistaken.
These kids are taking this assignment very seriously though, I am impressed by how
hard they want to work.
Lesson Plan: Day
Wednesday/Thursday, October 20 & 21, 2015
Standards:
RI.11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts and the
premises, purposes, and arguments in works or public advocacy.
W.11-12.2: (b) Develop a topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or other
information, and examples appropriate to the audiences knowledge of the topic.
W.11-12.5: Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose or audience.
Content Objectives (Evidence Outcomes): (These come from standards)
Students will UNDERSTAND William Bradfords new realizations about coming to
this new place in the context of now going back to the beginning, before the
puritans were in America, and understanding how the puritans became such
dominant figures in American literature.
Students will ANALYZE the context of the Salem Witch Trials for understanding to
their reasons behind their claims and evidence for doing what they did.
Language Objectives (Evidence Outcomes): (These come from standards)
Students will revise and edit their sermons independently but will be asked to
delineate relevant facts and information from Bradfords account, as well as, the
Salem Witch Trials Documentary.
Key Vocab:
Revise: reconsider and alter (something) in the light of further evidence:
Edit: prepare(writtenmaterial)forpublicationbycorrecting,condensing,orotherwisemodifyingit:
Essential Question(s):
What is the Bradfords message?

 How might this message have meaning for today?

Students Materials:
Textbook
Salem Witch Trial Questions
Teacher Materials:
Textbook
Notes about Story
Assessment of Objectives (EOs):
After reading students will answer a question about the authors purpose and
what message this sends to society today. Through this question students will
demonstrate their knowledge of the explorer narrative and how it is still relevant
to our understanding of the world today.
Procedure:
10 minutes
SSR attendance housekeeping
8th Block Jordan needs to take AR test
Reminder: Sermons are due on FRIYAY!
o Fact outline rough draft evidence of revision
final draft
12 minutes
Setting the scene:
Bradfords firsthand account of the initial experiences of
the Massachusetts settlers known as Pilgrims
So we went to the Puritans ended up to demonstrate
the consequences of their actions now we are going to
look at how they got there.
Historians consider his account to be factually accurate.
His account reflects religious faith, which he credits for
the other settlers peaceful and beneficial relationship
with their Native American Settlers

33 minutes

The setting:
Nothing had been developed.
There was a threat of hostility of from the Native
Americans that surrounded them
They had lost a lot on their trip to the Americas
But they had to use their resources to create what we
know as the Plymouth, but really the Plymouth
Plantation this is their settlement.
This is also different than the Massachusetts Bay Colony
The Massachusetts Bay colony was mostly Puritan and
where the spread of Puritanism comes from.
I will read aloud to students Of Plymouth Plantation
We will stop at certain points to check for understanding.
While I am reading students will be expected
To have a piece of paper,
Write down three questions they have while reading,
Read a long, and


10 minutes

5 minutes

Write down any unknown words.

Students will respond to these two questions:

What message do you think Bradford is trying to convey
in this narrative?
How might this message have meaning for people
today?
Pass out Salem Witch Trials Questions
Context: Now that we have an understanding of what
the Puritans were like, where they came from and why
they were doing what they were doing, this is a
consequence of the piousness of the religion.
Begin Watching The Salem Witch Trial Documentary

With time
remaining
Friday,
Finish watching The Salem Witch Trial Documentary
October 23
Reflection:
If I were able to decide where these texts come within the semester, I would have put
this before we started discussing the Puritans. It was difficult for students to
understand that we were at the end of Puritanism and now we are at the beginning of
Puritanism. I tried to make the connection clear, but for some students, especially
ELL students, it was hard to go back and forth. Friday, we will finish watching the
documentary, which will take the whole class. We will not do SSR but will just go
straight into watching the documentary to make sure to finish on time.
Lesson Plan: Day
Wed./Thurs, October 28 &29, 2015
Standards:
RI.11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts and the
premises, purposes, and arguments in works or public advocacy.
W.11-12.2: (b) Develop a topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or other
information, and examples appropriate to the audiences knowledge of the topic.
Content Objectives (Evidence Outcomes): (These come from standards)
Students will evaluate information provided within the documentary in order to
gain an understanding of how the Puritans impacted the Salem Witch Trials.
Students will understand and evaluate To My Dear and Loving Husband in
order to make an argument whether Bradstreet is being sincere or sarcastic.
Essential Question(s):
What are the implications of The Salem Witch Trials?
How does Anne Bradstreet conform or revolt against her society?
Students Materials:
Salem movie questions
Notes
Bradstreet Handout
Teacher Materials:
Presentation
Bradstreet handout (1/person)

Assessment of Objectives (EOs):

Students will answer the question: Using our argumentative writing format
(CDWI claim, data, warrant, impact), construct an analytical prose constructed
response (PCR), examine Bradstreets use of poetry to make a statement.
Clearly articulate whether this letter is sincere or sarcastic and whether or not
Anne would be considered an early feminist writer, or a traditional Puritan.
Consider how the medium of a poem in the treatment of this topic influences the
reader. Justify your PCR by citing relevant textual evidence. This will
demonstrate their ability to analyze the poem using the context given.
Procedure:
15 minutes
SSR Attendance AR Quizzes
10 minutes
Debrief Salem Witch Trial Movie:
Questions that still remain?
Why did the Salem Witch Trials happen? Hysteria
Scapegoat against what they believed to be going
against normal society.
What are some things that surprised you about the
movie?
10 minutes
Who is Anne Bradstreet?
1612-1662
Born in Britain to parents with ties to an Earl (nobility).
Married Simon Bradstreet (age 25) when she was age
16.
Emigrated to America 2 years later in 1630. Landed in
Salem, MA.
Ten years after William Bradford (mustache man)
Survived smallpox.
Owned over 800 books.
Had 8 children.
Simon was often absent on diplomatic work.
Anne wrote, took care of children, and studied religion,
science, history, art, and medicine.
Puritans:
Pious .
Study and live by the bible.
Women were baby making machines.
Women didnt speak out ever, about anything.
Believed in predestination (fate - Dont believe in
creating your own destiny. You cant change impact
what is supposed to happen.)
The most prominent of early English poets of North America
and first female writer in the British North American colonies
to be published.
Published without her knowledge by her brother-in-law

Died after contracting Tuberculosis (TB.)

5 minutes

10 minutes

10 minutes

Bacterial infection that can spread through the lymph

nodes and bloodstream to any organ in your body. It is
most often found in the lungs.
TB bacteria cause death of tissue in the organs they
infect

The model Puritan woman was:

modest,
meek,
submissive,
virtuous,
obedient,
and kind and

** This was not how

Anne Bradstreet lived
her life.

Solely occupied with:

supervising and maintaining the home,
cooking sometimes brewing and dairying,
and bearing and rearing children.
She was expected to suffer all these in silence. . . .
Anne Hutchinson:
Put on trial by Winthrop for holding weekly meetings
with other women to discuss scripture (the bible). 40
magistrates passed judgment on Anne.
a 46-year-old mother of 12 living children and the
foremost female Puritan intellectual and spiritual leader.
Hutchinsons biblical exegesis and spiritual advice had
grown so popular that the crowds had swelled to include
one-fifth of Bostons population. Counted among them
were many men who were political opponents of the
current governor, John Winthrop, the lead prosecutor.
Prevailing attitudes toward women at the time held that
female minds were too weak to tackle complex
thought.
Governor John Winthrop once publicly claimed that a
woman had committed suicide because she read
and thought too much.
Banished from the colony.
***BOTH women were defying the rules of the society, why
was one woman given the pass, but the other woman was
banished? Use what you learned from the video to make an
assertion.
**There is no right way to read poetry. As long as you can
support what you stance with the text, then you are doing it
right. We cant go back and talk to Bradstreet, but we can
make assumptions about what was going due to context.**
Read My Dear and Loving Husband:
Read silently first

Read aloud to students

Have a student read aloud

Answer discussion questions on a piece of paper:

Is it dangerous to go against the flow and question
authority?
What is the most tactful way to accomplish the goal of
rebellion?
Is the letter sincere or sarcastic? Explain your thinking.
o Sincere: proceeding from genuine feelings
o Sarcastic: marked by or given to using irony in
order to mock or convey contempt
**Bradstreets poem speaks obliquely to the competing
beliefs on how to conduct ones life on earth given the
contradictory nature of Puritanism: even though God had
predetermined, or elected, those who would attain salvation,
one still had to conduct ones life on earth so as to prepare to
receive grace, or salvation, in the hereafter.**
**In To My Dear and Loving Husband, written many years
later, God doesnt make an explicit appearance. Instead of
painstakingly estimating whether she is worthy to receive
grace, Bradstreet estimates her power to reciprocate love.
Whats changed in the intervening two decades? Since her
arrival in America at age 18, she had given birth to all but one
of her eight children, buried numerous relatives and friends,
and singly managed a pioneer homestead while her husband
traveled on colonial business throughout New England and
across the Atlantic.**

15 minutes

10 minutes

**In To My Dear and Loving Husband, Bradstreet

persuasively presents her views on how to resolve the basic
contradictions of Puritan faithin other words, how to live in
this world while keeping an eye on heaven.**
Discuss questions:
When is it okay to go against the flow? Or to question
authority?
Is there any tactful way to rebel?
When is there a need for rebellion?
What is the difference between sincerity and sarcasm?
Is there a need for both in our society?
Using our argumentative writing format (CDWI claim, data,
warrant, impact), construct an analytical prose constructed
response (PCR), examine Bradstreets use of poetry to make a
statement. Clearly articulate whether this letter is sincere or
sarcastic and whether or not Anne would be considered an
early feminist writer, or a traditional Puritan. Consider how the
medium of a poem in the treatment of this topic influences

the reader. Justify your PCR by citing relevant textual

evidence.
Introduce Philosophical Chairs activity

5 minutes
Reflection:
Students were demonstrating their knowledge of everything we have worked on in this
unit today. Students were really getting into determining whether she was being
sincere or sarcastic. Many students had trouble understanding what the poem was
saying, which I guess was another assumption on my part that students had an
understanding about how to read and analyze a poem, so we had to take some time to
do that which I was not anticipating, but we got through it and students seemed to
really enjoy the poem.
Lesson Plan: Day
Friday, October 30
Standards:
RI.11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts and the
premises, purposes, and arguments in works or public advocacy.
W.11-12.2: (b) Develop a topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or other
information, and examples appropriate to the audiences knowledge of the topic.
Content Objectives (Evidence Outcomes): (These come from standards)
Students will understand and evaluate To My Dear and Loving Husband in
order to make an argument whether Bradstreet is being sincere or sarcastic.
Language Objectives (Evidence Outcomes): (These come from standards)
How does Anne Bradstreet conform or revolt against her society?
Key Vocab:
Sincere
Sarcastic
Essential Question(s):
How does Anne Bradstreets poem reflect morals and values of the Puritan era?
How does Anne Bradstreets poem influence society today?
Students Materials:
Bradstreet Handout
Teacher Materials:
2 chairs
Assessment of Objectives (EOs):
Students will demonstrate their understanding of the poem through oral
communication with one another. Students will need to demonstrate their
knowledge of the poem and their ability to pull out important information in
order to convince the other side of the argument in to agreement.
Procedure:
2 minutes
Move to the side of the room that you agree with.
5 minutes
Philosophical Chairs Explanation
18 minutes
Is Bradstreet being sincere or being sarcastic?
What motives does she have behind either?
What would her community do if she were being
sarcastic?
Does it depend on the audience?
2 minutes
Switch sides one more time Would you confess and rat out

18 minutes

all of your family and friends in order to live? Or would you

not confess and die?
To confess or Not to Confess that is the question:
What motives are behind your decision?
What background knowledge is behind your decision?
If you did confess, you would be denouncing your
religion, as a puritan would you be okay with that?

Reflection:
This was the perfect way to conclude the unit. Students were able to demonstrate
their understanding of the Puritans in a way they felt more comfortable with. It took
most students some time to begin to engage with one another, but all students were
respectful and many were able to get students to move from one side to another. This
has been one of my favorite activities I did this semester.