ENG 269

Double lens 20/20 Plan Template

DATE: 2/27/20 CLASS:
LCHS
GRADE: 12th PERIOD(S): 2

Standard(s) Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze how an author uses and
refines the meaning of a key term or terms over the course of a text. RL4
ESSENTIAL QUESTION(S) How does applying a critical lens to a text or passage enhance the reading?
How can using an opposing critical lens or nontraditional lens change the meaning
of the reading?
How can the absence of a critical lens be applied to a text to provide deeper
meaning?

Lesson Structure Time Accordion options for

40 minutes extending the lesson or for
meeting specific students’
needs
Objectives/Goals 1 minutes
To improve critical lens usage by using two lenses to find deeper meaning
of a passage. (the explanation to students will be, how using two lenses
improves the quality of reading and helps find deeper meaning in a text).
Connection to Prior Learning 1-2 minutes
This lesson ties back to what students have been working with all year
long with lenses. Students are familiar with finding elements and passages
in a text and will get more practice here. They have been exposed to using
lenses, usually being reader response lens, with practice using other
lenses. This lesson will use the usage of two lenses which students have
worked with and will now master.
Rationale 2 minutes
It will provide a deeper understanding of using lenses for students, they
will effectively improve their lens usage and application by using two set
lenses for everyone. By having students all use the same two lenses, they
will see the deeper meaning in passages in their own text, and begin to
question an author’s choice in representations and stylistic choices.
Lenses show us the deeper meaning of a text and passages and it will be
vital for students to understand this, by using two lenses students will then
be able to critically think about their text. In addition to using these two
lenses they will become masters of these lenses by the end of the lesson.
Modeling 5-7 minutes
I will pass out the graphic organizer and talk students through it, then I
will give a brief context to my book and a brief context to the passage I
have selected to model from my choice text on page 38-39. I will read the
passage aloud and walk through what I would be putting on the graphic
organizer, like where I will apply the gender lens and then use
psychological lens. I will explain how the process works and students will
get to see how exactly it works, even walking them through my own
thought process.
Guided Practice 5-7 minutes
After modeling is complete, I will read aloud the picture book “Big Red
and the Little Bitty Wolf”. I will relate to students that it is their turn to
practice the usage of a strong critical lens and a non-traditional lens.
They will fill out a graphic organizer, doing the same practice as Ms.
Loore has them do, cite the passage and then talk about the lens they pick
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first. Students will be stopped at page 4-5 and analyze the passage
presented, using the gender lens and psychological lens. Students will
work together collaboratively and explain the process behind both lenses
and the meaning found from the usage, with a little help from me.
Invitation to Independent Practice 8-10 min
After guided practice students will have another graphic organizer to
work on with their own texts and will be asked to replicate the process
that we have just gone through twice and apply it to their choice texts.
They will pick a passage from their choice text and apply the lenses to it,
and write down their thoughts on both and how it forms their perspective
on the passage. After everyone is done if we have time we will do a share-
out
Independent Practice/Conferencing 10 min
While they are working I will, checking in and making sure they are
doing the activity properly and after everyone has completed their
work we will do a share around about how and why we selected the
passages we did, and how critical lenses changed it.
Wrap-Up 3-5 min
I will summarize everyone’s findings and how we each applied lenses in a
different sense to find deeper meaning in our texts. I will then pass out an
exit slip with two questions for students to answer to show me what they
have learned.

Assessment(s)
Formative The formative assessment will be done in the form of the graphic
organizer they will be working on for the lesson in addition to a short
exit slip.
Summative

Exceeding Meeting Reaching Toward

Not Yet
How will I know Students are applying both Students who are able to Students who are
lenses to a passage they find two different critical struggling to find a
whether students are select. And have created a lenses but are struggling passage and apply the
meeting the lesson collective meaning from
to create a collective lenses to said passage.
objective(s)? both lenses.
meaning from both.
How will I respond Great work, keep up You are on the right You’re doing good, you
during the lesson? applying the lenses to track, keep up the great just need to focus on a
the passage, but begin to work, you may want to passage first that works
think about how the think about how these with one of the lenses
lenses might function to lenses are related to and after that you’ll see
the book as a whole. each other and function the connection between
together to create this both the lenses and
meaning. you’ll finish strong.
How will I adapt
tomorrow’s lesson?

Modifications/
Differentiation