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Lesson Title: Capital Punishment Essays

Grade: 11
Class/Subject: English 20-1 and 20-2 Combined
Unit: Crime and Punishment
Lesson Duration: 80 minutes
Date: Sept 22, 2020

OUTCOMES FROM 2013 MINISTERIAL ORDER: Cross-curricular Competencies

Outcomes (a to j from M.O.):
A) Know how to learn: to gain knowledge, understanding or skills through experience,
study, and interaction with others
B) Think critically: conceptualize, apply, analyze, synthesize, and evaluate to construct
knowledge
C) Identify and solve complex problems
D) Manage information: access, interpret, evaluate and use information effectively,
efficiently and ethically
E) Innovate: create, generate and apply new ideas or concepts
F) Create opportunities through play, imagination, reflection, negotiation, and competition
with an entrepreneurial spirit
G) Apple multiple literacies: reading, writing, mathematics, technology, languages, media,
and personal finance
H) Demonstrate good communications and the ability to work cooperatively with others
I) Demonstrate global and cultural understanding, considering the economy and
sustainable development
J) Identify and apply career and life skills through personal growth and well-being
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
2- Students will listen, speak, read, write, view and represent to comprehend literature and
other texts in oral, print, visual and multimedia forms, and respond personally, critically and
creatively.
4- Students will listen, speak, read, write, view and represent to create oral, print, visual and
multimedia texts, and enhance the clarity and artistry of communication.
Specific Learning Outcomes:
20-1
2.1.2a- use a variety of strategies to comprehend literature and other texts [for example,
reading passages out loud, forming questions, making predictions, using context to determine
the connotative meanings of words, using graphic organizers and making annotations], and
develop strategies for close reading of literature in order to understand contextual elements
[for example, understanding subtext]
2.1.3c- c. use metacognitive strategies to understand how knowledge of rhetorical devices,
textual elements and structures used in previously studied texts contributes to understanding
new texts
2.1.4a- a. use a variety of appropriate reference strategies and reference technologies to aid
understanding [for example, formulating and refining questions, exploring works cited in other
references, taking notes, and using library catalogues and Internet search engines]
4.1.2b- b. explore a variety of structures consistent with form, content and purpose when
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creating texts [for example, explore definition, example and illustration, classification and other
methods of development consistent with the essay form when creating an essay]
20-2
2.1.2a- a. use a variety of strategies to comprehend literature and other texts [for example,
reading passages out loud, forming questions, making predictions, using context to determine
the connotative meanings of words, using graphic organizers, making annotations, inferring,
rereading, seeking assistance, using context clues, summarizing and visualizing], develop a
daily practice of reading [for example, paired reading, reading log, nightly reading, taped
reading], and develop strategies for close reading
2.1.3c- c. use metacognitive strategies to relate prior understandings of textual elements used
in previously studied texts to understandings of new texts
2.1.4a- a. use a variety of appropriate reference strategies and reference technologies to aid
understanding [for example, formulating and refining questions, exploring works cited in other
references, taking notes, and using library catalogues and Internet search engines]
4.1.2b- explore a variety of structures consistent with form, content and purpose when
creating texts [for example, explore the use of background information, examples, anecdotes
and other structures when creating personal essays]
OUTCOMES stated in learner friendly language
Students will:
● Students will use reading, discussion and an essay to develop further strategies for
close reading
● Students will relate prior understanding of textual elements to understand these essays
and understand the concepts necessary to write an essay
● Students will use a variety of appropriate reference strategies and technologies to aid
understanding
● Students will explore essay structure
ASSESSMENTS
Pre-assessment (prior Formative: Summative (if applicable):
knowledge) (if applicable): -Men Must Pay Worksheet -Name that Tune
-We Must Not Return Bellwork
Worksheet
-Class Discussion
LEARNING RESOURCES CONSULTED
Resource #1: Thesis Statement Notes
Resource #2: Thesis Statement Example
Resource #3: Men Must Pay for the Evil They Do Essay
Resource #4: We Must Not Return to the Noose Essay

MATERIALS AND EQUIPMENT

● All Student Docs on Google Classroom
● Chromebooks
LESSON PROCEDURE
Student Differentiation:
Mrs. Hume may be working with some students throughout the period at their request and
at her discretion.
Introduction (time: 10-15 minutes )
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Hook/Attention Grabber:
Students are typically working on Bell Work by the time I enter the room, but if they are not I
will greet them and let them continue working.

Transitioning from Hook to Body:

We will go over a few of their findings from their ‘Name that Tune’ Bellwork

Body (time: 63 minutes )

Learning Activity #1: Thesis Statement Activities

We will begin by reviewing thesis statement notes as a class. Then, I will have students each
pull up the Persuasive Letter Thesis Example document. They will have a few minutes to read
the letter and then try to determine where the thesis is. We will briefly discuss this as a class.

Learning Activity #2: Read ‘Men Must Pay for the Evil They Do’ and ‘We Must Not Return to
the Noose’
Students will be asked to choose which essay they will be reading. They should choose the
one that they disagree with, if they have an opinion regarding Capitol Punishment. They will
have a few minutes to read whichever essay they choose. If they finish early, they should
think about where the thesis is and what components an essay has.

Learning Activity #3: Essay Worksheets

As a class, we will discuss the two essays in terms of the worksheets. We will put the
worksheets on the smartboard and have one student from each group volunteer to be a scribe
to write down what we talk about during the discussion. Then, as a class we will discuss the
components that should be included in an essay.

Filler Activity (if necessary): Students will be given work time for any outstanding
assignments- Where Does the Criminal Mind Come From Personal Response will need to be
finished by many of them. They may use this time to free read or continue with their bell work
as well.

Closure (time: 2 minutes )

Feedback From Students on Learning:

The worksheets and discussions will have served as feedback on learning
Transition To Next Lesson(s):
Students will tidy up their space and move into their advisory time
Reflections on lesson: