LESSON PLAN

Name: Sari Knouse Date: 10/19/22 Lesson Start and End Time:
Wednesday 10/19- Friday 10/21

Academic Area: AP Lang Grade Level: 12th Co-op initials with date:

Pre-Instruction Planning
Topic Rhetorical analysis on short essays
PA Anchor/Standard or  CC.1.2.11–12.D: Evaluate how an author’s point of view
Eligible Content or purpose shapes the content and style of a text.
 CC.1.2.11–12.E: Analyze and evaluate the effectiveness
of the structure an author uses in his or her exposition or
argument, including whether the structure makes points
clear, convincing, and engaging.
 CC.1.2.11–12.J: Acquire and use accurately general
academic and domain- specific words and phrases,
sufficient for reading, writing, speaking, and listening at
the college- and career-readiness level; demonstrate
independence in gathering vocabulary knowledge when
considering a word or phrase important to
comprehension or expression.
 CC.1.2.11–12.L: Read and comprehend literary
nonfiction and informational text on grade level, reading
independently and proficiently.
 CC.1.4.11–12.B: Write with a sharp, distinct focus
identifying topic, task, and audience.
 CC.1.4.11–12.F: Demonstrate a grade-appropriate
command of the conventions of standard English
grammar, usage, capitalization, punctuation, and
spelling.
Lesson Objectives  The students will be able to analyze the use of examples
in the short essays and write about why they are
effective.
 The students will be able to discuss in writing another
technique or device that was used in the short essays and
why it was effective.
 The students will be able to create their own paragraph
using examples to help support the main idea/point of
their paragraph.
Materials iPads
Scans of short essays on Schoology
 Planning for Learners Differentiation:
 I will differentiate the product by allowing the students
to read one of the short essays alone or with partners.
 I will differentiate the content by having multiple
examples of different techniques and devices being used
by the authors from both teacher and students.
 I will differentiate the product by having students create
their own paragraphing using examples to support the
point they are trying to make.
Modifications/Accommodations:
 No modifications or accommodations were made for this
lesson.
Lesson Presentation
Introduction Day 1
 Begin by discussing the bonus assignment Mr. McCowin
posted to Schoology and who got points and why.
 Instruct students to open Schoology and download the
short essay titled “Westbury Court.”
 Give them the instructions for the assignment and tell
them that there will be a brief discussion before class is
over.
-Read the short essay alone or with a partner.
-After reading, write a short paragraph talking about how
the author uses examples in their story and what their
purpose is.
-Write 1-2 sentences identifying another technique the
author uses and the purpose of that technique is.
Sequence of activities  As they begin reading and working on the assignment, I
including assessments will walk around the room to ensure they are staying on
task.
 With 10 minutes left, prompt the students to wrap up
their writing and get prepared to discuss.
 Discuss with them their answers to the prompts.
 Point out any other important things to notice about the
way the essay is written with the remaining class time.
Day Two
 Remind the students that their Senior Exit Interview is
due to the Senior Exit Interview page on Schoology
tomorrow.
 Instruct students open Schoology and download the
essay “The Name is Mine” into Notability.
 Tell them a little bit of information about the author and
her writing.
 Ask for volunteers to read the essay aloud.
  After reading the essay, instruct the students to do the
same things as they did yesterday.
- After reading, write a short paragraph talking about
how the author uses examples in their story and what
their purpose is.
-Write 1-2 sentences identifying another technique the
author uses and the purpose of that technique is.
 While they are working, walk around the room to answer
questions and keep everyone on task.
 With 10 minutes left, prompt the students to wrap up
their writing and get prepared to discuss.
 Discuss with them their answers to the prompts.
 Point out any other important things to notice about the
way the essay is written with the remaining class time.
Day 3
 Before beginning class, remind students that the deadline
to sign up for the AP Exam is November 4th.
 Review the grades for their first rhetorical analysis with
them.
 Review the literary terms that will be on matching quiz
on Monday.
 Instruct the students to open Schoology to view the
assignment:
-Pick a topic and main idea/point.
-Get to the point quickly (1-2 sentences).
-Pack the rest of 100 words with examples that supports
the main idea/point.
-Take 15 minutes to do this.
 As they begin writing their 100 words, help them
brainstorm topics if they are having trouble.
 Walk around the room to ensure they are staying on task.
Lesson Wrap-up  Finish class by having some students share their writings
and discuss how their examples are effective.
Self-Evaluation The first day of this lesson was rough just because I was unsure
of myself and my ability to teach the material effectively like
Mr. McCowin was doing in the other sections of AP. By day
two of this lesson plan, I felt more confident. I realized that I do
know this material, and I can teach it, it just might take some
time. Mr. McCowin reassured me that I’m doing great teaching
material that is new to me, and he said that I should give myself
more grace because I am just starting out in this profession and
have not mastered my content yet.
This period of AP can be loud and rambunctious. I struggle
getting them to focus and listen to me because they easily just
talk over me. I do not think they do it in a malicious way, they
are just a friendly, talkative bunch. I am learning to project my
voice more to get their attention. I am also learning how to
control them before it becomes uncontrollable.