Lesson Plan Template

Date: 10/14/22 Teacher’s Name: Colin X. Sweeney

Subject: English Grade level: 12th

Learning Segment Title: Understanding Point of View and Perspective Through its Devices: the
Difference Between What is Said/Shown and What is Meant.
Length of each lesson: 30 minutes
,
Central Focus: This learning segment teaches students different devices of point of view and
perspective. The students will learn about what these devices are, how they are used, and how they
influence how we understand a text. The purpose of this segment is to enhance student’s
understanding of how point of view and perspective operate in a text using different devices. It also
shows students how to interpret the difference between what is said or shown, and what is actually
meant. Students will improve their discussion and writing skills. The assignments in this segment
allows for students to be creative, express their ideas, and listen to other student’s ideas. This lesson
plan goes hand in hand with the larger unit of point of view and perspective, by having students
examine specific devices that influence how we interpret point of view, perspective, and general
meaning of a text.

Essential Question(s): Why do authors uses devices such as irony, satire, understatements, and
aesthetics/presentation? How does this affect the point of view and perspective of a text? What do
these devices affect how we decipher the meaning of the text?

Learning Standards: English 11-12R6: Analyze how authors employ point of view, perspective, and
purpose, to shape explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire,
sarcasm, irony, or understatement).

Academic Language
Language Function One language function that is crucial for this unit is identification. This
unit goes over a lot of different devices, some with slight overlap.
There is room for students to get confused between these devices,
specifically between the types of irony, satire, and understatements.
Students will have multiple opportunities to show their ability to
identify these devices. Throughout the actual lesson there will be
numerous questions asked for students about identification, as well as
opportunities to explain how they identified that device. The
assignments that the students have to complete for each device have a
section where the students have to explain how that device was being
used and how they were able to identify that device.
Vocabulary Point of View, Perspective, Irony, Situational Irony, Verbal Irony,
Dramatic Irony, Satire, Understatements, Hyperbole, Aesthetics, Tone
Syntax Studenets will organize their learning in multiple ways in this learning
segment. Students will have to write reflections on the lessons and
activities of the day. Students will also engage in multiple discussions,
in different settings, such as small groups and as a full class discussion.
At the end of the segment, students will write a longer, more formal
 writing assignment where they write about the device of their choice
and affects the meaning of the text and the point of view of the text or
perspective of the author.
Discourse Students will have several opportunities to share their learning both
orally and in writing. There are reflections that the students have to
complete for each device learned, as well a written assignment at the
end of the unit. Each day students will opportunities to share their
ideas in either a class discussion or in a smaller group discussion.

Differentiation
Special Needs of Students
Pre-assessment & Student Readiness
Content Differentiation
Process Differentiation
Product Differentiation
This segment to students with disabilities and ELLs because
there is not any extensive reading in this segment. For
students who have hearing issues, a transcript of the videos
shown could be provided. For students who struggle
participating in discussions, the written reflections will be a
sufficient way to show their learning. Any other
accommodations can be provided if the student requests.
Background knowledge is helpful for these lessons, but nor
required to participate. These lessons are an introduction to
these devices, so there is no issue if students are unfamiliar
with these devices and terms. All key terms and devices are
being defined to the students.
No supplemental instruction or prerequisite knowledge or
skills are necessary for this segment.
Since there is no pre-assessment needed for this segment,
there will not be a need for too many accommodations,
unless specific students have specific issues they need
accommodations for. Many of the materials that are used
were chosen because they are familiar to the students and
are engaging for students. The familiarity of the materials
makes it easier for students to understand, because they can
focus on learning the topics, instead of trying to understand
the materials.
The products the students create will vary. They will have
informal reflections, discussions, a creative assignment (the
satirical skit), and a more formal writing assignment. I will
offer consistent support to whichever students need it, for
whichever assignment they need support in.

Lesson Topic: Irony

Outcomes Assessments
Students will: Be able to understand and identify Before we open a discussion, students will write
different types of irony, as well as how they work down their thoughts for the discussion, which will
in a text/conversation. be collected.

Procedure:
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge
- Open with a joke about how I have no idea what irony means. Ask students to explain why that
joke is funny, and what is ironic about it.

Initial Phase Direct Instruction

1. What is irony?
a. Types of irony (situational, verbal, dramatic)
2. How does irony affect the meaning of what someone is saying?
3. Sarcasm vs. Irony

Middle Phase
1. Guided Practice
a. Show a clip from the movie Shrek, where the different types of irony are shown.
b. Ask students to identify what type of irony they saw, and why it was ironic.

2. Independent Practice
a. Students will then be presented with a few questions about the relationship between
irony and the speaker’s point of view. Students will write down their answers to these
questions first before we open a discussion for the whole class.

Concluding Phase
3. Closure/Summary
a. Students will share their answers to the discussion questions I had on the board. There
will be a relatively brief discussion about their answers, and the lesson will close by
sharing ideas of how irony affects point of view, and how the reader can view a speaker
because of the use of irony.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
- This lesson does not require homework, because students have already demonstrated
their understanding of irony and point of view with their written responses to the
discussion questions that were collected.

Materials: (items, technology, etc.)

- Irony Powerpoint presentation

Resources: (reference any “borrowed” materials)

 - Clip from the movie “Shrek”

Lesson Plan Template

Essential Question(s): What is satire? What is the function of satire? How is it used?

Learning Standards: English Reading Standard 6 Grades 11-12

Lesson Topic: Satire

Outcomes
Students will: Be able to define satire, identify
what satire is used for, and understand how it
affects the meaning of a text.
Assessments
Students will create a satirical skit and perform it
to the class if they wish. For homework they will
write a reflection of the skit, focusing on how it
was satirical, what the point that was being
made, and how satire made that point.

Procedure:
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge

Initial Phase Direct Instruction

- What is satire? - Define satire
- How is satire relevant to our culture?
- Ask students to share some examples of satire they see in media (TV shows, movies,
music, books, etc.)

Middle Phase
4. Guided Practice
a. Show a clip of satire from The Simpsons. What was the clip trying to say? Who was the
clip poking fun at? What does the clip say about the topic is it being satirical of?

5. Independent Practice
a. Break into groups in your table, and discuss how the example was satirical. What was it
poking fun at? How was this shown? What elements did they use to show this?
b. In those groups you will begin writing your own satirical skit. Students will have the rest
of this period to work on it, as well as part of tomorrow’s class. They will be presented
tomorrow.
Concluding Phase
6. Closure/Summary
a. Give a brief summary of the lesson
i. How satire is used and why. How can we decipher the meaning of a text using
satire?

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
- After the skits are preformed tomorrow, students will write a paragraph or two reflecting on
your satirical skits, focusing on what was the point that was trying to be conveyed, and how
satire was used to make that point.

Materials: (items, technology, etc.)

- Satire Powerpoint presentation
- Skit Assignment Sheet

Resources: (reference any “borrowed” materials)

- Clip from “The Simpsons”

Lesson Plan Template

Date: Teacher’s Name: Colin X. Sweeney

Essential Question(s): What is an understatement? How and why are understatements used in a text?
How do understatements affect the text? How do understatements affect how we view the
speaker/character?

Learning Standards: English Reading Standard 6 Grades 11-12

Lesson Topic:

Outcomes Assessments
Students will: Be able to determine why satire is Students will present the skits they have been
used, and how to decipher the true meaning of a working on, and will write a reflection about the
satirical work. skits.
Procedure:
Introduction:
- Remind the students of the assignment of writing a skit.

Initial Phase Direct Instruction

- Students will break into their skit writing groups to finish writing their skits.

Middle Phase
7. Guided Practice
a. Students will then perform their skits for the whole class

8. Independent Practice
- We will have a discussion about the skits and how satire was used in the skits to
create the meaning the students were trying to make. How was satire used?
Was it effective? If so, why was it effective?

Concluding Phase
9. Closure/Summary
a. Why is satire an effective was to share a message? What are the drawbacks? How is
satire relevant to our culture today?

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
- Students will write a brief reflection on their experiences making a skit. They will discuss how
satire can be used, how to identify it, and how it affects the meaning of a text.

Materials: (items, technology, etc.)

- Satire Powerpoint Presentation
- Satire Skit Assignment Sheet

Resources: (reference any “borrowed” materials)

Lesson Plan Template

Essential Question(s):

Learning Standards: English Reading Standard 6 Grades 11-12

Lesson Topic: Presentation and Aesthetics of a Text.

Outcomes Assessments
Students will: Be able to determine why satire is Students will present the skits they have been
used, and how to decipher the true meaning of a working on, and will write a reflection about the
satirical work. skits.

Procedure:
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge
- Show two different covers to the same book. Discuss how the covers are different and what each
one may be saying about the story.

Initial Phase Direct Instruction

4. Define aesthetics and look at the relationship between text and presentation

Middle Phase
10. Guided Practice
a. Look at an example of aesthetics and presentation in a text. Talk about what was used
and how it was used. Discuss how this influences the text.

11. Independent Practice

a. Give each group an example of an aesthetic text they are not familiar with. Have them
discuss what the aesthetic of the text is, and based on the aesthetics what they would
infer the meaning of the text is.

Concluding Phase
12. Closure/Summary
a. Have each group come up and share their ideas on their text. Have them talk about what
they believe their text is about. Everyone in the group must speak at least once.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
- For homework, each student will look up what the text they were given was actually about. They
will write a reflection on how close their ideas of what the text was compared to what it is
actually about. They will then write about how the aesthetics of a text can influence the
understanding of a text.

Materials: (items, technology, etc.)

- Aesthetics Powerpoint Presentation
- Aesethetics Assignment Sheet

Resources: (reference any “borrowed” materials)

 - Lion King Movie Poster (2)
- Rent Movie Poster
- Wicked Weeds Book Cover
- Apocolypse Now Poster
- The Talented Mr. Ripley Book Cover
- Who’s Afraid of Virginia Woolf? Poster

Lesson Plan Template

Date: Teacher’s Name: Colin X. Sweeney

Subject: English Grade level: 12th

Learning Segment Title:
Length of each lesson:

Central Focus:

Essential Question(s): Which of the devices of point of view and perspective do you find most engaging?

Learning Standards: English Reading Standard 6 Grades 11-12

Lesson Topic:

Outcomes
Students will: Be able to distinguish between
these devices, why they are used, and determine
which of them they find most engaging and why.
Assessments
Write a few paragraphs about which device they
find most engaging, why it is engaging, how you
identified it, what it functions for, and why an
author would choose to use it.

Procedure:
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge

Initial Phase Direct Instruction

5. Very brief refresh of the elements we looked at (irony, satire, aesthetics/presentation,
understatements)
Middle Phase
13. Guided Practice
a. Talk about the difference between what is said/shown and what is meant. Why do
authors use these devices? How do they affect the text?

14. Independent Practice

a. Students will work independently on their writing assignment. The assignment is to
determine which device they find most engaging and why it is engaging. They will also
explain the functionality of the device, and why an author would choose to use that
device.

Concluding Phase
15. Closure/Summary
a. Walk around the room offering to help students who need help. Talk to each student to
see which device they would like to write about and what they are going to say in their
writing.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
The writing assignment is for homework, unless it is finished in class, which is unlikely given the
time constraints.

Materials: (items, technology, etc.)

- Segment Summary Powerpoint Presentation
- Formal Writing Assignment Sheet

Resources: (reference any “borrowed” materials)