Restoration Era

Lesson Plan Title: Restoration

Subject/Grade:  H. English IV
Developed by: Kimberly Livaudais
JCS Unit Plan Name: Restoration
Pacing: 3 weeks
CCSS  Standard(s): CCSS.ELA-Literacy.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

 

CCSS.ELA-Literacy.RI.11-12.2
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

 

CCSS.ELA-Literacy.RI.11-12.5 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.

 

CCSS.ELA-Literacy.RI.11-12.6
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

 

CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

 

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

 

W 12.1:  Write arguments to support claims in an analysis or substantive topics or texts using valid reasoning and relative, sufficient evidence.

 

Timeline of Implementation:

Day 1 Restoration Introduction Restoration Era
Day 2-3 Onion Jigsaw 
Day 4 Elegy in a GraveyardHW: Write your own elegy

 

Day 5-7 Begin Watching Gulliver’s Travels

Gulliver’s Travels

Begin Writing Satirical Arguments

 

Day 8 Restoration Common AssessmentWork on satirical argument
Day 9 Present satirical argument 
Materials and Resources (include digital resources):    English IV textbook, access to the Internet and powerpoint, Gulliver’s Travels
Essential Question(s): (Big ideas written as questions… should be written as open ended to allow for in depth exploration)

  1. How do authors use irony to create satire?
  2. How do authors use satire to create change?
  3. How do authors convey a main idea?

 

Activating Prior Knowledge: (What do students need to know for success and for understanding?)Review of satire and the Restoration era

 

 

Teacher Input (TIP):  (What are the main concepts that will be explicitly taught by the teacher?  Include details in the timeline)Day One – Teacher will give background on satire and the Restoration era

Day Two-Three – The teacher will give copies of Onion articles and regular news articles and facilitate a jigsaw activity using these articles

Day Four – The teacher will define and review the conventions of an elegy.  The teacher will oversee students as they read “Elegy in a Graveyard” and analyze for meaning

Day Five-Seven – The teacher will facilitate the watching of Gulliver’s Travels, stopping the movie for checks on comprehension and explanation of satire; the teacher will assign a writing assignment on satirical arguments

Day Eight-Nine – The teacher will assist students and answer questions as they work on their satirical arguments.

Literary Text Considerations:  Gulliver’s Travels

“Elegy in a Graveyard”

Informational Text Considerations: Onion articles
Language/Grammar Focus:Irony and satire
Language/Academic Vocabulary: SAT words
Speaking & Listening:Analyze presentation of satirical arguments
Writing: Writing a satirical argument using powerpoint and research
Evidence of Success/Closure/Assessment: Restoration Common Assessment

 

 

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