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.11-12.5 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.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
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)
|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