Lesson Plan Block 9


Block 9 (One or two lesson plans)
Learning Targets: Students will be able to:

·      Respond to a long literary text, citing evidence from the novel that supports conclusions drawn from details.

·      Analyze a long literary text and for both denotative and connotative meanings.   Analyze the impact of the author’s textual choices in creating an overall effect.

·      Consider social issues raised by people’s perceptions of disability.

·      Generate compelling, well-supported interpretations of the overall meaning of a novel.

Common Core Standards Alignment: CCSS.ELA-LITERACY.RL.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.


Determine two or more themes or 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 produce a complex account; provide an objective summary of the text.


Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)


Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.


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).


Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.


Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.


Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.


Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.


Provide a concluding statement or section that follows from and supports the argument presented.


Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.




Writing prompt:

·      What was your overall reaction to the novel, especially to the ending? Would you have written the same ending for Karen’s character?

·      Have the students turn and share their prompts with the person next to them.

Scaffolded learning activities: INSTRUCTION FOR PAPER

·      If you have not already done so, distribute assignment sheets for the literary analysis paper.

·      Depending on the placement of this unit (and therefore, how much writing instruction students have had this year), you may need to spend time explaining the genre of literary analysis, going through the steps of the writing process, modeling, providing samples of effective literary analysis papers to analyze, etc.


·      Assemble students into small groups. You can do this in whatever way works best for your class–numbering students off, having them choose their own groups, having them work with whomever is in closest proximity, etc.

·      Small groups work together to create posters visually depicting the book’s 1) themes, 2) characters, 3) settings 4) plot points, 5) imagery and language. You can assign topics or have groups choose as you see fit.

·      Each poster should have 1) claims the students make about their topic, 2) evidence from the text (at least 3 clipped quotes) that supports the claims, 3) connection from the topic to the meaning of the work as a whole. The poster should visually organize the information in some way. You may want to demonstrate this using another text as a model.

·      Each group presents the poster and then they go up on the walls; students view them as a gallery. This gallery will hopefully act a springboard for great ideas for their papers. Encourage them to copy down in notebooks ideas they find interesting or that spark more ideas.

Independent application: First draft of literary analysis paper.
Materials: Journals for students. Posters and markers.
Accessibility: ·      For mobility-impaired students, there will be issues of access in regard to the “gallery walk” to view student-created posters. Consider allowing students to take pictures with their phones as each group is presenting the posters, and then giving them the option of either taking notes from their phones or walking around the room.

·      The paper itself may present issues of access for students with learning disabilities.   An alternative would be to have students propose to you an idea for a project related to responding to the text (such as a creative, multimodal project). While this would undoubtedly be more complicated for you to grade, it would include a wider range of learning styles. On the other hand, if teaching academic writing is one of the main objectives of your class, providing enough student support through writing labs, tutors, aides, and feedback will be important.


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