American Lit: Identifying the Elements of Satire

Standard: ELAGSE11-12RL1 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.

Learning Target: I can identify the elements of satire and analyze how a satirist uses humor to develop a position.

Opening Session: Let’s preview what satire is! This is a clip from the Colbert Report from 2014 about the introduction of the Apple Watch.

Work Session: Today we’re reading an article called “Let’s Hear It for the Cheerleaders.” You guys are going to read this article independently and then complete the chart and the quickwrite on page 272. You do NOT need to do the Second Read questions.

After that, we will do the “Determine the meaning of unknown words” section on page 273 together. This is all about using context clues and patterns of word changes to determine the definition of a word you’re unfamiliar with. These are really good skills to have, especially for test taking!

Closing Session: Do the “Check Your Understanding” on page 273 on the sticky note I give you and stick it to the board when you’re done!

Assessment: Informal (Book check)

Differentiation: Process (Scaffolding)


American Lit: Fallacies 101

Standard: ELAGSE11-12RI6 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.

Learning Target: I can identify fallacious logic, appeals, and rhetoric in sample texts.

Opening Session: Fallacies matching game! Match the name of the fallacies with the definitions using the cards I give each group!

Work Session: Fallacy Face Off! Following the directions in your book on page 259, we are going to have a mock debate. We will choose the issue as a class and your group will have ten minutes to prepare your argument. But here’s the catch… your group will use a specific fallacious appeal to argue your side! None of that silly “logic” stuff need apply in this debate, people! It’s all fallacy, all day long!

Closing Session: Reflect on our Fallacy Face Off. Which argument was most convincing? Would logic have been more convincing? Why or why not?

Assessment: Informal (class discussion)

Differentiation: Process (Scaffolding)


World Lit: The Art of Objectivity

Standard: ELAGSE9-10SL2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Learning Target: I can write and revise an effective, objective summary.

Opening Session: Let’s finish The 11th Hour from yesterday! We should have just a few minutes left.

Work Session: Flip in your books to page 407 and let’s talk summary! We’re going to briefly discuss the Looking For Evidence section on page 407, then turn over to 408 and I would like each of you to complete the chart. Afterwards, you will share with a peer. Finally, we will do the Explanatory Writing Prompt on page 409 to summarize the movie we just watched.

Closing Session: Share out! What did you think of the movie? Did it change your opinion on climate change?

Assessment: Informal (book check of summary)

Differentiation: Process (Scaffolding)


American Lit: Reading and Writing a Letter to the Editor

Standard: ELAGSE11-12RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

Learning Target: I can evaluate the effectiveness of multiple editorial letters based on criteria.

Opening Session: Let’s go over the “How to Write a Letter to the Editor” list on page 253 in your book!

Work Session: Today we’re going to read an article called “Why I Hate Cell Phones,” which is a letter to the editor of a newspaper. As you read, consider the tone of the writing and why the author feels the way she does.

When we finish reading, you guys will have the rest of class to compose your own letter to an editor in which you go against Sara’s position in “Why I Hate Cell Phones.”

Closing Session: I’ll take 3 volunteers to share their letters!

Assessment: Informal (book check)

Differentiation: Process (Scaffolding)


World Lit: The 11th Hour

Standard: ELAGSE9-10SL2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Learning Target: I can analyze how a documentary establishes point of view and ethos.

Opening Session: Today we’re going to be watching a movie! This is called The 11th Hour and it is about climate change. I know you have probably heard a lot about this topic, so for our Opening Session today, why don’t we share out some of what we know and think about global warming?

Work Session: Let’s watch the movie!

Closing Session: Summarize briefly what we saw today, and we will finish this tomorrow!

Assessment: Informal (closing summary)

Differentiation: Learning Style (visual, auditory)

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