Backwards-design Lesson Plan Template (sample)



Backwards-Design Lesson Plan: AP Literature – 4th Six Weeks – Spr14 – HALL – N130

|Stage 1 – Desired Results |

|Content Standard(s): |

|The students will… |

|ELA.12.1B analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings. |

|ELA.12.1C analyze poetic context to distinguish between denotative and connotative meanings of words. |

|ELA.12.2C relate the characters, setting, and theme of a literary work to the historical social, and economic ideas of its time. |

|ELA.12.5B analyze the moral dilemmas and quandaries presented in poetry and works of literature as revealed by the underlying motivations and |

|behaviors of the characters, setting. |

|ELA.12.13B structure ideas in a critical/analytical way (e.g., using outlines, note taking, graphic organizers, lists) and develop original works |

|(poetry and stories) that illustrate rhetorical devices to convey meaning. |

|ELA.12.14A write an engaging poem and a story with a well-developed conflict and resolution, a clear theme, complex and non-stereotypical characters, |

|a range of literary strategies (e.g., dialogue, suspense), devices to enhance the plot, and sensory details that define the mood or tone. |

|ELA.12.15D produce a multimedia presentation with graphics, images, and sound that appeals to a specific audience and synthesizes information from |

|multiple points of view. |

|ELA.12.26 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with |

|greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team |

|towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of |

|the group based on agreed-upon criteria. |

|Understanding (s)/goals |Essential Question(s) : |

|Students will: |What are the implications of psychological insights into the |

|Become more confident in their abilities to locate literary and rhetorical |characters? (character analysis) |

|devices in literature and analyze the effects created through the use of these|How are psychological insights especially demonstrated in Angela’s |

|devices. |Ashes? |

|See the world through realistic lens; compare fate vs. free-will |Is the outcome of characters’ lives determined by fate, free will, or |

|Become confident in their abilities to locate literary devices found in |a combination of the two? |

|literature and explain the effects created through the use of these devices. | |

|Student objectives (outcomes): |

|Students will be able to: |

|Analyze plot structure, conflict, characterization, theme, tone, mood, setting, and historical connection |

|Make complex inferences regarding the texts they read and provide textual evidence to support their theses |

|Determine class distinctions as illustrated in short stories |

|Analyze poetry |

|Stage 2 – Assessment Evidence |

|Performance Task(s): |Other Evidence: |

|Students will see the parallels between life and literature as we move between|Application of literary terms and rhetorical devices |

|the characters and the students’ lives |Vocabulary (connotative and denotative) in context |

|Students will analyze the use of sensory language and explain what effect this|Open-ended responses |

|has on the tone. |Unit examination |

|Students will analyze literary elements such as foreshadowing and symbolism to| |

|anticipate future events in the novel | |

|Students will make complex inferences and support with textual evidence. | |

|Students will examine use of literary/rhetorical devices and the effect they | |

|have on the reader | |

| | |

| | |

|Stage 3 – Learning Plan |

|Learning Activities: |

|Participate in Socratic discussion including elements of characterization, plot development, effective use of rhetorical and literary devices, |

|historical environments that impact the cause/effect relationships developed in the novels |

|Identify and analyze the effects of figurative language, sensory language, and diction throughout the novels and compare/contrast the use of these |

|rhetorical/literary devices within the literature |

|Note: Assignments and Due Dates are subject to change depending on student progress/needs |

|Monday: |Tuesday: |Wednesday: |Thursday: |Friday: |

|2/17 |2/18 |2/19 |2/20 |2/21 |

|Angela’s Ashes |Angela’s Ashes |AA Socratic Discussion |AA Socratic Discussion |Vocabulary XII |

|Ch 5-9 Essay TEST |Ch 10-14 |Ch 10-14 |Ch 10-14 |(spelling, part of speech, |

| |Discussion questions due. | | |definition, antonym, write |

| | | | |varied sentence structures |

| |Discuss “…Shalott” | | |using context clues) |

| |essay excerpts | | | |

|Monday: |Tuesday: |Wednesday: |Thursday: |Friday: |

|2/24 |2/25 |2/26 |2/27 |2/28 |

|AA |Angela’s Ashes |AA |AA |Vocabulary XIII |

|Ch 10-14 Essay TEST |Ch 15-18 |Socratic Discussion |Socratic Discussion |(spelling, part of speech, |

| |Discussion questions due |Ch 15-18 |Ch 15-18 |definition, antonym, write |

| | | | |varied sentence structures |

| | | | |using context clues) |

|Monday: |Tuesday: |Wednesday: |Thursday: |Friday: |

|3/3 |3/4 |3/5 |3/6 |3/7 |

|AA timed essay (50%) of major |Review AA for major |AA objective TEST (50% of major |AA objective TEST (50% of |Vocabulary XIV |

|grade for completion of AA |objective TEST |grade – essay completed on Monday) |major grade – essay |(spelling, part of speech, |

| | | |completed on Monday) |definition, antonym, write |

| | | | |varied sentence structures |

| | | | |using context clues) |

|Monday: |Tuesday: |Wednesday: |Thursday: |Friday: |

|3/10 |3/11 |3/12 |3/13 |3/14 |

|AP essay strategies: practice |Complete class essay |AP timed writing: two essays from |AP timed writing: two |Vocabulary XV |

|writing an essay together in | |College Board; one prose selection |essays from College Board; |(spelling, part of speech, |

|class | |and one open-ended prompt |one prose selection and one|definition, antonym, write |

| | | |open-ended prompt |varied sentence structures |

| | | | |using context clues) |

|Monday: |Tuesday: |Wednesday: |Thursday: |Friday: |

|3/17 |3/18 |3/19 |3/20 |3/21 |

| | | | | |

|SPRUNG BREAK |SPRUNG BREAK |SPRUNG BREAK |SPRUNG BREAK |SPRUNG BREAK |

|Monday: |Tuesday: |Wednesday: |Thursday: |Friday: |

|3/24 |3/25 |3/26 |3/27 |3/28 |

|Review essays from block day |AP multiple choice |AP multiple choice practice test: |AP multiple choice practice|Vocabulary XVI |

|3/13-13 |strategies for prose and |one prose selection and one poetry |test: one prose selection |(spelling, part of speech, |

| |poetry |selection |and one poetry selection |definition, antonym, write |

| | | | |varied sentence structures |

| | | | |using context clues) |

| | | | | |

|Monday: |Tuesday: |Wednesday: |Thursday: |Friday: |

|3/31 |4/1 |4/2 |4/3 |4/4 |

|Review objective test results |Work in groups to practice|Work in groups to master multiple |Work in groups to master |Vocabulary XVII |

|and missed questions |poetry multiple choice |choice strategies for prose and |multiple choice strategies |(spelling, part of speech, |

| |objective questions |poetry selections |for prose and poetry |definition, antonym, write |

| | | |selections |varied sentence structures |

| | | | |using context clues) |

| | | | | |

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