Lesson Plan for Unit 6 - Realism
Grade: 11 | Content Area: English Language Arts | Course Name: American Literature |
Lesson 1 -Benchmark(s):
11.4.3.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Lesson | Duration | Learning Target(s) | Essential Question(s) | Resources |
1.1 | 1-2 days | I can locate information around a specified concept and summarize its basic elements/tenets. I can explain how Americans shifted from Transcendentalism to Realism in their thinking and being. | How did the author’s choices impact the value of the messages in the text? | |
1.2 | 1-2 days | I can assess the value of Realist writers and poets, based on the definition of Realism. | How did the author’s choices impact the value of the messages in the text? |
Lesson 2 -Benchmark(s):
11.4.2/11.5.2 - 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.
11.4.3 - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
11.5.1 - 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.
Lesson | Duration | Learning Target(s) | Essential Question(s) | Resources |
2.1 | 2-3 days | I can use a novel’s first chapter to identify a central theme. | How can a novel’s first chapter depict a central theme in the piece, then develop over the course of the text? | |
2.2 | 1-2 days | I can show how an author appeals to the reader’s logic and emotions over time in a text. I can cite meaningful text using MLA style. | When making claims about a theme in a story, what are the benefits of citing textual evidence? How did the author’s choices impact the value of the messages in the text? |
Lesson 3 -Benchmark(s):
11.4.9 - Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including American Indian and other diverse cultures’ texts and how two or more texts from the same period treat similar themes or topics.
11.9.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively.
Lesson | Duration | Learning Target(s) | Essential Question(s) | Resources |
3.1 | 2-3 days | I can use literature to gain perspectives on a given issue/topic. I can gain perspectives on a given issue/topic by discussing with others. | How do different authors with different perspectives treat similar themes or issues? How might discussions with other students or the teacher add meaning to the concepts being learned? |
Lesson 4 -Benchmark(s):
11.4.10 By the end of grade 11, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Lesson | Duration | Learning Target(s) | Essential Question(s) | Resources |
4.1 | 1-2 days | I can compare current periodical articles with literature and validate both. | How does studying complex texts benefit the reader versus someone who reads simple texts? |
Lesson 5 -Benchmark(s):
STE Standard:
Creativity and Innovation - Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology.
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression
Lesson | Duration | Learning Target(s) | Essential Question(s) | Resources |
5.1 | 3-4 days | I can create a digital presentation. | How does technology enhance the process of thinking, learning and creating? |
Lesson 6 -Benchmark(s):
11.9.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively.
ISTE Standard:
Digital Citizenship - Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Lesson | Duration | Learning Target(s) | Essential Question(s) | Resources |
6.1 | 1-2 days | I can appraise the impact technology makes on the levels of thinking and learning. I can discuss issues people and society face as a result of using technology. I can find laws and ethics related to internet usage and analyze how they affect students. | How might discussions with other students or the teacher add meaning to the concepts being learned? How does technology enhance the process of thinking, learning and creating? What are some issues that people and societies face as a result of using technology? In what ways do laws and ethics around internet usage affect students? |