Lesson 14

Name of Lesson/Unit: _Nonfiction______________________________________________________________________________________
Grade Level:________10th______________ Subject: ___________English_______________
Standard(s)
CCSS in Unit 2:
Prepared By:_________N. Galasahw_________________________
Essential Question(s) Relevant to the overall unit goals:
RL.10
RI.10.1, RI.10.2, RI.10.3, RI.10.4, RI.10.5, RI.10.6, RI.10.7, RI.10.8, RI.10.9, RI.10.10

What gives an event meaning in our lives?

What do we believe in and why?
W.10.1a-e, W.10.2a-f, W.10.3a-e, W.10.4, W.10.5, W.10.6, W.10.7, W.10.8,
W.10.9a-b, W.10.10
The Student will be able to:
SL.10.1a-d, SL.10.2, SL.10.3
Analyze form and style in nonfiction works, including personal essays,
autobiographies, biographies, memoirs, speeches, editorials,
and magazine and
newspaper articles.
L.10a-b, L.10.2a-c, L.10.3, L.10.4a, L.10.5a-b, L.10.6
•
Analyze elements of style such as mood, imagery, diction, tone, figurative
language, and sentence structure.
•
Use reading strategies such as evaluating word choice, identifying writer’s
purpose, writer’s perspectives, and identifying cause and effect to monitor reading
comprehension.
•
Analyze elements of persuasion including emotional appeal (anecdotes
and loaded words), logical appeal, and rhetorical devices (figurative language and
parallel structure) to discuss the effectiveness of an argument.
** Lesson Plans are subject to change at instructor’s discretion to accommodate student learning, comprehension, and the need for remediation.**
Date
Objective (s)
Instructional Strategies
Independent Practice
Summary/Closure
Assessment
Monday
Nonfiction Unit: Concept review:
Students will review Nonfiction
vocabulary through unit skill builder.
Students will delineate the rudiments of
nonfiction vocabulary in context with
informational texts.
Students will review The Art of
Persuasive Writing. Focus: Argument
Students will utilize the Cornell Note
Template to evaluate the components of
argument by comparing and contrasting
opposing views of varied authors.
Explicit Instruction
Mini-Lecture
Guided Practice
Independent Study
ETV Streamline video
Students will delineate
the factors involved in
the development of a
good sound argument.
Students will organize
notes on persuasion.
Whole group
Discussion
Teacher generated
questions to garner
clarity and level of
understanding.
Teacher Observation
Teacher generated
questions.
Cornell Notes
Q&A
Review Unit Vocabulary
H.W. Students will create
written responses to the
following: #1-6 p. 615
Students will create a
paragraphed response to
the What Do You Think
Now? Statement p. 615
Eng II Honors; Students will read:
“Target Real Violence, Not Video Games
and “Harmless Fun?” pp. 608-614
Eng II Honors: #10-13 p.
467
Paragraphed Response p.
467
Tuesday
Nonfiction Unit
Concept review: Unit Vocabulary and the
rudiments of Debating.
Students will view: The Autobiography of
Greg Gants
Students will complete Cornell Notes
highlighting key factors, components of
the plot.
Students will utilize information gathered
from the film and their notes on
persuasive arguments to develop a
persuasive argument rebutting the
factors on opposing views presented in
the film
Eng II Honors: View: Analyzing an
Argument: Video Games and Violence.
Students will create written responses to
reflect their understanding of content
presented by the film.
Students will develop a thesis statement
to reflect their perspective on the issue.
Students will justify their statement with
a well-constructed paragraph.
Explicit Instruction
Mini-Lecture
Guided Practice
Independent Study
ETV Streamline video
Students will take
notes from the video
to highlight key
factors and
components of a wellstructured argument.
Whole group
Discussion
Teacher generated
questions to garner
clarity and level of
understanding
Teacher Observation
Teacher generated
questions.
Cornell Notes
Q&A
Review Unit Vocabulary
Students will reflect on
the processes of debate.
Students will complete
persuasive writing
assignments to reflect
understanding of
content.
Eng II Honors: #7 p. 519.
And the What Do You
Think Now? Statement p.
519 paragraphed
response.
Wednesday
Nonfiction Unit: Concept review:
Students will review Nonfiction
vocabulary through the use of teacher
generated questionnaire.
Students will create written responses to
reflect their understanding of content
presented by the film.
Students will develop a thesis statement
to reflect their perspective on the issue.
Students will justify their statements.
Students will conduct research to
support the affirmative/negative side of
a controversial issue.
Explicit Instruction
Mini-Lecture
Guided Practice
Independent Study
ETV Streamline video
Students will
complete written
responses.
Whole group
Discussion
Teacher generated
questions to garner
clarity and level of
understanding
Teacher Observation
Teacher generated
questions.
Cornell Notes
Q&A
Review Unit Vocabulary
H.W
Writing assignment
Eng II Honors: H.W. #9 p.
493
Paragraphed Response p.
493
Eng II Honors: Students will watch the
Great debaters.
Students will delineate the components
of the debate.
Students will create written responses
justifying the art of debating.
Thursday
Nonfiction Unit: Concept review:
Students will review Nonfiction
vocabulary through the use of teacher
generated questionnaire.
Students will conduct research to
support the affirmative/negative side of
a controversial issue.
Explicit Instruction
Mini-Lecture
Guided Practice
Independent Study
ETV Streamline video
(content specific)
Whole group
Discussion
Teacher generated
questions to garner
clarity and level of
understanding
Teacher Observation
Teacher generated
questions.
Cornell Notes
Q&A
Review Unit Vocabulary
Explicit Instruction
Mini-Lecture
Guided Practice
Independent Study
Video
Whole group
Discussion
Teacher generated
questions to garner
clarity and level of
understanding
Teacher Observation
Teacher generated
questions.
Cornell Notes
Q&A
Review Unit Vocabulary
Eng II Honors: Students will complete the
Great debaters.
Students will delineate the components
of the debate.
Students will create written responses
justifying the art of debating.
Friday
Nonfiction Unit: Concept review:
Students will review Nonfiction
vocabulary through the use of teacher
generated questionnaire.
Students will complete Journal
Assignment

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