LESSON TEMPLATE

Teacher: Kistner Date(s):

Content: AP Language & Composition

Unit Title: Rhetoric Analysis: Civil

Disobedience by Henry David Thoreau

Focus of the Day: Review terms discovered

in Civil Disobedience

SOL/Competency:
Rhetoric Devices: logos, pathos, ethos

Essential Skills: TLW examine Civil

Disobedience text to discuss rhetorical
devices used.
Vocabulary (What new vocabulary will be

Materials Needed: Promethean board, COW,

notebook, Civil Disobedience
Essential Question of the Day:

introduced during this lesson?): rhetoric devices:

syntax, logos, pathos, ethos, asyndeton, polysyndeton,
flippant, objective, allusive, condescending
How do I analyze Civil Disobedience for rhetorical devices? How do I

examine the effectiveness of the devices?

Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW complete
editing exercise with SOL questions.
Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
Teacher will monitor students while they lead the discussion concerning rhetorical devices used within Civil
Disobedience.

Blooms Taxonomy Used: Remembering

Understanding
(List the questions being asked of students according to Blooms taxonomy?)

Applying

Analyzing

Evaluating

Creating

1. How do I analyze rhetoric devices?

2. How do I make connections between democracy and Thoreaus POV?
3.

Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used; make sure there is evidence within
and throughout instruction.)
Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min: 1. Teacher will guide students through
student- led discussion. 2. Teacher will guide students in analyzing the purpose or effect of rhetorical devices.

Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)
15-20 min Teacher will guide students through student- led discussion on Civil Disobedience.
Check for Understanding (How will you know that students are learning the concept or skill?): Teacher will
monitor students through discussion.

Independent Practice (What will students do to independently practice the concept or skill?) TLW work
individually to answer his/her assigned discussion questions/device.
Closure- How will the lesson be summarized?) TLW share his/her responses.

Evaluation/Assessment (How will you measure the students success?) TLW be evaluated on his/her ability to
effectively lead class discussion.

Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?) Students will work in cooperative learning groups to aid each other.
Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)

LESSON TEMPLATE
Teacher: Kistner Date(s):

Content: AP Language & Composition

Unit Title: Rhetoric Analysis: Civil

Disobedience

Focus of the Day: Civil Disobedience AP

Practice Test

SOL/Competency:
Rhetoric Devices- AP Practice Test

Essential Skills: TLW review rhetorical

devices. TLW complete AP Practice test
concerning Civil Disobedience
Vocabulary (What new vocabulary will be

Materials Needed: Promethean board, COW,

Civil Disobedience
Essential Question of the Day:

introduced during this lesson?): rhetoric devices:

syntax, logos, pathos, ethos, asyndeton, polysyndeton,
flippant, objective, allusive, condescending
How do I apply classroom discussion to the AP Exam questions?

Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW complete
editing exercise with SOL questions.

Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
Teacher will monitor students while taking the AP Practice Test concerning Civil Disobedience.

Blooms Taxonomy Used: Remembering

Understanding
Applying
Analyzing
Evaluating Creating
(List the questions being asked of students according to Blooms taxonomy?)
1. How do I critically read to discover rhetoric devices?
2. How do I interpret the importance of the rhetoric devices used in Civil Disobedience to complete a AP Practice test?
3.
4.

Click here to enter text.

6. Click here to enter text.
Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used; make sure there is evidence within
5.

and throughout instruction.)

Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min: Teacher will monitor students while
taking the AP Practice Test concerning Civil Disobedience.
Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)
15-20 min Teacher will monitor students while taking the AP Practice Test concerning Civil Disobedience.
Check for Understanding (How will you know that students are learning the concept or skill?): Teacher will
monitor students while taking the AP Practice Test concerning Civil Disobedience.
Independent Practice (What will students do to independently practice the concept or skill?) TLW complete
the AP Practice Test concerning Civil Disobedience.
Closure- How will the lesson be summarized?) TLW Complete the AP Practice test concerning Civil Disobedience.

Evaluation/Assessment (How will you measure the students success?) TLW be evaluated on ability to
examine reading to evaluate the language used.

Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?)
Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)

LESSON TEMPLATE
Teacher: Kistner Date(s):

-13/2015

Unit Title: Transcendentalism: Walt Whitman

SOL/Competency:
Rhetoric Devices/persuasive writing
Materials Needed: Promethean board, COW,
notebook, Battle of Bull Run, 1861

Content: AP Language & Composition

Focus of the Day: Walt Whitman Battle

of Bull Run ,1861
Essential Skills: TLW examine Battle of
Bull Run, 1861 for rhetoric devices and
examine language used throughout the
account.
Vocabulary (What new vocabulary will be

introduced during this lesson?): rhetoric

devices: asyndeton, polysyndeton and syntax, ethos,
pathos, logos, anaphora,
Essential Question of the Day: How do I critically read Battle of Bull Run, 1861 determine rhetoric
devices? How do I critically analyze the writing to compare/contrast it with other accounts of the battle?

Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW complete
editing exercise with SOL questions.

Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
Teacher will work with students to define necessary terms before reading Incidents in the of Life of a Slave Girl.

Blooms Taxonomy Used: Remembering

Understanding
Applying
Analyzing
(List the questions being asked of students according to Blooms taxonomy?)
1. How do I critically read Battle of Bull Run, 1861 determine rhetoric devices?

Evaluating

Creating

2. How do I critically analyze the writing to compare/contrast it with other accounts of the battle ?

Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used; make sure there is evidence within
and throughout instruction.)
Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min: 1. Teacher will guide students through
discussion of previous knowledge of Civil War and Battle of Bull Run.

Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)
15-20 min Teacher will guide students through understanding important events. Teacher will guide students through
reading Battle of Bull Run, 1861.
Check for Understanding (How will you know that students are learning the concept or skill?): Teacher will
monitor students through guided instruction.

Independent Practice (What will students do to independently practice the concept or skill?) TLW work with a
partner to research the Battle of Bull Run. TLW work as a class for a discussion on the events that occurred.

Closure- How will the lesson be summarized?) TLW share his/her findings in reading.
Evaluation/Assessment (How will you measure the students success?) TLW be evaluated on ability to
examine reading to evaluate the language used.
Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?) Students will work in cooperative learning groups to aid each other.
Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)