Backwards-design Lesson Plan Template (sample)
Backwards-Design Lesson Plan: English 4A British Literature – Dystopia Unit
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.12.2C 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 presented in works of dystopian literature as revealed by the underlying motivations and behaviors of the |
|characters and setting. |
|ELA.12.13B structure ideas in a critical/analytical way (e.g., using outlines, note taking, graphic organizers, lists) and develop original works (a |
|dystopian society) that illustrate rhetorical devices to convey meaning. |
|ELA.12.26 Listening and Speaking/Teamwork. Students work productively with others in teams to create a dystopian society. 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 toward goals, asking relevant and insightful questions, tolerating a range of positions 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 1984, Brave |
|devices. |New World, “Harrison Bergeron” and Macbeth |
|See the world through realistic lens; compare fate vs. free-will |Is the outcome of characters’ lives determined by fate, free will, or a|
|Understand literary techniques |combination of the two? |
|Become confident in their abilities to locate literary devices found in | |
|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 1984, Brave New World, “Harrison Bergeron”, and Macbeth |
|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 literature | |
|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 | |
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|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 literature: 1984, Brave New World, “Harrison Bergeron”, and |
|Macbeth |
|Identify and analyze the effects of figurative language, sensory language, and diction throughout the works 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: |
|10/13 |10/14 |10/15-16 |10/17 |
|Archetype Unit EXAM |Dystopian Unit |1984 Excerpts |Vocabulary 6 |
|(Major) |Introduction |Open-ended questions for Socratic |(spelling, part of speech, definition, antonym, |
|Completion of Archetype Unit in|(Handout) |discussion |write varied sentence structures using context |
|1st six weeks | |(Handouts) |clues) |
| | | | |
|Monday: |Tuesday: |Wednesday/Thursday: |Friday: |
|10/20 |10/21 |10/22-23 |10/24 |
|Work in teams to create |Work in teams to complete |Present team created dystopian society |Vocabulary 7 |
|dystopian society and design a |dystopian society and |(Major) |(spelling, part of speech, definition, antonym, |
|propaganda poster |propaganda poster |(Handouts) |write varied sentence structures using context |
|(Handouts) |(Handouts) | |clues) |
| | |1984 Excerpt 2 | |
|Assign 2 Minute Hate Photo | |Open-ended questions for Socratic |Assign - Doublethink |
|assignment | |discussion (Handouts) | |
|Monday: |Tuesday: |Wednesday/Thursday: |Friday: |
|10/27 |10/28 |10/29-30 |10/31 |
|Present Doublethink |“Harrison Bergeron” Short |“Harrison Bergeron” Short-Story and |Vocabulary 8 |
| |Story and Open-ended |Open-ended questions |(spelling, part of speech, definition, antonym, |
|2 Minute Hate Video and Journal|questions |(Major) |write varied sentence structures using context |
|Exercise |(Major) | |clues) |
| | | | |
| | | |TURN IN WRITING ASSESSMENT (Major) |
|Monday: |Tuesday: |Wednesday/Thursday: |Friday: |
|11/3 |11/4 |11/5-6 |11/7 |
|Discuss “Harrison Bergeron” |Introduction to |Macbeth Act I |Vocabulary 9 |
|Open-Ended questions |Shakespeare and “The |Discussion questions |(spelling, part of speech, definition, antonym, |
| |Scottish play” (Macbeth) |(Lit. book & handouts) |write varied sentence structures using context |
|2081 presentation | | |clues) |
| | | | |
|Monday: |Tuesday: |Wednesday/Thursday: |Friday: |
|11/10 |11/11 |11/12-13 |11/14 |
|Macbeth Act II |Macbeth Act II |TUTS special presentation – Macbeth |Vocabulary 10 |
|Discussion Questions |Discussion Questions |(Drama Component) |(spelling, part of speech, definition, antonym, |
|(Lit. book & handouts) |(Lit. book & handouts) | |write varied sentence structures using context |
| | | |clues) |
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