PLANNING FOR THE LESSON – 3 days

Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE 1

CCSS.ELA-LITERACY.RI.11-12.7

Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

CCSS.ELA-LITERACY.RI.11-12.10
By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Lesson Objective:  What do you want students to know and be able to do?

Students will be able to recognize major concepts Realism.

Students will be able to synthesize information from various sources to make a cohesive argument

Assessment: Formal and Informal Assessment.  

• What evidence will the students produce to show they have met the learning objective?

Formal Assessments (Identify Receptive or Productive?):

Research graphic organizer

ACE Short Constructed Responses

Discussion Posts

Informal Assessments (Identify Receptive or Productive?):

Clarifying questions

Whole class and individual oral checks for understanding

• What modifications of the above assessments will you use for language learners and/or special needs?

Using historical websites targeting younger students simplifies the historical ideas and provides a visual aid to support understanding outside of language.

Providing the concept and terms related to realism and research in a PowerPoint with visuals helps EL learners and students with special needs because they can see the terms written out with a visual depiction and then copy the term.

Supporting students one-on-one during independent work.

Prerequisite skills and knowledge and experiential backgrounds.  TPE 8

• Skills/knowledge/experiential backgrounds 

The concepts in this unit build off and add to the Romanticism concepts the students have just learned in the previous unit  

• Pre-assessment strategy   How will you access and activate students’ prior knowledge?

Using a video clip with a plot line that will allow students to understand the relationship between journalism and writing.

• Academic Language

Vocabulary:

      Other Text Structures, organizational, stylistic, or grammatical features that will be explicitly taught:

• ACE writing structure (continued)

Equity 

• How will ALL learners engage? (varying academic and cultural backgrounds , language levels, academic language)

The research graphic organizer supports all students in organizing new information in a way that makes it accessible.

All students learned a few of the terms in the Romantic period, which will be reviewed while shifting into Realism.

Using a video  engages all students because it simplifies concepts and provides a visual aid.

Discussion thread gives students the opportunity to learn and borrow ideas from one another.

Time

50 min

Teacher

Students

Lesson Resources/

Materials

15

INTRODUCTION

Introduce realism and features of the literary movement.

Essential Question:

What did Chinese immigrants experience in American during the 19^th century?

Will take notes on the features of Realism.

10

Watching Video Clip

How did Jacob Riis influence society through his photo journalism in the 19^th century?

Continue taking notes

https://www.youtube.com/watch?v=GHP7BirqBPQ

15

ACE WRITING ACTIVITY

Assign partners (Kagan pairings)

Circulate during ACE short constructed response writing

Work in assigned partners to  complete ACE (short constructed response)

Turn in when completed

ACE poster

10

WEB SEARCH ACTIVITY

Have students independently go to the website link on schoology (Chinese immigrants and the transcontinental railroad) and find 1 article/ short text/ art/ etc. that they believe depicts the lives of Chinese immigrants

HOMEWORK DISCUSSION THREAD

Prompt: Post the example you chose and explain what you believe it depicts about the Chinese immigrant experience.

Respond to 1 other post (ask a question/ agree/clarify/ expand)

Students go to website link on schoology

Students post on discussion board for homework

Time

35 min

Teacher

Students

Lesson Resources/

Materials

15

Have 3 students share out ACE responses from previous day and then have 3 students share out examples posted on discussion thread:

Based on these examples, help the class explore the different aspect of Chinese immigration experiences together.

Share out ACE

Share out postmodern examples

Write a summary of immigration experiences

Schoology discussion thread projected

20

Go over new concepts for research using PowerPoint with visuals

(i.e. Synthesis, primary/secondary sources, etc.)

Have students copy down terms in graphic organizer

Copy down terms in literary device organizer on google docs/ ask questions to clarify meaning

Ppt

Google doc (lit device terms)

Time

80 min

Teacher

Students

Lesson Resources/

Materials

10

Hand out Research Organizer

Introduce students to the L.A.U.S.D Digital Library and key wording

Directions: Use different combinations of key words like: Chinese, immigration, 19^th century, 1800s, America to find primary and secondary articles.

Then read through the sources. Write down the source information and write down one citation for each source

Identify sources, write down the source information and citations.

Research Organizer

60 min

Monitor student progress and offer feedback and support as needed

Identify sources, write down the source information and citations

Research Organizer

10 min

Give students time to finish gathering notes (ask peers and teacher questions to clarify thoughts)

Finish gathering notes.

Choose 1-2 short to share out for the next class period.

Research Organizer