Lesson Plans & Standards

Plans for Assessment: Students will create a multimedia project answering the question “What is an American?”

ESSENTIAL QUESTIONS: What is an American? What elements of the American identity does each text reveal?

TASK 1: Read speeches and documents from the American Revolutionary Period and examine their significance in the American identity.

Instruction for Task 1:

Students should keep a running set of notes aimed at answering the essential question: What is an American? in preparation for the presentation.  Students should record quotes from the assorted texts as well as their individual thoughts.  Teachers may want to have students create an MLA Works Cited page for each text that is discussed.

• As a large or small group brainstorm the following question: What is an American?
• Review persuasive devices: logical, ethical, & emotional appeals; rhetorical questions; parallel structure
• Review literary devices: allusion, tone, diction
• Read, aloud, Patrick Henry’s “Speech to the Virginia Convention”
  • Annotate the speech, marking persuasive and literary devices
  • Discuss the following question: What elements of the American identity are revealed in this speech? (standing up for yourself)
  • What are several possible themes for this speech?
• Read, aloud, Thomas Paine’s “Crisis No. 1”
  • Annotate the speech, marking persuasive and literary devices
  • Discuss the following question: What elements of the American identity are revealed in this speech? (Answer this question in an Edmodo post)
  • What are several possible themes for this speech?
• Read silently or with a partner: “Letter to the Rev. Samson Occom” and “Letter to John Adams.”
  • How would Phillis Wheatly and Abigail Adams answer the question: What qualities are necessary to create a harmonious nation?
  • Share answers with the large group, compiling ideas.
• Read, aloud, “What is an American?” by Michel Guillaume Jean de Crvecoeur
  • Annotate essay, defining unfamiliar words and summarizing.
  • What are several possible themes for this essay?

Teacher Resources for Task 1:

Opening Group Discussion:  What is an American?

• In small groups or with a partner, ask the students to compile a list of characteristics of Americans.  Have them focus on ideals and values more than on specifics. 
• Compile the list as a large group, having students add new ideas to their original brainstorm list.
• Pose the question: How many of these ideals are fairly recent and how many originated with the forming of the nation?
• Reviewing persuasive devices:http://www.education.com/study-help/article/persuasion-techniques/
• Reviewing literary devices: http://literary-devices.com/

Standards for Task 1:

• ELACC11-12RI1: 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.
• ELACC11-12RI2: Determine two or more 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 provide a complex analysis; provide an objective summary of the text.
• ELACC11-12RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
• ELACC11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
• ELACC11-12RI7: Integrate and evaluate multiple sources of information presented indifferent media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
• ELACC11-12RI9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
• ELACC11-12RI10: 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.
• ELACC11-12W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

• ELACC11-12W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
• ELACC11-12W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12.)
• ELACC11-12W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
• ELACC11-12W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
• ELACC11-12W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

• ELACC11-12W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
• ELACC11-12SL1: 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, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

• ELACC11-12SL2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
• ELACC11-12SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
• ELACC11-12L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American English) as needed.

• ELACC11-12L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Observe hyphenation conventions.

b. Spell correctly.

c. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

• ELACC11-12L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

TASK 2: Identify and record American characteristics as they are revealed in each text.

Instructions for Task 2:

Students will synthesize their reading and prepare for a multimedia project.

• Students will choose one characteristic of an American upon which to focus.
• Students will select five quotes from at least three of their readings that demonstrate that characteristic.
• Students will research for two modern-day examples of this American characteristic using online newspaper articles, magazines, databases, videos, etc.
• Students will choose a creative way to present their information.  For example: Prezi, PowerPoint, Video Recording, or Webpage. 

Teacher Resources for Task 2:

Requirements of multimedia project:

1. The five quotes you selected from our texts as well as your explanation of the quotes.
2. The two modern-day examples of this American characteristic.  Use at least one quote from each of your sources.
3. A Works Cited page that includes all 5 of your sources.  If you are submitting a video, you may type and hand in or email your Works Cited page.
4. Pictures, video clips, or audio files that show your American characteristic.  BE CREATIVE!  Extra Credit may be offered for outstanding work!

Multimedia project rubric:

Standards for Task 2:

• ELACC11-12RI1: 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.
• ELACC11-12RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
• ELACC11-12W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
• ELACC11-12W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
• ELACC11-12W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
• ELACC11-12W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
• ELACC11-12SL1: 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, building on others’ ideas and expressing their own clearly and persuasively.
• ELACC11-12SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
• ELACC11-12L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• ELACC11-12L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• ELACC11-12L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies. 

TASK 3: Students will present their creative projects to their classmates.

Instructions for Task 3:

• Students will present their projects in class.
• Classmates will make notes of American characteristics, textual support, and modern-day examples.

Teacher Resources for Task 3: See rubric above.

Standards for Task 3:

• ELACC11-12SL1: 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, building on others’ ideas and expressing their own clearly and persuasively.
• ELACC11-12SL4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.
• ELACC11-12SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
• ELACC11-12L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.