English Language Arts Grade 11-12
Lesson Plans

Speaking and Listening Standard 1

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.

b.

Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

• Character Analysis and The Crucible
  This set of lessons extends over several weeks and incorporates all acts of Arthur Miller's play, The Crucible. Students will closely read The Crucible. Students will cite textual evidence and make interpretations about character development.

  Students will combine the textual evidence with their interpretations and write interpretive statements. In the culminating activity, students will write a character analysis.

• Claims in "The Crisis, No. 1"
  This set of lessons extends over several days and focuses on "The Crisis, No. 1" by Thomas Paine. Students closely read and annotate the text. Students identify and evaluate claims and evidence in the text. Students present their findings to the class. Finally, students collaboratively write short arguments identifying claims and evidence in "The Crisis, No. 1." Students present their arguments to the class, and the class discusses and assesses the arguments.
• Structure and Detail in "A Long Thin Line"
  This set of lessons extends over a few days. Students read and annotate Ernie Pyle's "A Long Thin Line of Anguish." Students complete a SAYS/DOES graphic organizer, working on summarizing the text, noticing the choices the author makes about use of details, and describing the choices the author makes regarding the structure of the article.

  Students complete a SOAPStone handout, identifying subject, occasion, author, purpose, speaker and tone (SOAPStone is a pre-AP/AP strategy). Students develop claims about why Ernie Pyle makes the writing choices he makes. Students write an informal, free-response style assessment about the impact of Pyle's choices.

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http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Naomi  Watkins and see the Language Arts - Secondary website. For general questions about Utah's Core Standards contact the Director - Jennifer  Throndsen.

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