EDU 202 Lesson Plan Assignment

Ryan Moore
Dr. Vartouhi Asherian
April 24, 2016

A. Standards:

INTASC Standards Principle 1, Knowledge of Subject Matter, The

teacher understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and can create
learning experiences that make these aspects of subject matter
meaningful to students. Principle 8 Assessment, The teacher
understands and uses formal and informal assessment strategies to
evaluate and ensure continuous intellectual, social, and physical
development of the learner.
CCSD Core Standards Standard 6, Analyze a case in which
grasping point of view requires distinguishing what is directly
stated in a text from what is really meant (e.g., satire, sarcasm,
irony, or understatement). Standard 9, 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.

1. Objectives: This lesson will focus on the everlasting effect of war on

societies, and the expression of such effects through literature. Students will look at the
works of Henry David Thoreau, and Beat Poet Allen Ginsberg. This lesson will use
auditory learning procedures including a lecture, a class discussion, as well as group
discussions. This lesson will also include visual learning, as students will be reading
texts, as well as devoting their full attention to the lesson, instead of succumbing to
distractions. Standard 6, the students will distinguish the satirical elements of Henry
David Thoreaus essay Civil Disobedience. Standard 9, Students will look at 2 poems
from the Beat Generation (America, and excerpts from Howl by Allen Ginsberg) and
the influence of World War II on his poems, as well as the beat of the poems.

B. Materials/Equipment: The lesson will include a printed copy of Civil

Disobedience (found at
http://thoreau.eserver.org/civil1.html) as well as
printed/censored copies of America and Howl (found at
http://www.poetryfoundation.org/poems-andpoets/poems/detail/49305 and
http://www.poetryfoundation.org/poems-andpoets/poems/detail/49303)

C. Procedures:

The lesson will begin by asking the students how they believe war
has shaped the world we live in today. By doing this I am already
making students think about the world they live in, which makes it
easier for them to understand the texts they are about to interpret.
After hearing a few responses from students I will go on to

introduce the first part of the lesson, Henry David Thoreaus Civil
Disobedience. Students will be given a brief background on the
author, highlighting his opposition to the Mexican-American War
and slavery as well as the transcendentalism movement. The
students, having read the text the night before as homework, will
then be asked to discuss what they thought about the text in groups
for 10 minutes, to ensure that no student is left clueless about the
text, unless of course they have not read the text. I will then open
the discussion to the class as a whole by posing the question, How
does Civil Disobedience use satirical devices to critique the United
States Government. The first lecture and class discussion will last
half of the class time. The second half of the class will focus on
CCSD Core Standard 9, as I introduce the class to the Beat Poetry
generation following the Second World War. The class will then be
handed out a censored version of the poem America and be asked
to read it quietly at their desks. I will walk around answering any
questions and helping students with the text, as well as making
sure students are staying on task. I will then read the class excerpts
from the poem Howl. WWII heavily influences both of these
poems, so I will ask students to try and identify similar themes,
sentence phrasing, and language (dealing with the beat of the
poem). This will lead the class to the end of the lesson.

D. Closure:

The lesson will conclude with the assigning of a one-paged MLA

formatted paper on how they think literature is both an outlet and a
tool for brining attention to aspects of life that are often not talked
about.

E. Assessment:

Based on the student response papers, they will be graded based on

my judgment of if they grasped the concept of the lesson. Quality
responses that link the texts talked about in class to their own
response will be given full points for the days assignment. If a
students fails to link the discussion of the texts to their response,
but still gives a thoughtful answer that shows that they thought
critically about the world will receive partial credit.

F. References:

Allen Ginsberg, America from Collected Poems, 1947-1980.

Allen Ginsberg, Howl from Collected Poems, 1947-1980.
Thoreau, H. D. (n.d). Civil Disobedience. Raleigh, N.C.: Generic
NL Freebook Publisher.