INGLEWOOD HIGH SCHOOL

LESSON PLAN
NAME: Jeanette Martin SUBJECT: English III

GRADE:11 UNIT: Collections Unit 1

DATE:
LESSON TITLE: 10.21/10.25
Discussion from “Blaxicans and Other Reinvented
ANTICIPATORY SET: Americans”, and what Rodriguez argues that the old
(PRIOR KNOWLEDGE) way of thinking no longer describes the reality of a
diverse United States. Remind students to analyze
the connotation of words to further understand and
comprehend text. Brainstorm: the title what are
some of the student theories? Academic
Conversation on generated answers.
OBJECTIVE/PURPOSE/STAND RL 11-12.1 RL 11-12-2, RL 11-
ARD 12.4 RL 11-12.5
(WHAT STUDENTS WILL BE W 11-12.2b
ABLE TO KNOW) L 11-12.2, L-11-12.3a, L 11-12.4a, L 11-12.4b, L 11-12.4c, L 11-
12.5b, L - 11-12b. Students will be able to trace and evaluate an
argument

INSTRUCTIONAL INPUT: Notes and Model: Analyzing and Tracing an

(NEW INFORMATION) Argument, academic vocabulary: claim (thesis),
reasons (logic), evidence, counterargument,
rebuttal, anecdote.
Selection Vocabulary pgs. 88-92
MODELING: Authors may use verbal irony as a way of indirectly
(DEMONSTRATE) criticizing the behaviors or attitudes of their readers.
Think aloud: Deconstruct an argument to determine
the claim, counterargument, and rebuttal (clarify
that the evidence should line up with the claim and
rebuttal). Guiding Questions for Argument
CHECKING FOR Exit Ticket(s): provide students with a short
UNDERSTANDING: composition, one paragraph, in which they have to
(QUESTIONING FOR HIGHER determine and label what constitutes the claim,
LEVEL THINKING) counterargument, and rebuttal.
GUIDED PRACTICE: Have students turn to a partner to discuss
(ACTIVITY PERFORMED the following questions. Guide students to
include the academic vocabulary words
UNDER YOUR SUPERVISION)
device and dynamic in their responses. Ask
volunteers to share their responses with
the class.

• How are the author’s anecdotes

effective devices for explaining and reinforcing
his claims?

• How does the author think that the

American conversation about race compares
to the dynamic ethnic composition of the
United States?

INDEPENDENT PRACTICE: COLLABORATIVE DISCUSSION Working in pairs, have

(ACTIVITY PERFORMED students discuss their response to the
WITHOUT TEACHER question. How does Rodriguez feel about using race or
SUPERVISION) ethnicity as the main way to determine identity? Ask
them to make a list of the facts, examples, and
anecdotes that support their response. Then have
students wrap up their discussion by writing a brief
summary of their main ideas. Invite pairs to share their
ideas in class discussion.
CLOSURE:
(REVIEW) • Exit-Ticket Strategy: Students to double-check for their
understanding of the grammar concepts; Transition Words
and Combine Ideas.

MATERIALS AND RESOURCES: HMH Collections; HMH Close Reader consumable;

HMH Performance Assessment; Achieve 3000