Miss+Lopez's+Lesson

Miss Lopez’s Lesson Plan over Jane Austen's Persuasion. Covers Chapter 23 Lesson: Making the Right Choices = Objective : Analyze Chapter 23 of Jane Austen's Persuasion, to make sure they fully understand the context of the Novel. =

= Purpose: Students to become familiar with Patriarchy and Feminism, during Jane Austen's era. =

= = =Target Audience: 11th Grade, Juniors = =English:III = = Instructional Arrangement: Group/ Individual = =Estimated Time: 1 class Period =

= Pre- reading Discussion:  How would you feel if you were persuaded to leave the person you loved right before you were supposed to get married, because you were told he/she wasn't suitable for you? Would you listen to what everyone else had to say, or would you get married anyway? = = = = = = In Class Assignment:  Read the letter from Captain Wentworth to Anne in Chapter 23 and be prepared to discuss and write a journal entry = = = =[]= = Discuss: The letter From Captain Wentworth to Anne. How does this differ from his actions throughout the Novel. Now that he has yet again asked for her hand in marriage, do you think Anne is right for taking his offer? Have the students write a short entry on their opinion (5-10 minutes) then share with the class. = = = = Suggested Activity:  In this chapter of the novel, Captain Wentworth confesses to Anne that he still loves her, and would like her hand in marriage once again. After reading and discussing the Chapter, as well as the Letter have students pair up Female/male and act out a modern day version of how they think Wentworth was telling Anne what he told her in the letter. = = = = Last Assignment: Have a 10 question quiz over Chapter 23.Be Sure to ask specific Questions about the letter and what was discussed. Anne Elliot's reaction to Captain Wentworth’s letter, and what happened after the letter. I have included the test I’ve used for this Lesson Plan. = ==

TEKS:
=== (9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: === === (A) summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements without taking a position or expressing an opinion; === === (B) distinguish between inductive and deductive reasoning and analyze the elements of deductively and inductively reasoned texts and the different ways conclusions are supported; === === (C) make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and === ===<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium; text-align: left;"> (D) synthesize ideas and make logical connections (e.g., thematic links, author analyses) between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence. === ===<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium; text-align: left;"> (10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: === ===<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium; text-align: left;"> (A) evaluate how the author's purpose and stated or perceived audience affect the tone of persuasive texts; and ===

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===<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium; text-align: left;"> (11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: === ===<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium; text-align: left;"> (A) evaluate the logic of the sequence of information presented in text (e.g., product support material, contracts); and === ===<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium; text-align: left;"> (B) translate (from text to graphic or from graphic to text) complex, factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams//.// === ===<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium; text-align: left;"> (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: === ===<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium; text-align: left;"> (A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts; === ===<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium; text-align: left;"> (B) evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media; === ===<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium; text-align: left;"> (C) evaluate the objectivity of coverage of the same event in various types of media; and === ===<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif; font-size: medium; text-align: left;"> (D) evaluate changes in formality and tone across various media for different audiences and purposes. ===