Madeline Hunter Lesson Plan Template

Class: 10th Grade American Literature

Teacher: Mr. Vanjonack
Objective/Purpose: After analyzing and discussing the rhetorical and persuasive features in The
Declaration of Independence, students will be able to utilize these features in their own writing.
Standards:
Standard 2.2:

Standard 2.3:

Standard 3.2:

Standard 4.1:

Ideas synthesized from informational texts serve a specific purpose.

a. Use integration of knowledge and ideas to:
a. Analyze seventeenth, eighteenth and nineteenth century foundational U.S.
documents of historical and literary significance (including The Declaration
of Independence) for their themes, purposes and rhetorical features.
Knowledge of language, including syntax and grammar, influence the understanding of
literary, persuasive and informational texts.
a. 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 (CCSS:L.11-12.3)
a. Vary syntax for effect, consulting references for guidance as needed; apply
an understanding of syntax to the study of complex texts when reading.
Elements of informational and persuasive texts can be refined to inform or influence an
audience.
a. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence
a. Introduce precise, knowledgeable claims, establish the significance of the
claims, distinguish the claims from alternate or opposing claims, and create
an organization that logically sequences claims, counterclaims, reasons and
evidence. (CCSS: W.11-12.1a)
b. Develops claims and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audiences knowledge
level, concerns, values, and possible biases. (CCSS:W.11-12.1b)
Self-designed research provides insightful information, conclusions and possible
solutions.
a. Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each
source in terms of the task, purpose, and audience; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance
on any one source and following a standard format for citation. (CCSS: W.11-12.8)
b. Evaluate quality, accuracy and completeness of information and the bias, credibility
and reliability of sources.

Materials/Resources Needed: Structural Outline Worksheet, Class Set of The Declaration of

Independence, Elements of Persuasive Writing PPT.

Duration: 60 minutes
Anticipatory Set: For my anticipatory set, I will have students take out their Writers Notebooks. They
will have 7 minutes to write about their experience reading The Declaration of Independence. How do
you think it was perceived by the majority of people living in the colonies? Why do you think they
responded in this way? (10 minutes).
Teaching:
Input: We will begin with a discussion of The Declaration of Independence. This will be a brief
discussion about the text as a whole and why it is so seminal. (10 minutes)
Questioning Strategies: How do you think the colonists and imperialists reacted to The Declaration of
Independence? What makes this an effective document? How is it structured as a persuasive text?
Small Group Practice: In pairs, students will use the structural outline of The Declaration of
Independence. (10 minutes)
Teacher Input / Modeling: After completing the discussion, we will move into a very brief PowerPoint
presentation over the elements of persuasive writing. This will include the position statement, claims,
support and rhetorical devices. I will model the skill of identifying these traits of persuasive writing by
identifying examples in-front of the class. (15 minutes)
Guided Practice: As a class, we will revisit The Declaration of Independence and highlight for position
statement, claims, support and rhetorical. (15 minutes)
Teaching Input/Closure: I will introduce the Persuasive Essay that will serve as the culminating text for
the unit. I will hand out the assignment sheet and rubric, and answer any questions that may come up.
(10 minutes)