To follow up from yesterday's analysis of print advertisements, I will use the following images to quiz the students on their ability to identify and support claims about the use of rhetorical appeal. This will allow me a chance to see how well they can identify and analyze an author's rhetorical strategy and purpose (RI.9-10.6).
Today's lesson topic might seem a little out of place. This is one aspect of integration that sometimes makes lesson planning messy. I am trying to match my teaching partners curriculum, at least thematically, so we are going to pause our study of rhetoric today to match with his study of Japan.
We will move directly from the quiz to his overview of Japanese history from this time period. Students have a homework assignment to read the section on Japan in the textbook and he will use their reading notes as the basis for discussion. My lesson is specifically geared towards creating overlap with what the students are studying in history and what we have been discussing in English. This will take a chunk of time from our 110 minute block.
Once he is finished, we will return to the English "time" of class. I will piggy-back on what he talked about to discuss the Easter philosophy of balance. I will draw a yin-yang on the board and show them the connected between the philosophies of balance and respect for the natural world that my teaching partner highlighted and the dichotomies we have been studying in class so far this year.
I will then read through the overview of haiku style from their handout and talk about the very complex theme and philosophical message of these seemingly simple poems and ask them to think about the connections this style of poetry might have with the historical time period they just learned about (SL.9-10.1).
For the remaining class time, I will ask the students to work in pairs to complete the steps listed on their handout, which basically ask them to generate ideas and then draft a haiku of their own (W.9-10.5).
The goal is to have a completed haiku for each student by the end of class. I will circulate the room to assist with idea generation, imagery and/or syllable counting and to try to push the students towards complex ideas/language (W.9-10.3d).
We will actually end class with reading time today. This is to keep the students on their toes...and to make sure we have time to do the quiz while their heads are fresh and in the game.