English Language Arts Grades 11-12 (2023)
Lesson Plans

Speaking and Listening (11-12.SL)

Students will learn to collaborate, express and listen to ideas, integrate and evaluate information from various sources, use media and visual displays as well as language and grammar strategically to help achieve communicative purposes, and adapt to context and task.

Standard 11-12.SL.1:

Participate effectively in a range of conversations and collaborations on topics, texts, and issues.

• "Every Day We Get More Illegal" by Juan Felipe Herrera
  This lesson plan is the third in the "Incredible Bridges: Poets Creating Community" series. It provides a video of the United State Poet Laureate, Juan Felipe Herrera, reading the poem "Every Day We Get More Illegal" and a companion lesson with a sequence of activities for use with secondary students before, during, and after reading to help them enter and experience the poem.
• "From Citizen, VI [On the train the woman standing]," Claudia Rankine
  This lesson plan is the second in the "Incredible Bridges: Poets Creating Community" series. It provides a video of the poet Claudia Rankine reading the poem "from Citizen, VI [On the train the woman standing]" and a companion lesson with a sequence of activities for use with secondary students before, during, and after reading to help them enter and experience the poem.
• "Remember" by Joy Harjo
  This lesson plan is the ninth in the "Incredible Bridges: Poets Creating Community" series. It provides a video recording of the poet, Joy Harjo, reading the poem "Remember." The companion lesson contains a sequence of activities for use with secondary students before, during, and after reading to help them enter and experience the poem.
• "The Great Migration" by Minnie Bruce Pratt
  This lesson plan is the fifth in the "Incredible Bridges: Poets Creating Community" series. It provides an audio recording of the poet, Minnie Bruce Pratt, reading the poem "The Great Migration." The companion lesson contains a sequence of activities for use with secondary students before, during, and after reading to help them enter and experience the poem.
• "Translation for Mam" by Richard Blanco
  This lesson plan is the eighth in the "Incredible Bridges: Poets Creating Community" series.It provides a video recording of the poet, Richard Blanco, reading the poem "Translation for Mama." The companion lesson contains a sequence of activities for use with secondary students before, during, and after reading to help them enter and experience the poem.
• A Wrinkle in Time: The Board Game
  This lesson invites students to reconfigure Meg?s journey into a board game where, as in the novel itself, Meg?s progress is either thwarted or advanced by aspects of her emotional responses to situations, her changing sense of self, and her physical and intellectual experiences.
• Book Reports
  This lesson plan meets the secondary requirements for The Engish Language Arts Standard Reading: Literature Grades 7-12 with the option of meeting the additional standard of Speaking and Listening. This lesson offers specific details with flexibility for implementation in the classroom. Students can work independently or in groups and be able to create their final book project using technology. 
• Browning's "My Last Duchess" and Dramatic Monologue
  Reading Robert Browning's poem "My Last Duchess," students will explore the use of dramatic monologue as a poetic form, where the speaker often reveals far more than intended.
• Create a Photo Journal in Google Docs
  Students learn to keep a photo journal using Google Docs.
• Dr. Cannon Goes to Washington: Utah Statues in National Statuary Hall
  Students will engage with primary source documents to explore the reasons behind memorializing people in public art. Students will craft written or oral statements to support an argument in favor of installing a statue of Dr. Martha Hughes Cannon, Philo T. Farnsworth, or Brigham Young in National Statuary Hall.
• Lesson 1: In Emily Dickinson's Own Words: Letters and Poems
  Reading Emily Dickinson's letters alongside her poems helps students to better appreciate a remarkable voice in American literature, grasp how Dickinson perceived herself and her poetry, and perhaps most relevant to their own endeavors consider the ways in which a writer constructs a "supposed person."
• Lesson 1: NAACP's Anti-Lynching Campaign in the 1920s
  This lesson focuses on the constitutional arguments for and against the enactment of federal anti-lynching legislation in the early 1920s. Students will participate in a simulation game that enacts a fictitious Senate debate of the Dyer Anti-Lynching Bill. As a result of completing this activity, students will gain a better understanding of the federal system, the legislative process, and the difficulties social justice advocates encountered.
• Lesson 2: The Question of Representation at the 1787 Convention
  When the delegates to the Philadelphia Convention convened in May of 1787 to recommend amendments to the Articles of Confederation, one of the first issues they addressed was the plan for representation in Congress. This lesson will focus on the various plans for representation debated during the Constitutional Convention of 1787.
• Lesson 3: Creating the Office of the Presidency
  As the delegates at the Philadelphia Convention of 1787 continued to develop a plan of government that would remedy the defects of the Articles of Confederation, one of the most difficult challenges was creating the office of the presidency. This lesson will focus on the arguments over the various characteristics and powers of the office of president as debated during the Constitutional Convention of 1787.
• Puzzles, not Pieces: Using Sources (Day 5 of 5)
  This is Day Four of a Five­ Day unit teaching students strong research skills for a "white paper" style research paper (can be modified for any pro­con research assignment). For the purpose of this assignment, the white paper is an argumentative piece which introduces a problem and argues a solution to that problem.In this team­ taught lesson, students will learn how to incorporate sources in their paper. Focus will be on treating previous discussion of their topic as a "conversation" they are taking part in.
• Storm Lake Discussion Guide on the Importance of Local Journalism
  This guide serves as a companion for adult learners and community members viewing the PBS documentary Storm Lake, a film about the struggles of sustaining local journalism and shows what these newsrooms mean to communities and American democracy overall. The guide has three main components: pre-viewing, during viewing and post-viewing activities.
• The Impact of a Poem's Line Breaks: Enjambment and Gwendolyn Brooks' "We Real Cool"
  Students will learn about the impact of enjambment in Gwendolyn Brooks' short but far-reaching poem "We Real Cool." One element of this lesson plan that is bound to draw students in is a compelling video of working-class Bostonian John Ulrich reciting the poem.

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http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Naomi  Watkins and see the Language Arts - Secondary website. For general questions about Utah's Core Standards contact the Director - Jennifer  Throndsen.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.