Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 45085
"The American Puritan Tradition and Dilemma, Part III"
This lesson is part three of a three lesson unit that will explore and analyze how different authors express their views on American Puritanism and
the juxtaposition of American individual freedoms and tolerance. The goal of this lesson is for students to analyze and interpret how different
authors (Jonathan Edwards and Ralph Waldo Emerson) express their ideas and beliefs in their literary works. Furthermore, students will analyze and
compare how the authors" style (figurative language, persuasive techniques) contributes to the attitudes and beliefs reflected in their respective
writings ("Sinners in the Hands of an Angry God" and "Self-Reliance"). This literary analysis will culminate in a comparative essay where students will
compare how the two authors express a similar idea or theme. All handouts, including graphic organizers, links to literary works, (text, audio,
videos), and essay rubric are included in the lesson.
Subject(s): English Language Arts
Grade Level(s): 11, 12
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Internet Connection, LCD
Projector, Speakers/Headphones, Adobe Flash Player,
Adobe Acrobat Reader, Microsoft Office, Computer
Media Player
Instructional Time: 15 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: American Puritanism, Transcendentalism, Sinners in the Hands of an Angry God, Jonathan Edwards, Self
Reliance, Ralph Waldo Emerson
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
ExamplesofTranscendentalistthoughtinSelfReliancegraphicorganizer(possible answers).docx
ExamplesofTranscendentalistthoughtinSelfReliancegraphicorganizerblank.docx
PuritanismandTranscendentalismCharacteristicsgraphicorganizer(blank).docx
PuritanismandTranscendentalismCharacteristicsgraphicorganizer(possible answers).docx
CharacteristicsofAuthorsStylepossibleanswers.docx
CharacteristicsofAuthorsStyle.docx
CompareandContrastEssayRubric.docx
ComparisonandContrastEssayGuide.pptx
ComparisonGraphicOrganizerAttitudesandBeliefs.docx
ComparisonGraphicOrganizerAttitudesandBeliefsAnswerKeyLessonIII.docx
DuringandafterreadingquestionsSelfReliance.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students should be able to cite strong and thorough textual evidence to support the analysis of the sermon and essay by giving explicit examples from the text,
including determining where the texts leave matters uncertain.
Students should be able to determine authors’ contrasting point of view and purpose in a sermon and essay by effectively analyzing how the rhetoric, language and
page 1 of 6 content contribute to the power and beauty of the texts.
Students will be able to demonstrate a deep understanding of figurative language and nuances in word meanings, interpreting figures of speech in context and
analyzing their role in the text by answering a series of critical analytical questions which will guide their understanding of how the figurative language is used to
convey meaning and tone in the texts.
Students will determine or clarify the unknown meaning of words and phrases by using context clues that are inferred in the context of the texts.
To culminate the final lesson in this unit, the students will write a compare and contrast essay comparing two contrasting authors' literary works and themes.
Students will write an analytical compare and contrast essay with a mature focus, adequate text support and evidence, logical organization and sophisticated voice.
At the culmination of this unit, students will be able to read, comprehend and analyze complex literary nonfiction texts with contrasting themes.
Prior Knowledge: What prior knowledge should students have for this lesson?
http://www.wiley.com/college/psyc/huffman249327/resources/links/emot_app.html (emotional appeals)
http://courses.durhamtech.edu/perkins/aris.html (rhetorical devices)
1. Using the links above students will become familiar with the different types of rhetorical devices that authors of literature and informational texts often use to write
persuasive and argument pieces. Students will learn how to define and identify pathos, ethos, and logos in writing samples.
--Students will be organized in three different groups of at least 5-6 students. Each member of a group will be assigned a rhetorical device (logos, pathos and ethos)
to define and explain. Students will use the above links or other Internet sources as a guide.
--The students from each group will research their assigned rhetorical device and write a definition and an explanation, giving written examples of their particular
rhetorical device.
--After all the students have completed their research, they will work together in their groups and create a poster of their assigned rhetorical device. The poster must
include a title, definition, written samples and an explanation of each sample detailing how it meets the definition/criteria of their assigned rhetorical device.
--At the end of this activity, the completed posters of each device will be displayed in the classroom as a reference guide to be used during this lesson.
Note: A similar jigsaw activity described above has already been completed in lesson one of this unit with emotional appeals used in persuasive writing ("I Have a
Dream" and "Sinners in the Hands of an Angry God"). It is recommended that the teacher review the previous emotional appeals activity to compare and contrast
differences and similarities in the different persuasive authors' (Jonathan Edwards, Dr. Martin Luther King, Jr., and Ralph Waldo Emerson) writing styles that the
students have encountered in this unit.
*When placing students in groups, a useful strategy is to count each student and assign a group number and repeat until all students have been placed in a group.
(For example, count 1-3 to place students in three different groups and repeat as needed.)
Guiding Questions: What are the guiding questions for this lesson?
Hook Questions:
1. Read both aphorisms and choose one of them to write a five-minute response-journal reflection on the significance of the statement in reference to your life;
"Some people are inherently evil" or "Trust your instincts."
2. In addition, respond to this question: Do you believe in individualism or in strict moral rules? Give specific examples to support your point of view.
Before Reading Questions:
1. Transcendentalists believed in disregarding external authority in favor of one's own experience and intuition. (For example, the belief that humankind, nature, and
God are all interconnected) Why would this view be controversial in society and religion in Emerson's time? How would this view be controversial in modern times?
Give specific examples from society today and in the past.
During Reading/Vocabulary and Figurative Language Questions:
1. How does Emerson use aphorisms throughout the essay to reflect his transcendentalist ideals?
2. Explain the following aphorisms in terms of transcendentalist ideals:
"Envy is ignorance, imitation is suicide" (paragraph 2),
"Whoso would be a man must be a nonconformist" (paragraph 7),
"My life is for itself and not for a spectacle" (paragraph 8),
"Self-reliance is its aversion" (paragraph 6),
"Nothing is at last sacred, but the integrity of your own mind" (paragraph 7).
3. In the following statement "imitation is suicide", what are the two types of figurative language? (metaphor and hyperbole) Explain in what ways Emerson uses
figurative language in this example to convey his meaning in the essay.
4. When Emerson states "truth is handsomer than affection and love", what type of figurative language is he using? (personification) Explain how and why Emerson
uses figurative language in this example.
5. What does aversion, importune, and nonconformist mean in the essay "Self-Reliance?"Use context clues, cognates and connotations to discern the meaning. How
does Emerson use these words in the essay to convey his convictions?
Note: Additional During Reading Questions, as well as After Reading Questions are provided on this handout.
Teaching Phase: How will the teacher present the concept or skill to students?
The "Hook" and Activation of Prior Knowledge
1. Give students a graphic organizer to compare and contrast Puritanism and Transcendentalism. The graphic organizer will include a comparison of philosophy,
historical time period, authors, view and function of God, view and function of humanity, and view of nature.
2. Using these links, have students view the PowerPoint on "Self-Reliance" and Transcendentalist flash cards and vocabulary definitions from "Self-Reliance." While
taking notes, students should focus their note taking on the specific Transcendentalist characteristics in regards to philosophy, God, humanity and the role of nature.
3. In small cooperative groups, students should work together to complete the graphic organizer identifying the various characteristics to compare Puritanism and
page 2 of 6 Transcendentalism. Monitor and provide assistance to groups as needed.
4. Teacher will share a completed graphic organizer with examples of the comparison characteristics of the Puritans and the Transcendentalists. Teacher should
promote discussion by having student groups share their completed graphic organizers and provide clarification as needed.
*The purpose of this activity is to have students comprehend how the basic philosophical differences between the two movements, Puritanism and Transcendentalism,
contributed to the historical rhetoric of its respective authors.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. The teacher should read both quotes in the hook questions aloud to students. Students will write a five-minute response reflection in their journals expressing their
views on the topic of individualism vs. society's rules and regulations, focusing on the significance of the statements, "Some people are inherently evil" or "Trust your
instincts", in reference to their life. Encourage students to share their opinions by giving specific examples from society or from their own personal experiences. As
needed the teacher will explain and clarify the authors' different points of view on individualism vs. society's rules and regulations.
Hook Questions:
--Read both aphorisms and choose one of them to write a five-minute response-journal reflection on the significance of the statement in reference to your life; "Some
people are inherently evil" or "Trust your instincts."
--In addition, respond to this question: Do you believe in individualism or in strict moral rules? Give specific examples to support your point of view.
2. Students will write a response to the before reading question in a paragraph (minimum five sentences), citing examples from society today and in the past. Before
Reading Question: Transcendentalists believed in disregarding external authority in favor of one's own experience and intuition. (For example, the belief that
humankind, nature, and God are all interconnected) Why would this view be controversial in society and religion in Emerson's time? How would this view be
controversial in modern times? Give specific examples from society today and in the past.
--Students will share responses and discuss different examples.
--If needed, the teacher can provide additional everyday examples to assist students in making connections to their lives and the world.
3. To assist students in completing the vocabulary and figurative language questions (see guiding questions section above), review figurative language examples by
playing a YouTube video on figurative language if needed.
--Teacher should also provide students with a definition of aphorism and describe how authors use this technique in their writing.
--Students will write an aphorism to express a personal point of view in reference to their lives. Students will share responses.
4. Prior to completing during reading questions, divide students into groups and assign specific paragraphs or sections from "Self-Reliance" to each student group to
read. Have each group focus on answering those questions that pertain to their specific assigned paragraph or section. For example, one student group could be
assigned the section on man's education, while another group could be assigned the section on God and religion. This will enable each group of students to become
"experts" on their specific essay section.
-- In assigned groups, students will answer during reading questions in a paragraph (minimum five sentences) for each question, citing specific textual evidence.
Students could refer to the compare and contrast Puritanism and Transcendentalism graphic organizer to assist in answering questions. As students read their
assigned portion of the essay, circulate among student groups and provide assistance as needed. Each student group will then share responses and provide a brief
summary for their assigned essay paragraph or section. All students will take notes from each group presentation to aid in their text analysis of the essay.
5. Teacher will continue to assist and guide students as they later read the complete essay individually. Students will answer vocabulary/figurative language questions
(see guiding questions section above) after reading the essay individually, and will write a short paragraph for each question explaining how the meaning is conveyed
in the texts.
6. Teacher will then guide students as they complete a graphic organizer citing quotations and examples from "Self Reliance Essay" on the Transcendentalism themes
of nonconformity, self-reliance, free thought, nature, and intuition. Teachers should use the answers to evaluate and teach how Emerson uses language in his essay to
appeal to the emotions of the listeners.
7. Teacher will have students use a graphic organizer to compare and contrast Edwards' and Emerson's attitudes and beliefs in reference to eternal life, relationship
between God and people, religious beliefs, and human moral weakness. Specifically, students will note text examples where both authors demonstrate contrasting
tone. Circulate as students write to provide on-the-spot feedback and support. (It would be beneficial for students to re-read and review "Sinners in the Hands of an
Angry God" sermon to assist in completing the graphic organizer.) A possible answer key for the organizer has been provided.
8. Teacher will have students complete a graphic organizer contrasting emotional appeals and rhetorical devices used by each author in the essay and sermon.
Teacher should specifically guide students to note text examples where both authors' demonstrate contrasting tone. Teacher will lead a discussion where students
compare the tone of Edwards' emotional appeals in "Sinners in the Hand of an Angry God" and Emerson's persuasive rhetorical devices in "Self-Reliance." Specifically
focus the discussion on the differences between Emerson's essay and Edward's sermon in reference to their beliefs in the free will of the individual and the role of
God. A possible answer key for the organizer has been provided.
*The purpose of this activity is to have students comprehend how different authors use emotional rhetoric to convey their message and to further assist students in
understanding the complexity of the rhetorical language.
9. Students will then answer after reading questions focusing on the authors' contrasting tone in reference to each text's persuasive rhetorical devices. Students
should specifically focus on the differences between Emerson's essay and Edward's sermon in reference to their beliefs in the free will of the individual and the role of
God. Cite specific textual evidence to support the analysis. Students will share responses and the teacher will provide corrective feedback as needed.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Please note that the summative assessment is the independent practice of this lesson.
1. Teacher should specifically go over the essay rubric before students complete the independent compare and contrast essay. Teacher should also use the attached
Essay Guide PowerPoint to teach students step-by-step on completing a compare and contrast essay and have students complete the practice activities comparing and
contrasting two items and writing a sample essay. Teacher should provide feedback to students on their practice essays. (Teacher can have students complete the
page 3 of 6 practice comparison activities and essay in groups or individually).
2. Students will then independently complete an essay rough draft comparing Jonathan Edwards' sermon "Sinners in the Hands of an Angry God" with Ralph Waldo
Emerson's essay "Self-Reliance." Students will use their graphic organizer to compare and contrast Edwards' and Emerson's attitudes and beliefs in reference to
eternal life, relationship between God and people, religious beliefs, and human moral weakness to assist in writing the essay. Students will cite text evidence to
support the comparisons. Students will also use their authors' style characteristics graphic organizer to contrast the use of emotional appeals and rhetorical devices
from the sermon and the essay in contributing to the style and tone of both texts.
3. After students independently complete their comparison essay rough draft, the teacher should read and review the essay. Provide feedback and give suggestions as
needed. After having received teacher feedback on the essay rough draft, students will independently rewrite an essay final draft for submission and grading.
4. Teacher will grade final essay draft using compare and contrast essay rubric uploaded with the lesson. A minimum grade of C or above will be required as evidence
of having met lesson and unit objectives.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The teacher will wrap-up the lesson by sharing samples of students' comparative essays with the class and give specific examples of why the essays were effective in
conveying the authors' contrasting points of view. Refer to rubric to support essay effectiveness. (Teacher has the option of sharing students' names when reading
sample essays, but they should ask students' permission first.)
Summative Assessment
After completing this third and final lesson in the unit on "The American Puritan Tradition and Dilemma", students will demonstrate understanding of the Puritans' view
of God, religion, and humanity in contrast to the Transcendentalists' view of God, religion, and humanity, by writing a culminating comparative essay comparing
Jonathan Edwards' sermon "Sinners in the Hands of an Angry God" with Ralph Waldo Emerson's "Essay on Self-Reliance."
Students will use a graphic organizer (documents attached and links to them included below) to compare and contrast Edwards' and Emerson's attitudes and beliefs in
reference to eternal life, relationship between God and people, religious beliefs, and human moral weakness to assist in writing the essay.
Students will cite text evidence to support their analysis and comparisons of the authors' contrasting points of view in reference to the same themes.
A comparison graphic organizer, answer key, and essay rubric have been provided. A PowerPoint to assist students with drafting their essay has also been included
(this will be further addressed in the independent practice section.).
Formative Assessment
1. At the start of the lesson, students will write a journal reflection on the following quote from Ralph Waldo Emerson's "Self-Reliance" essay: "Trust thyself: every
heart vibrates to that iron string. Accept the place the divine Providence has found for you."
2. Conduct an open-ended discussion and list students' opinions on what the quote means to them in reference to individualism and the belief in God or a higher
power.
3. The teacher should remind students to juxtapose this quote with what they have learned so far in the readings ("Sinners in the Hands of an Angry God", "Upon the
Burning of our House", and "The Crucible") from the two prior lessons in this unit, in reference to the strict moral codes of Puritanism and predestination.
4. After the discussion, the teacher should read the paragraph from "Self-Reliance" that starts with this same quote-- 3rd paragraph--and further elicit responses from
students on the message that the essay is trying to convey. (Here is a link to Emerson's "Self-Reliance" Essay.)
5. During the guided practice section, students will complete a graphic organizer citing quotations and examples from "Self-Reliance" on the Transcendentalist themes
of nonconformity, self-reliance, free thought, nature, and intuition. Students will write an explanation of each quotation example from the essay. Teachers should use
the answers to evaluate and teach how Emerson uses language in his essay to appeal to the emotions of the listeners. A possible answer key for the graphic organizer
has been provided.
Feedback to Students
The teacher should monitor students' understanding by regularly monitoring students' oral/written responses during guided instruction to clarify misconceptions during
the reading and analyzing of both the sermon and the essay.
Students should complete daily exit tickets explaining what they have learned and what areas of the lesson need further clarification. After reading students' exit
tickets, the teacher will provide further clarification and revisit areas that require further re-teaching.
Furthermore, the teacher will provide feedback during the essay planning and the revising and editing writing process before students complete the summative
assessment.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
1. To assist auditory learners and/or English Language Learners, provide oral reading or audio of "Sinners in the Hands of an Angry God" and "Self-Reliance." Have
students follow along in the text as they listen to the audio. Stop and clarify as needed. To assist visual learners and/or English Language Learners, provide visual
presentations of "Sinners in the Hands of an Angry God" and "Self-Reliance." Have students follow along in the text as they view the video. Stop and clarify as needed.
--video/audio "Sinners in the Hands of an Angry God"
--text of "Sinners in the Hands of an Angry God"
--audio of "Sinners in the Hands of an Angry God"
--audio of "Self-Reliance"
page 4 of 6 --YouTube analysis video of "Self-Reliance"
--video of "Self-Reliance"
--video of "Self-Reliance"
2. Provide an essay outline/guide sample to assist students in planning their summative essays. Specifically teach the required steps needed to write an effective
comparative essay. Use the comparison and contrast interactive guide from ReadWriteThink.org and the Comparison and Contrast Essay Guide PPT and walk students
through the steps needed in writing an effective comparative essay. Teachers might also want to use this comparison/contrast essay guide as well.
Students may find this compare/contrast essay helpful (it is on a different topic than their summative assessment essay topic, but provides help in structure and
organization).
Extensions:
In cooperative groups of 5-6 students, students will conduct Internet research on how Puritanism and Transcendentalism are still creating opposing views in American
society. Each group will be assigned to research either Puritanism or Transcendentalism in American politics, religion, education, and social mores. Each group will
present a variety of examples that correlate to their specific topic and provide an explanation and brief summary of how their examples are evidence of their assigned
topic in reference to Puritanism or Transcendentalism. Students should be able to explain how their assigned belief is still impacting American society in the present
time. Students will receive extra credit for this activity.
--Encourage students to use multimedia when possible to present multiple examples of their specific topic (Internet advertising, newspaper advertisement, magazine
ads, television, and/or radio commercials, billboards) to compare how their topic is presented in different formats.
Students may find these resources useful in completing the activity:
Puritanism today
Puritanism influence
Puritanism on American government
Transcendental legacy
Transcendental political influence
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, LCD Projector, Speakers/Headphones, Adobe Flash Player, Adobe
Acrobat Reader, Microsoft Office, Computer Media Player
Special Materials Needed:
All handouts needed have been uploaded as attachments as well as linked to throughout the lesson. Teachers should photocopy all the handouts in advance and make
a copy of the answer keys for the various handouts for themselves to refer to during the lesson.
Further Recommendations:
Tips for preparing and managing materials
• Prior to conducting this lesson, where applicable, the teacher should make sure that all hyperlinks to online sites linked to in the lesson are still active. It is
recommended that all lesson hyperlinks be opened and saved on computer or external thumb drive in case of internet accessibility issues.
Classroom management tips
• It is recommended that when placing students in groups, students with special needs or requiring accommodations be placed with more proficient partners for
support. In addition, the teacher should provide one-on-one assistance for struggling learners as needed.
SOURCE AND ACCESS INFORMATION
Contributed by: Alina Plasencia
Name of Author/Source: Alina Plasencia
District/Organization of Contributor(s): Miami-Dade
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
Description
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading
and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a
page 5 of 6 LAFS.1112.L.3.4:
LAFS.1112.L.3.5:
LAFS.1112.RI.1.1:
LAFS.1112.RI.2.6:
LAFS.1112.RI.4.10:
sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,
conceive, conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its
etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text, including determining where the text leaves matters uncertain.
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how
style and content contribute to the power, persuasiveness or beauty of the text.
By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band
proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text
complexity band independently and proficiently.
LAFS.1112.W.1.2:
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that
which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to
manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented
(e.g., articulating implications or the significance of the topic).
LAFS.1112.W.3.9:
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth­, nineteenth­ and
early-twentieth-century foundational works of American literature, including how two or more texts from the same
period treat similar themes or topics”).
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal
U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme
Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public
advocacy [e.g., The Federalist, presidential addresses]”).
page 6 of 6