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Lesson Plan~The Academy for Technology & the Classics~Cultivating Fearless Learners

Instructor’s name:
Mr Ayers
Course!"rade:
"rade #$ %nglish II Pre&AP 'orld Literature
'ee( of:
#$!$) * #$!#$
+nit ,ame:
Siddhartha -esearch Pa.er
(1A)*%ssential /uestion0s1:
'hat are some interesting as.ects of 2uddhism3 4o5
has 2uddhism affected the 5orld 5e live in3
(1A/1B) Connections 0.rior!future learning1:
6tudents 5ill access .rior e7.erience in Internet research
(1A) Common Core!6tate 6tandards:
-I8&#$#9 '8&#$#9 '8&#$:9 '8&#$; * '8&#$89
6L8&#$# * 6L8&#$)
(1E) <ther considerations 0modifications=
accommodations= acceleration= %LL= etc
All accommodations and modifications indicated in
student I%Ps 5ill >e follo5ed Any needs of %LL
students 0modification of assignment length=
modification of assignment com.le7ity= modification of
source reading= etc1 5ill >e im.lemented
(1D) -esources!Materials:
Teacher:
6tudents:
,ovel: Siddhartha
Com.uters for research
(1F) Assessment 04o5 5ill you monitor .rogress and (no5 students have successfully met outcomes3 'hat ha..ens
5hen students understand and 5hen they don’t understand3
?aily: direct o>servation
This 'ee(: direct o>servation!thesis .roduction!outline .roduction!rough draft .roduction!6ocratic dialogue
(1B) Lesson activities for instructor and students= (1F)
%m>edded Formative Assessment=
MONDAY
(1C) Learning Target:
6tudents 5ill im.rove their s(ills in .roducing @uality
research .a.ers Thy 5ill sho5 their learning >y
discovering a to.ic and three via>le informational
sources
(1C) ?o ,o5:
'hat sorts of interesting things do you thin( might >e
going on in the 5orld of 2uddhism today3 In terms of
2uddhism= 5hat 5ould you li(e to (no5 more a>out3
In Class:
4aving read the entire novel 6iddhartha= 5e’re no5
ready to find 5ays to relate this classic story to real
things going on in the real 5orld today= and >one u. on
our research s(ills as 5ellA 'e 5ill >e conducting
research in class in order to .roduce a research .a.er
addressing 2uddhism 06iddhartha "autama’s legacy in
the modern 5orld1 today 'e 5ill decide on to.ics
together as a class= and students 5ill then .roduce a
@uality research .a.er 6ome of the details are as
follo5s:

(1F)%m>edded Formative Assessment:
6tudents 5ill >e o>served conducting research= and they
5ill 5rite do5n a to.ic and three via>le information
sources 0as an e7it tic(et1
(1B)Closing Activity:
Together as a 5hole class= 5e 5ill re.ort out on our
.rogress at the end of the .eriod
&Bou must use at least three sources 0they may >e
electronic= >ut of course they can >e .rint media as 5ell1
&The .a.er should >e at least five .aragra.hs in length
&The final draft should >e ty.ed= dou>le s.aced= Times
,e5 -oman
&'e must follo5 MLA formatting and .roduce a
>i>liogra.hy
&Bou must have funA Many students dread research
.a.ers= >ut it doesn’t have to >e that 5ay If you
discover a to.ic that is interesting to you= you can have a
lot of fun 5ith this .rocess Choosing an interesting to.ic
5ill >e crucial to your enCoyment of this .roCect
Today= 5e 5ill choose to.ics and locate at least three
via>le sources of information Bou may change your
mind a>out your sources later= >ut you must find at least
three good ones today
TUESDAY
(1C) Learning Target:
6tudents 5ill im.rove their s(ills in .roducing @uality
research .a.ers They 5ill sho5 their learning >y
.roducing outlines= theses and o.ening .aragra.hs
(1C) ?o ,o5:
'hat have you learned a>out 2uddhism so far that you
didn’t (no5 >efore3
In Class:
Continuing our .rocess of .roducing @uality research
.a.ers= students 5ill 5rite an outline for their .a.ers= a
@uality thesis= and .roduce at least an o.ening
.aragra.h as an e7it tic(et
(1F)%m>edded Formative Assessment:
6tudents 5ill .roduce outlines= theses= and o.ening
.aragra.hs 0e7it tic(et1
(1B)Closing Activity:
Together as a 5hole class= 5e 5ill re.ort out on our
.rogress at the end of the .eriod
WEDNESDAY
(1C) Learning Target:
6tudents 5ill im.rove their s(ills in .roducing @uality
research .a.ers They 5ill sho5 their learning >y
.roducing a rough draft as an e7it tic(et It can >e very
rough= >ut should include at least the s(eleton of a five
.aragra.h essay
(1C) ?o ,o5:
2ased on your research so far= ho5 has 2uddhism
affected the 5orld3
(1F)%m>edded Formative Assessment:
6tudents 5ill .roduce rough drafts of research .a.ers
(1B)Closing Activity:
Together as a 5hole class= 5e 5ill re.ort out on our
.rogress at the end of the .eriod
THURSDAY
(1C) Learning Target:
6tudents 5ill im.rove their s(ills in .roducing @uality
research .a.ers They 5ill sho5 their learning >y
.roducing a rough draft as an e7it tic(et
(1C) ?o ,o5:
'hat is your favorite as.ect of this .roCect so far3 'hat
has >een challenging a>out it3
(1F)%m>edded Formative Assessment:
6tudents 5ill im.rove and e7.and their rough draft
research .a.ers
(1B)Closing Activity:
Together as a 5hole class= 5e 5ill re.ort out on our
.rogress at the end of the .eriod
FRIDAY
(1C) Learning Target:
6tudents 5ill im.rove their s(ills in s.ea(ing and
listening= as 5ell as their understanding of literary
devices= .lot structure= character develo.ment and use
of language in literature They 5ill sho5 their learning
>y .artici.ating in a 6ocratic dialogue
(1C) ?o ,o5:
Please .roduce your o.ening @uestion for our 6ocratic
dialogue over the entire Siddhartha novel and >e ready
to discuss it
For ,e7t 'ee(:
'e 5ill continue the .rocess of
creating a @uality research .a.er= and
a final= amaDing draft 5ill >e due ne7t
Friday= #$!#;!#E
(1F)%m>edded Formative Assessment:
6tudents 5ill .artici.ate in a 6ocratic dialogue= for
5hich they 5ill >e graded
(1B)Closing Activity:
As a 5hole class= 5e 5ill discuss the successes 5e have
encountered in our discussion= as 5ell as 5ays in 5hich
5e can im.rove our .artici.ation in 6ocratic dialogues
in the future
*Refers to NMTEACH Rubric:
1ADe!o"str#ti"$ %"o&'e($e of co"te"t
1)Desi$"i"$ co*ere"t i"structio"
1CSetti"$ I"structio"#' outco!es
1DDe!o"str#ti"$ %"o&'e($e of resources
1EDe!o"str#ti"$ %"o&'e($e of stu(e"ts
1FDesi$"i"$ stu(e"t #ssess!e"t
For!#ti+e Assess!e"t i"c'u(es, but is "ot 'i!ite( to:
E-it tic%ets, &*ite bo#r( res.o"se, co"se"s#$r#!s, re(/$ree" c#r(s, for!#' or
i"for!#' stu(e"t co"fere"ces, stic%0 "ote #ssess!e"t1