The Academy for Technology & the Classics

Lesson Plan Template

Instructors name: Devin Ayers
Week of: 02/16 02/20

Course/Grade:
AP Language and Composition
Unit Name:
This Side of Paradise Continued

Common Core/ NM Content Standards:

SL11-12.1; SL11-12.3; SL11-12.4; RI11-12.1 RL11-12.3; RL11-12.9; W11-12.1 W11-12.6
Essential Question(s):
Who is the strongest female character in the
novel? Why?
Other considerations (modifications,
accommodations, acceleration, etc.): Students
who require it will receive extended deadlines
for writing assignments and/or shortened
reading.

Connections (prior learning/prior knowledge):

Students will connect with prior experience
writing and editing academic essays.
Resources/Materials
Teacher:
Students:
Novel: This Side of Paradise
Peer editing work sheets
Example essay

Assessment (How will you monitor progress and know students have successfully met outcomes?)
Daily: direct observation
This Week: direct observation/class notes/rough draft essay/peer editing work sheets/Socratic
dialogue

Time allotted
MONDAY

Lesson activities for instructor and students

Presidents Day no school.

TUESDAY
Reading: Finish This Side of Paradise by
Wednesday.
Learning Target: Students will understand
the importance of female characters in This Side
of Paradise. They will show their learning
(1C)

(1F)Embedded Formative Assessment: Class

notes.
(1B)Closing Activity: Students will report out on
the progress they have made toward the
completion of their rough draft essay.

through small group discussion and class notes.

(1C) Do Now: Which female character in the
book is the strongest? Why?
Students will write an essay on the do now
writing prompt. Rough drafts will be due
Wednesday 2/18. Second (final) drafts will be
due Wednesday, 2/25. They will take class notes,
which will be turned in at the end of the period.
WEDNESDAY
Rough drafts of essays DUE.
Learning Target: Students will improve their
ability to edit academic essays. They will show
their learning by completing two peer editing
work sheets.
(1C) Do Now: Briefly recount some things to look
for in quality editing of academic essays.
(1C)

(1F)Embedded Formative Assessment: Peer

editing work sheets.
(1B)Closing Activity: Students will report out
useful advice given to them through peer editing
work sheets.

THURSDAY
(1C) Learning Target: Students will improve their
ability to write quality essays. They will show
their learning by reading and discussing an
example essay on The Kite Runner and taking
class notes, which will serve as an exit ticket.
(1C) Do Now: What are some pitfalls that keep
you from writing the best essay you can possibly
produce?

(1F)Embedded Formative Assessment: Class

notes (exit ticket).
(1B)Closing Activity: Students will report out
ideas they have gained for their own essays by
reading and discussing the example essay.

FRIDAY
(1C) Learning Target: Students will improve their
skills in speaking and listening. They will show
their learning by participating in a Socratic
dialogue.
(1C) Do Now: Please take out your opening
question and prepare to share it with the class.

(1F)Embedded Formative Assessment: Notes and

spoken participation.
(1B)Closing Activity: As a whole class we will
discuss the ways in which are discussion was
successful and the ways in which we might
improve future discussions.