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

Instructors name:
Ayers

Week of:
03/16 03/20

Course/Grade:
Grade 10 Pre-AP World Literature
Unit Name: Independent Reading

(1A)*Essential

Question(s):
How do we effectively analyze different aspects of
literature? How do we expand our vocabularies?

Connections (prior/future learning):

Students will access prior experience analyzing works of
literature, improving their vocabulary skills and
successfully completing multiple choice items.
(1A/1B)

Common Core/State Standards:

RL.9-10.1; RL.9-10.3; W.9-10.1; W.9-10.3
(1E) Other considerations (modifications,
(1D) Resources/Materials:
Teacher:
accommodations, acceleration, ELL, etc.
All accommodations and modifications indicated in
Independent Reading Texts
student IEPs will be followed. Any needs of ELL
students (modification of assignment length,
modification of assignment complexity, modification of
source reading, etc.) will be implemented.
(1F) Assessment (How will you monitor progress and know students have successfully met outcomes? What happens
when students understand and when they dont understand?
(1A)

Daily: direct observation

This Week: direct observation/written analysis/vocabulary assessment
Lesson activities for instructor and students, (1F)
Embedded Formative Assessment,
(1B)

MONDAY

Reading: 30-50 pages in independent

reading text.

(1F)Embedded Formative Assessment: exit ticket two

written paragraphs.
(1B)Closing

Learning Target: Students will improve their ability

to analyze works of literature. They will show their
learning by completing two paragraphs of written
analysis.
(1C)

Activity: As a class, we will report out on the

choice of assessment made and work completed in class.

Do Now: Describe an interesting character from

your independent reading book.
(1C)

TUESDAY
(1C) Learning Target: Students will improve their ability
to analyze works of literature. They will show their
learning by completing two paragraphs of written
analysis.

(1F)Embedded Formative Assessment: exit ticket two

written paragraphs.
(1B)Closing

Do Now: Describe the authors writing style in your

independent reading text.
(1C)

Activity: As a class, we will report out on the

choice of assessment made and work completed in class.

WEDNESDAY
Written Analysis assessment due (5 paragraphs)
Learning Target: Students will improve their
understanding of academic English. They will show their
learning by using at least five terms from their
independent reading in complete sentences.
(1C)

(1F)Embedded Formative Assessment: Minimum of five

vocabulary words
(1B)Closing

Activity: As a class, we will report out on the

choice of assessment made and work completed in class.

Do Now: Describe the authors use of symbolism

and/or metaphor in your independent reading text.
(1C)

THURSDAY
(1C) Learning Target: Students will improve their
understanding of academic English. They will show their
learning by using at least five terms from their
independent reading in complete sentences.

(1F)Embedded Formative Assessment: Minimum of five

vocabulary words
(1B)Closing

Do Now: How does the author get and hold your

attention in your independent reading text?
(1C)

Activity: As a class, we will report out on the

choice of assessment made and work completed in class.

FRIDAY
Vocabulary Assessment DUE (15-20 words from the
independent reading assignment used in complete
sentences)

(1F)Embedded Formative Assessment: Minimum of five

vocabulary words
(1B)Closing

Learning Target: Students will improve their

understanding of academic English. They will show their
learning by using at least five terms from their
independent reading in complete sentences.
(1C)

Activity: As a class, we will report out on the

choice of assessment made and work completed in class.

Do Now: How does the author build tension in your

independent reading text?
(1C)

*Refers to NMTEACH Rubric:

1A-Demonstrating knowledge of content
1B-Designing coherent instruction
1C-Setting Instructional outcomes
1D-Demonstrating knowledge of resources
1E-Demonstrating knowledge of students
1F-Designing student assessment

Formative Assessment includes, but is not limited to:

Exit tickets, white board response, consensagrams, red/green cards, formal or
informal student conferences, sticky note assessment.