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

Instructors name:
Ayers

Course/Grade:
Grade 10 English II World Literature

Week of:

Unit Name:

01/12/16 01/15/16

Introducing: Huckleberry Finn

(1A)*Essential

Question(s):
What is regional dialect?

Connections (prior/future learning):

Students will connect with prior experience analyzing
works of literature.
(1A/1B)

Common Core/State Standards:

W.9-10; RL.9-10; SL.9-10
(1E) Other considerations (modifications,
(1D) Resources/Materials:
accommodations, acceleration, ELL, etc.
Novel: Adventures of Huckleberry Finn
All accommodations and modifications indicated in
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: written analysis/Socratic dialogue/essay/peer editing work sheet
MONDAY

Parent/Teacher Conferences
TUESDAY
Wednesday 1/13: Analytical paragraph due
Friday 1/15: Socratic dialogue (chapters 1-8)
For Friday: Read Chapters I VIII (1-8) in Adventures of
Huckleberry Finn
Learning Target: Students will show understanding
of dialectical language through discussion and written
analysis.
(1C)

Do Now: What is dialect? What does it mean when

someone has a regional dialect?
(1C)

In class, students will read chapters I and II together at

their tables. We will then discuss as a class the elements
of the book that we might find challenging. This will
likely include both writing style and content. Students
will then continue their reading and write a paragraph

(1F)Embedded Formative Assessment: oral discussion

(1B)Closing Activity: As a whole class, we will discuss what
we learned today and how we will use these skills in the
future.

describing Twains use of dialectical language. How does

he break the rules of spelling and grammar? Why does
he do this? What effect does his use of dialectical
language have on the story?
These questions should be answered in your paragraph,
which will be due tomorrow.
WEDNESDAY
(1C) Learning Target: Students will show their ability to
write quality academic essays by completing an FRQ
timed essay.
(1C)

Do Now: Prepare for FRQ timed essay.

In class, students will complete an FRQ timed essay.

THURSDAY
(1C) Learning Target: Students will show their ability to
edit academic essays by completing a peer editing work
template.
Do Now: What do you like about the essay you wrote
yesterday?
FRIDAY
(1C) Learning Target: Students will improve their skills in
speaking and listening. They will show their learning by
engaging in Socratic dialogue.
(1C)

(1F)Embedded Formative Assessment: written analysis

(1B)Closing Activity: As a whole class, we will discuss what
we learned today and how we will use these skills in the
future.

(1F)Embedded Formative Assessment: peer editing work

template
(1B)Closing Activity: As a whole class, we will discuss what
we learned today and how we will use these skills in the
future.
(1F)Embedded Formative Assessment: Observation of oral
discussion and written notes

(1C) Do Now: Please produce the opening question(s) you

have prepared for todays discussion. Be ready to share it
with the class and explain why this particular question is
important to you and important for us to explore.

(1B)Closing Activity: Students will briefly discuss high

points and areas of growth in the Socratic dialogue.

*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.