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

Instructors name:
Ayers

Course/Grade:
Grade 11 AP Language and Composition

Week of:

Unit Name:

02/01/16 02/05/16

The Synthesis Essay Completed

(1A)*Essential

Question(s):
(1A/1B) Connections (prior/future learning):
How does the author utilize diction, organization and
Students will connect with past experience analyzing noncharacter development to create a quality piece of
fiction work.
fiction?
(1A) Common Core/State Standards:
W.11-12; RI.11-12; SL.11-12
(1E) Other considerations (modifications,
(1D) Resources/Materials:
accommodations, acceleration, ELL, etc.
All accommodations and modifications indicated in
Norton Reader
student IEPs will be followed. Any needs of ELL
AP practice multiple choice items
students (modification of assignment length,
Peer editing work sheets
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?
Daily: direct observation
This Week: direct observation /peer editing sheet/vocabulary quiz/synthesis essay/ Socratic dialogue
MONDAY
Wednesday: Synthesis essays are due.
Friday: Socratic dialogue covering Who Shot Johnny and
The Mystery of Zen in the Norton Reader.

(1F)Embedded Formative Assessment: peer editing sheet

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

Learning Target: Students will show improvement in

editing by completing a peer editing work sheet.
(1C) Do Now: Which essay will you edit and complete?
Why did you choose that one?
(1C)

In class we will do a spot check to assure

that all students have completed two
synthesis essays (from last week). Next
students will choose one to edit and redraft. We will use peer edit sheets for this
process.
TUESDAY
Learning Target: Students will show improved
editing skills by self-editing and re-drafting an essay.
(1C) Do Now: What do you plan to accomplish today in
the editing and writing process?
(1C)

Students will continue the editing process by self-editing

(1F)Embedded Formative Assessment:

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

and generating a second draft of the synthesis essay.

WEDNESDAY
(1C) Learning Target: Students will show improvement
in completing multiple choice items by doing and
discussing these items.
Do Now: How do you feel about your complete
synthesis essay?
(1C)

(1F)Embedded Formative Assessment: multiple choice

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

In class we will complete practice multiple choice items

and discuss them.
Synthesis essays are due today!
THURSDAY
(1C) Learning Target: Students will show improvement in
completing multiple choice items by doing and
discussing these items.
(1C) Do Now: Emotional intelligence check-in.
In class we will complete a vocabulary quiz. Then we will
complete multiple choice practice items and discuss them.
FRIDAY
(1C) Learning Target: Students will improve their skills in
speaking and listening. They will show their learning by
engaging in Socratic dialogue.

(1F)Embedded Formative Assessment: multiple choice

items
(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.