LESSON PLAN

In order for students in my AP Language and Composition class to be successful in

mastering the research paper, they must be able to evaluate sources in a productive manner that
allows them to use a critical eye on how the sources might shape the argument they are
ultimately responsible for. Annotated bibliographies are essential to this process so that students
may take a deeper look into possible sources that may give them more incentive to take the rest
of their research in one direction over another. By incorporating into my lesson best practices
that include an anticipatory set, intermittent and final closures, active student participation,
proper differentiation and scaffolding with a guided practice note-taker as well as a template for
creating their own annotated bibliography, students will have multiple avenues to acquiring the
skills and information necessary to finish a final product with mastery. In addition, I will have
an all access pass to whether or not my instruction and methods are effective for all of my
students, and with enough time to work through misconceptions that students may be acquiring
instead. I truly believe that as the common denominator, if my students are not learning the
concepts then I just havent presented them in the best way possible and must correct my errors
swiftly. A way to combat misunderstanding from the start is through proper supports. The
Power Point presentation includes definitions within context to enhance literacy skills and
provides support where needed automatically, so that no student feels marginalized for being in
process of vocabulary acquisition. Students will also be given a solid outline of details for the
assignment so there is no doubt regarding criteria for success (InTASC Standard 6a, 7b, c, d, f, j,
n, p, q).