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:

02/08 02/11

Argumentation

(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.
Argumentation handouts
All accommodations and modifications indicated in
Norton Readers
student IEPs will be followed. Any needs of ELL
Example essays
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?
Daily: direct observation
This Week: direct observation/written analysis/oral discussion/multiple choice practice/Socratic dialogue
MONDAY
Wednesday: Written analysis of Toulmin and Rogerian
arguments due.
Thursday: Vocabulary quiz and FR
Friday: Readings for Socratic dialogues (with notes) are as
follows. Black Men and Public Space with a return to
Who Shot Johnny from last week if deemed important
(you do not need new notes for the latter).

Learning Target: Students will show understanding

of a Toulmin and Rogerian argument through oral
discussion and written analysis.
(1C) Do Now: How do you construct a powerful
argument?
(1C)

In small groups, students will read about,

analyze, and then describe to the rest of
the class the elements of a Toulmin and a
Rogerian Argument. They will write a
paragraph for each type of argument,
describing its essential elements in their
own words. These will be due Wednesday.

(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.

TUESDAY
Learning Target: Students will show understanding
of producing a quality argumentative essay through
discussion and written analysis.
(1C) Do Now: Do you think you are good at arguing?
Why or why not?
(1C)

(1F)Embedded Formative Assessment: class notes

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

Students will look at an example essay considered

excellent by the College Board, and discuss in small
groups what score they think it deserves (1-9) and WHY.
They should take written notes in their class notebooks
laying out specific reasons the essay deserves the score
they gave it. These notes will be subject to check by the
instructor.
WEDNESDAY
(1C) Learning Target: What will you do to make sure the
essay you write today is of excellent quality?
(1C) Do Now: Take out materials, clear your desk, and
prepare for an FRQ timed essay.
THURSDAY
(1C) Learning Target: Students will show language
acquisition by completing a vocabulary quiz.
(1C) Do Now: Clear your desk and prepare for a
vocabulary quiz.

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

Students will complete a vocabulary quiz. They will use

the remaining class time to complete multiple choice
practice.
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: 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.