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

Instructor’s name:
Ayers

Course/Grade:
Grade 10 Pre-AP World Literature

Week of:

Unit Name:

02/29 – 03/04

The Kite Runner

(1A)*Essential

Question(s):
(1A/1B) Connections (prior/future learning):
What are the essential elements of fiction? What must
Students will connect with prior experience analyzing
be present in a story in order to consider it a complete
works of literature.
narrative?
(1A) 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: The Kite Runner
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 don’t understand?
Daily: direct observation
This Week: direct observation/vocab and reading quiz/essay/peer editing sheet/Socratic dialogue

MONDAY
Thursday: Vocabulary and brief reading quiz
Friday: Socratic dialogue – chapters 7-10.
Learning Target: Students will show improved skills
in essay writing by completing an FRQ timed essay.
(1C)

Do Now: Please take out a pencil and paper and
prepare to complete an FRQ timed essay.
(1C)

In chapter three of The Kite Runner, Baba tells Amir
that “There is only one sin, only one. And that is theft.
Every other sin is a variation of theft.”
Using examples from the book and from your own life,
write a complete essay agreeing, disagreeing or
qualifying this statement.

(1F)Embedded Formative Assessment: essay
(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
No Classes: Teacher Inservice
WEDNESDAY
(1C) Learning Target: Students will show improved skill
in editing by completing a peer-editing work sheet.
(1C) Do Now: What will you do today to make sure your
comments are actually useful to your peer partner?

(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.

Students will peer-edit one another’s work and generate
a second draft essay by Friday.
THURSDAY
(1C) Learning Target: Students will show improved skills
in writing essays by completing a second draft of an
academic essay.
(1C) Do Now: Please take out a pencil and clear your desk
in preparation for a vocabulary/reading quiz.

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

After completing a vocabulary and brief reading quiz,
students will work on completion of second draft essays,
which will be due Friday.
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 today’s 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.

The Kite Runner: Chapters 7-10.
*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.