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:

10/19-10/23

This Side of Paradise

(1A)*Essential

Question(s):
(1A/1B) Connections (prior/future learning):
What is unique about the authors writing style in This Students will connect with past experience analyzing nonSide of Paradise?
fiction work.
(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.
Novel: This Side of Paradise
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?
Daily: direct observation
This Week: direct observation/written analysis/multiple choice items/Socratic dialogue
MONDAY
Due Wednesday 10/21: Written analysis of This Side of
Paradise, Book One, Chapter One

(1F)Embedded Formative Assessment: peer-editing work

template

Due Friday 10/23: Reading - This Side of Paradise (Book

One, Chapters One and Two) and notes for Socratic
dialogue

(1B)Closing

Due Wednesday 10/28: Second drafts of FRQ essays (with

peer editing sheets and first drafts)
Learning Target: Students will show improved
abilities in editing academic essays by completing a peerediting work template.
(1C)

Do Now: Reflect on your progress during quarter

one. What have you accomplished in this class?
(1C)

Students will spend the class period peer editing their

previously written FRQ essays. Second drafts of these
essays will be due Wednesday, 10/28.
For Wednesday, students will read Book One, Chapter
One of This Side of Paradise and write one-two
paragraphs analyzing the authors writing style. They
will describe his diction, his organization and his

Activity: As a whole class, we will discuss

what we learned today and how we will use these skills
in the future.

characters.

TUESDAY
(1C) Learning Target: Students will show understanding
of the different types of rhetorical arguments by
reviewing an informational handout and oral discussion.

(1F)Embedded Formative Assessment: oral discussion

(1B)Closing

Do Now: What, exactly, is an argument? What is the

best argument you have ever participated in or
overheard?
(1C)

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 introduce the different types of

rhetorical argument and discuss, both in small groups
and as a whole class.
WEDNESDAY
(1C) Learning Target: Students will show improved
ability in multiple choice items by completing a set of AP
level multiple choice items.
(1C)

Do Now: Emotional intelligence check-in.

THURSDAY
(1C) Learning Target: Students will improve their skills in
speaking and listening. They will show their learning by
engaging in Socratic dialogue.
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.
(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.
(1F)Embedded Formative Assessment: Observation of
oral discussion and written notes
(1B)Closing

Activity: Students will briefly discuss high

points and areas of growth in the Socratic dialogue.

Socratic dialogue: This Side of Paradise (Book One,

Chapters One and Two)
FRIDAY

Parent/Teacher Conferences No Classes

*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.