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

Instructors name:
Mr Ayers
Course!"rade:
"rade ## AP Language and Com$osition
%ee& of:
'(!') * '(!'+
,nit -ame:
Analy.ing the /tate of 0ducation
(1A)*0ssential 1uestion2s3:
4o5 do 5e learn in todays educational system in the
,nited /tates6 %hat other 5ays might there 7e to
learn6 4o5 can you ta&e $art in the $rocess of
learning actively8 rather than $assively6 %hat other
models of education might 7e $ossi7le6
(1A/1B) Connections 2$rior!future learning3:
Students will reflect on their education thus far, and on their
current education. They will relate their own experiences to
those in different educational paradigms and imagine other
possible paradigms.
(1A) Common Core!/tate /tandards:
9I##:#)# * 9I##:#)+; /L##:#)# * /L##:#)<; %##:
#)#; %##:#)); %##:#)<; %##:#)=
(1E) >ther considerations 2modifications8
accommodations8 acceleration8 0LL8 etc
All accommodations and modifications indicated in
student I0Ps 5ill 7e follo5ed Any needs of 0LL
students 2modification of assignment length8
modification of assignment com$le?ity8 modification of
source reading8 etc3 5ill 7e im$lemented
(1D) 9esources!Materials:
Teacher:
AP /tandard %riting 9u7ric
/tudents:
The Norton Reader
Course -ote7oo&s
(1F) Assessment 24o5 5ill you monitor $rogress and &no5 students have successfully met outcomes6 %hat ha$$ens
5hen students understand and 5hen they dont understand6
@aily: small grou$ discussion!5riting assignments!oral chec& in from instructor
This %ee&: small grou$ discussion!5riting assignments!oral chec& in from instructor!/ocratic dialogue
(1B) Lesson activities for instructor and students8 (1F)
0m7edded Formative Assessment8
MONDA
(1C) Learning Target:
(1C) @o -o5:
La7or @ay * -o /choolA

!1F)0m7edded Formative Assessment:
(1B)Closing Activity:
T"#SDA
(1C) Learning Target:
/tudents 5ill develo$ s&ills in technical 5riting They
5ill sho5 their learning 7y analy.ing BLearning to
9eadC and creating a B9eading -arrativeC
(1C) @o -o5:
%hat is your earliest memory of learning to read6
In Class:
Students will analyze Learning to Read by
Frederick Douglass and determine the methods
by which he learned to read. They will also be
!1F)0m7edded Formative Assessment:
B9eading -arrativeC
(1B)Closing Activity:
/tudents 5ill share out from their Breading narratives8C
5hich should 7e in $rogress 2or nearly finished3
able to relate his exerience to their own and
determine similarities and di!erences in their
exeriences. They will then articulate the story
o" their own #ourney to literacy. $ll this analysis
will be articulated in small grou discussions
and in a written literacy narrati%e.
Students will read the abo%e mentioned iece
indi%idually& and then in small grous they will
discuss the similarities and di!erences in their
indi%idual exeriences in learning to read& and
then again the similarities and di!erences
between their collecti%e exerience and that o"
Frederick Douglass. They will then write a
literacy narrati%e describing their own
exeriences with learning to read. They will
answer the "ollowing 'uestions( )hat were the
key "eatures o" your #ourney toward literacy*
)hat were some obstacles you "aces along the
way* +ow did you o%ercome them* This literacy
narrati%e should be no less than three
aragrahs. ,t should be double saced. ,t
should& o" course& be in comlete sentences
and utilize correct grammar& selling& etc. ,t
should be legible& and it should be ket in the
notebook designated "or -nglish class and
-nglish class only. ," students do not ha%e such
a notebook& they must secure one. .rades will
be gi%en through notebook checks this Friday&
/01/2.
$#DN#SDA
(1C) Learning Target:
/tudents 5ill develo$ s&ills in technical 5riting They
5ill sho5 their learning 7y creating a B5riting
narrativeC
(1C) @o -o5:
%hat is your first memory of learning to 5rite6
In Class:
Students will read and analy%e &'earning to $rite( by
)en*amin +ran,lin in the Norton Reader. They will
understand the concept of an autodidact, or self-taught
indi.idual. They will articulate their own experiences with
learning to write, and describe the differences and
similarities between their own experiences and those of
+ran,lin. This ,nowledge will be expressed through small
group discussions and a written &writing narrati.e.(
!1F)0m7edded Formative Assessment:
B%riting -arrativeC
(1B)Closing Activity:
/tudents 5ill share out from their B5riting narrativesC
25hich should 7e nearly com$lete3
Students will read the abo.e piece indi.idually, and then in
small groups they will discuss the similarities and
differences in their indi.idual experiences in learning to
write, and then again the similarities and differences
between their collecti.e experience and that of +ran,lin.
They will then write a &writing narrati.e( describing their
own experiences with learning to write. They will answer
the following /uestions0prompts1 )en*amin +ran,lin is a
famous autodidact, or self-taught indi.idual. Describe some
of your own experiences in disco.ering things about writing
without the help of a formal classroom. $hat are some of
the most interesting or profound experiences you ha.e had
with writing2 'oo,ing to the future, how would you li,e to
further de.elop your writing s,ills2 $hat do you thin,
might be the best way to accomplish your goals2 This
literacy narrati.e should be no less than three paragraphs. 3t
should be double spaced. 3t should, of course, be in
complete sentences and utili%e correct grammar, spelling,
etc. 3t should be legible, and it should be ,ept in the
noteboo, designated for #nglish class and #nglish class
only. 3f students do not ha.e such a noteboo,, they must
secure one. 4rades will be gi.en through noteboo, chec,s
this +riday, 56057.
T8"9SDA
(1C) Learning Target:
/tudents 5ill develo$ s&ills in close reading and AP
multi$le choice item com$letion They 5ill sho5 their
learning 7y creating five AP:style multi$le choice items
using AP Duestion stems
(1C) @o -o5:
%hat ma&es a challenging8 relevant multi$le choice
item6
In Class:
"sing A: /uestion stems, students will generate fi.e
multiple choice /uestions based on one of the readings !all
fi.e must come from the same reading;. #ach of these
/uestions should be written in the appropriate &A: style,(
and each should ha.e fi.e possible answers !a-e;. <uestions
should display appropriate rigor. <uestions whose answers
are too easy will be graded accordingly. These /uestions
should be ,ept in the students= #nglish noteboo,s, to be
graded +riday, 56057.
!1F)0m7edded Formative Assessment:
/tudent:generated multi$le choice items
(1B)Closing Activity:
/tudents 5ill share out their most difficult 2in their o5n
estimation3 multi$le choice item
+93DA
(1C) Learning Target:
/tudents 5ill develo$ s&ills in s$ea&ing and listening
They 5ill sho5 their learning 7y $artici$ating in a
!1F)0m7edded Formative Assessment:
/ocratic dialogue on B4o5 Teachers Ma&e Children
4ate 9eadingC in the Norton Reader.
(1C) @o -o5:
Please $roduce your o$ening Duestion for the /ocratic
dialogue and 7e $re$ared to share and!or e?$lain it
Teacher o7servation of class discussion
(1B)Closing Activity:
Closing discussion * %hat 5ent 5ell6 %hat could 7e
im$roved6
>9efers to NMT#A?8 9ubric1
@A-Demonstrating ,nowledge of content
@)-Designing coherent instruction
@?-Setting 3nstructional outcomes
@D-Demonstrating ,nowledge of resources
@#-Demonstrating ,nowledge of students
@+-Designing student assessment
+ormati.e Assessment includes, but is not limited to1
#xit tic,ets, white board response, consensagrams, red0green cards, formal or
informal student conferences, stic,y note assessment.