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

Instructors name:
Ayers

Course/Grade:
Grade 10 English II Pre-AP World Literature

Week of:

Unit Name:

08/24 08/28

The Catcher in the Rye

(1A)*Essential

Question(s):
How do we demonstrate understanding of characters
in works of fiction? How do we do this using symbols
rather than words?
(1A) Common Core/State Standards:
W.11-12; RL.11-12; SL.11-12
(1E) Other considerations (modifications,
accommodations, acceleration, ELL, etc.
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.

Connections (prior/future learning):

Students will reference past experience analyzing major
characters from works of fiction.
(1A/1B)

(1D) Resources/Materials:

The Catcher in the Rye

Art supplies
FRQ Writing Prompt

Assessment (How will you monitor progress and know students have successfully met outcomes? What happens
when students understand and when they dont understand?
(1F)

Daily: direct observation

This Week: direct observation, body biography, Socratic dialogue, essay
MONDAY

For Wed: Read through page 116

For Fri: Read through page 156
DUE Wednesday: Body Biography
DUE Friday: Socratic dialogue with notes
and opening question
Learning Target: Students will improve their skills
in analyzing literature using visual symbols. They will
show their learning by completing a body biography
based on the character Holden Caulfield.
(1C) Do Now: How do people communicate using images
instead of words?
(1C)

In class: In small groups, students will complete a visual

description of the main character of The Catcher in the
Rye. This will be completed by the end of class on
Wednesday.

(1F)Embedded Formative Assessment: body biography

(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
(1C) Learning Target: Students will improve their skills
in analyzing literature using visual symbols. They will
show their learning by completing a body biography
based on the character Holden Caulfield.
(1C) Do Now: Describe the progress you have made on
your body biography so far.

(1F)Embedded Formative Assessment: body biography

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

In class: In small groups, students will complete a visual

description of the main character of The Catcher in the
Rye. This will be completed by the end of class on
Wednesday.

WEDNESDAY
Learning Target: Students will improve their skills
in analyzing literature using visual symbols. They will
show their learning by completing a body biography
based on the character Holden Caulfield.
(1C) Do Now: As we complete this project, reflect on the
things you enjoyed about it and the things that were
challenging.
(1C)

(1F)Embedded Formative Assessment: body biography

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

In class: In small groups, students will complete a visual

description of the main character of The Catcher in the
Rye. This will be completed by the end of class on
Wednesday.

THURSDAY
(1C) Learning Target: Students will learn to create a
quality five paragraph essay following the parameters of
the AP Language and Composition exam (including the
rubric and the essay type). They will show their learning
by completing an FRQ timed writing assignment in
class.
(1C) Do Now: Please take out your text, four sheets of
lined paper, and a pen/pencil. Then come to order.
FRIDAY
(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)

In Class: Students will participate in a Socratic dialogue

based on the reading (through page 156).

(1F)Embedded Formative Assessment: Timed essay (due

at the end of class)
(1B)Closing

Activity: Students will share out about their

experience writing the timed essay.

(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.

*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.