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:

08/31 09/04

The Catcher in the Rye Conclusion

(1A)*Essential

Question(s):
How do we improve academic writing?

Connections (prior/future learning):

Students will access previous experience writing and
revising academic essays.
(1A/1B)

Common Core/State Standards:

W.11-12; RL.11-12; SL.11-12
(1E) Other considerations (modifications,
(1D) Resources/Materials:
accommodations, acceleration, ELL, etc.
Novel: The Catcher in the Rye
All accommodations and modifications indicated in
AP writing rubric
student IEPs will be followed. Any needs of ELL
Peer editing work template
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?
(1A)

Daily: direct observation

This Week: direct observation/peer editing work template/second draft essay/Socratic dialogue
MONDAY
For Wednesday: Read through page 199
For Friday: Complete reading of novel
(1C) Learning Target: Students will improve their ability
to edit academic essays by completing a peer editing
work template.
(1C) Do Now: Using the AP writing rubric, describe what
score you would like to earn on your essay this week and
what you will do to achieve it.
In class students will edit one anothers FRQ timed
essays using a peer editing work template.
TUESDAY
(1C) Learning Target: Students will improve their ability
to edit academic essays. They will show their learning by
filling out a peer editing work template for their own
essay and creating a second draft.
(1C) Do Now: What makes something interesting to read?
WEDNESDAY
(1C) Learning Target: Students will improve their ability
to edit and improve academic essays by editing their
essays and generating a second draft.
(1C) Do Now: How can you impart originality and
personal style to your essay?

(1F)Embedded Formative Assessment: peer editing work

template
(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: self-completed

peer editing work templates
(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: A minimum of

two paragraphs of re-written material
(1B)Closing Activity: As a whole class, we will discuss
what we learned today and how we will use these skills

in the future.

THURSDAY
(1C) Learning Target: Students will improve their ability
to edit and improve academic essays by editing their
essays and generating a second draft.
(1C) Do Now: Look through your essay briefly and
identify three words that can be improved/replaced with
more specific words.
FRIDAY

DUE: Second draft of Catcher essay with first draft

and self-completed peer editing work template.
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: A minimum of

two paragraphs of re-written material
(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

(1C)

(1B)Closing

Activity: Students will briefly discuss high

points and areas of growth in the 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 of the entire novel The Catcher in
the Rye.

*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.