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

Instructors name:
Ayers

Course/Grade:
Grade 10 Pre-AP World Literature

Week of:

Unit Name:

10/05 10/09

Lord of the Flies

(1A)*Essential

Question(s):
(1A/1B) Connections (prior/future learning):
What would the world be like without adults? What
Students will connect with prior experience analyzing
qualities embody adulthood?
works of literature.
(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: Lord of the Flies
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/student-generated multiple choice items/Socratic dialogue
MONDAY
DUE Wednesday: Read through chapter two in Lord of the
Flies.

(1F)Embedded Formative Assessment: written

paragraphs

DUE Wednesday: Two AP-style multiple choice items based

on the reading.

(1B)Closing

DUE Friday: Read through chapter five in Lord of the Flies

complete notes for Socratic dialogue.
Learning Target: Students will show understanding
of writing style and character development by
completing analytical paragraphs.
(1C)

Do Now: What do you think would happen if

everyone over the age of 14 suddenly disappeared from
the world?
(1C)

In class we will begin to read Lord of the Flies

individually. Then, students will write a paragraph
describing the authors writing style and another
describing the characters. These paragraphs will
function as an exit ticket and will stay in the class
notebook.

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 show their improved
skills in understanding multiple choice items by
generating their own items.
Do Now: What positive qualities are embodied in
adulthood? What about negative qualities?
(1C)

In class students will complete two multiple choice items

based on their reading, using the AP question stem list.
WEDNESDAY
(1C) Learning Target: Students will show their improved
skills in essay writing by completing an FRQ timed
essay.

(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: essay

Do Now: Please take out materials to complete an

FRQ timed 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.

In class students will complete an FRQ timed essay

based on their reading in Lord of the Flies.
THURSDAY
(1C) Learning Target: Students will show their improved
skills in editing by completing a peer editing work
template.

(1F)Embedded Formative Assessment: editing work

template

(1C)

(1C)

Do Now: How do you think your behavior might

change if there were no adults around to monitor your
behavior?

(1B)Closing

In class students will complete a peer editing work

template analyzing another students work.
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

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)

Activity: As a whole class, we will discuss

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

(1B)Closing

Activity: Students will briefly discuss high

points and areas of growth in the Socratic dialogue.

Socratic dialogue: Lord of the Flies (through chapter

five)

*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.