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:

02/08 02/12

Huckleberry Finn Completed

(1A)*Essential

Question(s):
(1A/1B) Connections (prior/future learning):
What are the essential elements of fiction? What must
Students will connect with prior experience analyzing
be present in a story in order to consider it a complete
works of literature.
narrative?
(1A) Common Core/State Standards:
W.9-10; RL.9-10; SL.9-10
(1E) Other considerations (modifications,
(1D) Resources/Materials:
Novel: Adventures of Huckleberry Finn
accommodations, acceleration, ELL, etc.
Multiple Choice Practice Items
All accommodations and modifications indicated in
Peer Editing Work Templates
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/multiple choice items with written response/Peer editing template/vocabulary
quiz/Socratic dialogue

MONDAY
Tuesday: Peer editing in class must bring rough draft to
participate.
Thursday: Vocabulary quiz
Friday: Socratic dialogue Huck Finn Chapter XXXVI (36)
to the end of the book. Finish the book!
Learning Target: Students will show improved
ability in completing multiple choice items by discussing
practice items and generating a written response to
them.
(1C)

Do Now: It seems hard for students (sometimes) to

explain their successes and challenges with multiple
choice items. Why do you think that is?
(1C)

In class, students will complete five practice multiple

choice items. They will then discuss their outcomes in
small groups, and finally they will generate a written
response to each item, whether they got it correct or

(1F)Embedded Formative Assessment: multiple choice

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

incorrect. This writing will be turned in a the end of

class.
TUESDAY
Learning Target: Students will show improved
ability in editing academic essays by completing a peer
editing template.
(1C)

Do Now: What kind of advice would you most

benefit from, coming from a peer editor?
(1C)

Students will complete a peer editing sheet, offering

editing advice to a classmate.
WEDNESDAY
(1C) Learning Target: Students will show improved
editing skills by generating a second draft of an
academic essay.
(1C) Do Now: What specifically do you hope to
accomplish today in this class?
Students will self-edit and generate a second draft of
their Huckleberry Finn essays.
THURSDAY
(1C) Learning Target: Students will show language
acquisition by completing a vocabulary quiz.
(1C) Do Now: Emotional intelligence check-in.
Students will complete a vocabulary quiz. With the
remaining time they will work to complete the second
draft essay and/or complete the reading and Socratic
notes for the week.
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: peer editing

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-editing

(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: vocab quiz

(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) 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.

(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.