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

Instructors name:
Ayers

Course/Grade:
Grade 11 AP Language and Composition

Week of:

Unit Name:

04/18 04/22

Multiple Choice Intensive

(1A)*Essential

Question(s):
How does the author utilize diction, organization and
character development to create a quality piece of nonfiction?
(1A) Common Core/State Standards:
W.11-12; RI.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 connect with past experience analyzing nonfiction work.
(1A/1B)

(1D) Resources/Materials:

Laptops
Norton Reader

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: Multiple Choice Analysis/Socratic Dialogue/Multiple Choice Items
Goals/Objectives

Lesson Activities for instructor and students

MONDAY
Friday: Socratic dialogue covering Graduation from the
Norton Reader.
Learning Target: Students will show improved skill in
multiple choice by completing items in an online platform.
(1C) Do Now: Describe a skill you would like to improve
prior to the AP exam.
(1C)

Students will engage in multiple choice practice.

TUESDAY
(1C) Learning Target: Students will show improved skill in
multiple choice by completing items in an online platform.
Do Now: What is one thing you can do outside of class
to prepare for the AP exam?

(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: Multiple Choice

Items

(1C)

Students will engage in multiple choice practice.

WEDNESDAY
(1C) Learning Target: Students will show improved skill in
multiple choice by completing items in an online platform.
Do Now: What will you do before the AP exam to be
ready (right before)?

(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: Multiple Choice
Items and analytical paragraph.

(1C)

(1B)Closing

Activity: As a whole class, we will discuss what

Students will engage in multiple choice practice.

They will then produce a paragraph analyzing WHY
they got a particular item incorrect. This should be a
minimum of five paragraphs.
THURSDAY
(1C) Learning Target: Students will show improved skill in
multiple choice by completing items in an online platform.
Do Now: How will you benefit from taking the AP
exam?

we learned today and how we will use these skills in the

future.

(1F)Embedded Formative Assessment: Multiple Choice

Items

(1C)

Students will engage in multiple choice practice.

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)

(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
(1B)Closing

Activity: Students will briefly discuss high

points and areas of growth in the Socratic dialogue.

Socratic dialogue: Graduation in the Norton Reader

*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.