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

Instructors name:
Mr Ayers
Course!"rade:
"rade #$ %nglish II Pre&AP 'orld Literature
'ee( of:
$)!** + $)!*,
-nit .ame:
'a(e -/0 1atori in our everyday lives and in the novel
Siddhartha
(1A)*%ssential 2uestion3s4:
'hat is a significant 5a&ha moment6 you have
e7/erienced in your o8n life9 'hat is 1iddharthas 5a&
ha moment6 or 5a8a(ening6 in the novel9
(1A/1B) Connections 3/rior!future learning4:
1tudents 8ill relate their o8n e7/erience 8ith sudden
flashes of understanding to the e7/eriences of the
/rotagonist in the novel Siddhartha
(1A) Common Core!1tate 1tandards:
:L###*#; :L###**; :L##&#*<; '##&#*# +
'###*); 1L##&#*# + 1L##&#*,; L##&#*# +
L###*=
(1E) >ther considerations 3modifications?
accommodations? acceleration? %LL? etc
All accommodations and modifications indicated in
student I%Ps 8ill @e follo8ed Any needs of %LL
students 3modification of assignment length?
modification of assignment com/le7ity? modification of
source reading? etc4 8ill @e im/lemented
(1D) :esources!Materials:
Teacher:
1tudents:
The novel Siddhartha
Pen!/encil
Pa/er
(1F) Assessment 3Ao8 8ill you monitor /rogress and (no8 students have successfully met outcomes9 'hat ha//ens
8hen students understand and 8hen they dont understand9
Baily: direct o@servation
This 'ee(: direct o@servation!letter 8riting!essay 8riting!/eer editing!1ocratic dialogue
(1B) Lesson activities for instructor and students? (1F)
%m@edded Formative Assessment?
MONDAY
(1C) Learning Target:
1tudents 8ill /ractice their 8riting s(ills in the form of
/rofessional letter 8riting They 8ill sho8 their learning
@y /roducing t8o drafts of the 5A&ha Letter6
assignment
(1C) Bo .o8:
'e 8ill distri@ute co/ies of 1iddhartha as Cuic(ly as
/ossi@le Please ta(e a co/y of the novel 3situated on the
ta@le at the front of the room4 and @e sure to sign in out
in the accom/anying note@oo(? 8riting do8n your first
and last name and the num@er of the @oo( you are
ta(ing If you volunteered to access the @oo( online? read
it on a Dindle or @uy your o8n co/y? /lease do not ta(e a
school co/y 'e dont have enough co/ies for everyone0
In Class:
A maEor theme in the novel Siddhartha 3as 8ell as the
theme of this 8ee(s F:24 is the 5a8a(ening6 of the

(1F)%m@edded Formative Assessment:
%7it tic(et + 1tudents 8ill /roduce a rough draft of their
letter and this 8ill serve as an e7it tic(et :ough drafts
8ill stay in student note@oo(s for no8? to @e used to
develo/ the second draft
(1B)Closing Activity:
'hole class discussion + 8e 8ill share the 5a&ha
moment6 8e have chosen to 8rite a@out? and identify
any road@loc(s 8e have encountered in 8riting a@out it
today
main character In Fuddhism? there is a conce/t (no8n
as 5satori?6 8hich refers to a sudden and /o8erful
a8a(ening in an individual? leading to the attainment of
enlightenment or nirvana? 8hich 8e have discussed in
our analysis of the Four .o@le Truths
'e have all e7/erienced some form of immediate
a8a(ening 'e might call these 5a&ha moments6 This
could @e a sudden understanding of a math conce/t after
hours of fruitless study 3A&ha0 I "%T it? Mr 1erendi/04?
the identification of some /reviously misunderstood
@ehavior on our /art 3A&ha0 I realiGe no8 that I hate
reading @ecause Ms "orgon in third grade told me I
8as a lousy reader04 or a sudden sense or clarity around
an unresolved issue 3A&ha0 I need to get rid of that
girl!@oyfriend0 Ae!she is not a good fit for me04 'e 8ill
identify such moments in our o8n lives and 8rite an 5A&
ha0 Letter6 to ourselves descri@ing the details of our
a8a(ening
1mall "rou/ Biscussion + At ta@les? students 8ill discuss
and identify at least three 5A&ha Moments6 in their o8n
lives They 8ill share out the results 8ith the 8hole class
The 5A&ha Letter6 + 1tudents 8ill generate a letter
addressed to themselves descri@ing an im/ortant 5A&ha
moment6 They should identify the nature of the
a8a(ening? the im/ortance of it in their lives? and the
catalyst that led to this a8a(ening The letter should
serve as a reminder to the self so that the lessons gained
in this sudden 5flash of enlightenment6 are not forgotten
and lost The tone of this letter can @e some8hat
informal? @ut the organiGation? synta7? diction and other
elements should @e 8ell e7ecuted 'e 8ill /roduce t8o
drafts of the letter 3final due 'ednesday4 and you
should follo8 the format of a /rofessional letter Please
loo( u/ letter formatting on the Purdue >'L 8e@site to
ma(e sure you get it right Follo8ing small grou/
discussion and share&out? students 8ill 8or( on their
letters in class
For 'ednesday:
In 1iddhartha? read 5The 1on of the Frahman6 and
5'ith the 1amanas6
T8o drafts of the 5A&ha Letter6 are B-% 'ednesday
For Friday: :ead 5"otama6 and 5A8a(ening6
TUESDAY
(1C) Learning Target:
1tudents 8ill /ractice their 8riting s(ills in the form of
/rofessional letter 8riting They 8ill sho8 their learning
@y /roducing t8o drafts of the 5A&ha Letter6
assignment
(1C) Bo .o8:
(1F)%m@edded Formative Assessment:
1tudents 8ill /roduce a second draft of the 5A&ha
Letter6 assignment and turn it in
(1B)Closing Activity:
1tudent volunteers 3or? if need @e? the 5voluntold64 8ill
read their letters aloud
Letter 8riting is @ecoming something of a lost art today
'hat ma(es a good letter9 If you received a letter from
a friend 8ho lived far a8ay? 8hat sort of things 8ould
you ho/e for it to include9
In Class:
1tudents 8ill generate a second draft of their letter? and
@oth 8ill @e turned in @y the end of the /eriod Fe sure
the second draft follo8s the a//ro/riate rules for
/rofessional letter 8riting
WEDNESDAY
B-%: In 1iddhartha? read 5The 1on of the
Frahman6 and 5'ith the 1amanas6 Braft
t8o of the 5A&ha Letter6 is due
(1C) Learning Target:
1tudents 8ill im/rove their s(ills in close reading?
literary analysis and essay 8riting They 8ill sho8 their
learning @y /roducing an F:2 3in&class timed essay4
@ased on the first t8o cha/ters of Siddhartha
(1C) Bo .o8:
'hat does 5a8a(ening6 mean in the conte7t of the
cha/ter @y the same name in the novel 5Siddhartha69
In Class: 1tudents 8ill /roduce an F:2 3timed essay4
@ased on the follo8ing /rom/t:
5In the cha/ter Ha8a(ening?6 ho8 8ould you descri@e
the /rocess of 1iddharthas a8a(ening9 If he is
a8a(ening? 8hat is he 8a(ing u/ from9 In an analytical
essay of four to five /aragra/hs? use evidence from the
first three cha/ters of the @oo( to @ac( your thesis on
this to/ic Fe sure to cite the te7t a minimum of three
times in your 8riting Fe sure to follo8 MLA format in
the organiGation of your 8or( Fe sure to dou@le s/ace06
(1F)%m@edded Formative Assessment:
1tudents 8ill /roduce a timed essay
(1B)Closing Activity:
'hole class discussion + identify and share the elements
you feel most strongly a@out in your /roduction of this
essay Additionally? share the elements that you foresee
needing 8or( 8hen /roducing a second draft
THURSDAY
(1C) Learning Target:
1tudents 8ill shar/en their s(ills in editing? including
their understanding of rules of grammar? organiGation?
/roduction of a clear thesis? and inclusion of all
im/ortant elements of an analytical essay 3o/ening
/aragra/h? clear thesis? su//ortive @ody /aragra/hs? in&
te7t citation using the MLA format? conclusion
/aragra/h? Cuality in diction and variation in synta74
(1C) Bo .o8:
Identify at least one scene from the @oo( that deals 8ith
the conce/t of 5a8a(ening6
In Class:
1tudents 8ill /artici/ate in /eer editing They 8ill
e7change 8or( 8ith at least t8o /artners and com/lete
/eer editing 8or( tem/lates for each Please @e sure to
fill out all as/ects of the sheet? to use only com/lete
(1F)%m@edded Formative Assessment:
1tudents 8ill com/lete /eer editing 8or( tem/lates 8ith
at least t8o /artners
(1B)Closing Activity:
'hole&class discussion + 'e 8ill identify the /revailing
areas of need shared @y the maEority of students? and
also identify areas of strength in student authors
sentences in your 8or(? and to /ro@e dee/ly and
intelligently into the te7t 8hen offering constructive
criticism Contents of /eer editing sheets should @e
shared 8ith the student author? and then the sheets
should @e turned in @y the end of the /eriod
FRIDAY
B-%:
:ead through Part I in 1iddhartha and
/roduce a Cuality o/ening Cuestion for
1ocratic dialogue
(1C) Learning Target:
1tudents 8ill im/rove their s(ills in s/ea(ing and
listening? as 8ell as close reading and literary analysis
They 8ill sho8 their learning @y /artici/ating in a
1ocratic dialogue
(1C) Bo .o8: Please /roduce your o/ening Cuestion and
/re/are to share? descri@e and /ossi@ly alter that
Cuestion in /re/aration for our dialogue
In Class:
1tudents 8ill /artici/ate in a 1ocratic dialogue covering
Part I of 5Siddhartha6 @y Aerman Aesse
For ne7t 8ee(:
'ednesday & :ead 5Damala6 and 5'ith the Child&
Peo/le6 in Siddhartha
Friday + com/lete draft t8o of your analytical essay
descri@ed a@ove
(1F)%m@edded Formative Assessment:
1tudents 8ill @e assessed on their /artici/ation in
1ocratic dialogue
(1B)Closing Activity:
'hole class discussion + 8hat 8ent 8ell 8ith our
dialogue today9 Ao8 might 8e im/rove our discussions
in the future9
*Refers to NMTEACH Rubric:
1ADe!o"str#ti"$ %"o&'e($e of co"te"t
1)Desi$"i"$ co*ere"t i"structio"
1CSetti"$ I"structio"#' outco!es
1DDe!o"str#ti"$ %"o&'e($e of resources
1EDe!o"str#ti"$ %"o&'e($e of stu(e"ts
1FDesi$"i"$ stu(e"t #ssess!e"t
For!#ti+e Assess!e"t i"c'u(es, but is "ot 'i!ite( to:
E-it tic%ets, &*ite bo#r( res.o"se, co"se"s#$r#!s, re(/$ree" c#r(s, for!#' or
i"for!#' stu(e"t co"fere"ces, stic%0 "ote #ssess!e"t1