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

Instructors name:
Ayers

Course/Grade:
Grade 11 AP Language and Composition

Week of:
03/16 03/20

Unit Name:
Multiple Choice Practice

(1A)*Essential

Question(s):
(1A/1B) Connections (prior/future learning):
How can we be successful with multiple choice items
Students will access prior experience analyzing non-fiction
on the AP Exam?
texts and answering multiple choice items.
(1A) Common Core/State Standards:
RI.11-12.1; RI.11-12.3; W.11-12.1; W.11-12.3
(1E) Other considerations (modifications,
(1D) Resources/Materials:
accommodations, acceleration, ELL, etc.
Norton Reader
All accommodations and modifications indicated in
AP Practice Multiple Choice Items
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/small group discussion/Socratic dialogue
Lesson activities for instructor and students, (1F)
Embedded Formative Assessment,
(1B)

MONDAY
Reading: Letter from Birmingham Jail in the Norton
Reader
Learning Target: Students will improve their ability
to analyze and understand complex written works. They
will show their learning through group discussion and
short answer questions.
(1C)

Do Now: Today we will engage in close reading.

What does that mean to you?
(1C)

In class, students will read a short passage, and in small

groups they will discuss it. They will then answer the
following questions in written form:
1. How would you describe the authors writing
style?
2. Does the author use language in any special ways
(use of language that evokes emotion, makes you
think, etc.)?
3. What rhetorical devices are used in this piece?

(1F)Embedded Formative Assessment: Short response

questions.
(1B)Closing Activity: As a class we will discuss our overall
impressions of the piece.

4. What do you think is the authors purpose in

writing this piece?
Each question should be answered using a complete
paragraph. These paragraphs will be turned in on
Wednesday.
TUESDAY
(1C) Learning Target: Students will improve their ability
to analyze and understand complex written works. They
will show their learning through small group discussion.
Do Now: Do you feel you completely understood the
piece from the handout? What aspect, if any, was
confusing to you?
(1C)

(1F)Embedded Formative Assessment: direct

observation/small group discussion
(1B)Closing

Activity: As a class, we will discuss the

outcomes of our discussions on the multiple choice items.

Today we will answer the multiple choice items in section

I of the handout. Students will attempt to come to
consensus on their choices at their tables.
WEDNESDAY
(1C) Learning Target: Students will improve their ability
to successfully complete multiple choice items. They will
show their learning through written analysis.

(1F)Embedded Formative Assessment: written analysis

(1B)Closing

Do Now: Emotional intelligence check in how are

you feeling? Why?
(1C)

Activity: As a class, we will report out on how

we did on the multiple choice items, and discuss methods
for improvement.

Students will be given the answers to the multiple choice

items. They will identify the items they answered
incorrectly, and write a paragraph for each, describing
the logic that led them to the incorrect answer. This
work will stay in the class notebook.
THURSDAY
(1C) Learning Target: Students will increase their
understanding of academic English. They will show their
learning by completing a vocabulary quiz.
Do Now: Please take a few minutes to review any
study materials you may have prepared for the
vocabulary quiz.
(1C)

FRIDAY
(1C) Learning Target: Students will improve their skills
in speaking and listening. They will show their learning
through participation in Socratic dialogue.
Do Now: Please produce your notes, opening
question, and text and prepare to share your opening
question with the class.
(1C)

*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)Embedded Formative Assessment: Vocabulary quiz

(1B)Closing

Activity: Using a show of fingers, students

will indicate their perceived performance on the quiz,
and a brief discussion will follow.

(1F)Embedded Formative Assessment: Notes/Socratic

dialogue.
(1B)Closing Activity: As a class, we will discuss the high
points and areas of improvement for our discussion.

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.

1F-Designing student assessment