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

Instructors name:
Mr. Ayers
Week of:
08/17 08/21

Course/Grade:
Grade 11 AP Language and Composition
Unit Name:
Introduction to Course/The Four-Sentence Rhetorical Precis

(1A)*Essential

Question(s):
How do we create effective rhetorical precis to
elaborate on an author or speakers purpose?
(1A) Common Core/State Standards:
W.11-12.1; W.11-12.2; W.11-12.4; W.11-12.5
(1E) Other considerations (modifications,
accommodations, acceleration, ELL, etc

Connections (prior/future learning):

Students will access and build on prior experience in close
reading and analytical writing.
(1A/1B)

(1D) Resources/Materials:

Teacher: document camera

Students: AP standard rubric/The Norton Reader/tone
word handout

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/writing assignments/Socratic dialogue

MONDAY

DUE: Summer Assignments

(1F)Embedded Formative Assessment:

For Friday read the introduction of An Album of Four-sentence precis

Styles, as well as the pieces by Francis Bacon,
(1B)Closing Activity:
Abraham Lincoln and Ernest Hemingway in that
chapter of the Norton Reader.
Learning Target: Students will learn to generate a
precis to analyze a work of non-fiction. They will show
their learning by creating a four-sentence precis.
(1C)

Do Now: What are your expectations for this course?

Describe some things you would definitely like to see in
this class, as well as some things you would like to avoid.
(1C)

In Class:
We will distribute books and go over expectations of
both students and instructor. We will go over the
fundamentals of the course, the late work policy and
other relevant information. We will discuss the three
types of AP essays, as well as the fundamental
assignments used in this course (precis, timed essays,
vocabulary work, multiple choice practice and Socratic

Students will share out learning and questions that

occurred in class today.

dialogue). Expectations for Socratic dialogue, including

notes, will be established.
With any time remaining, we will go over handouts for
the four-sentence rhetorical precis and the sample precis
on the Declaration of Independence. Students will then
read William Faulkners Nobel Prize acceptance speech
in the Norton Reader and, working in small groups at
their tables, generate a four-sentence precis based on
that work.

TUESDAY
(1C) Learning Target: Learning Target: Students will
learn to generate a precis to analyze a work of nonfiction. They will show their learning by creating a foursentence precis.
Do Now: How might the creation of precis based on
non-fiction readings benefit you in this course?
(1C)

(1F)Embedded Formative Assessment: Four-sentence

precis
(1B)Closing

Activity: Students will share out difficulties

and breakthrough moments they experienced while
writing their precis.

In Class:
Continuing our work from yesterday, students will
generate a four-sentence precis (they may work
individually or in small groups). They will be provided
with lists of descriptive words (tone words) which they
will be expected to incorporate into the assignment.

WEDNESDAY

DUE: Four-sentence precis.

Learning Target: Students will learn to improve on
their existing precis. They will show their learning by
taking class notes.
(1C)

Do Now: What can be done to improve your precis?

What can be done to improve any piece of writing?
(1C)

In Class: As a whole class, we will look at student

samples of precis. We will discuss positive points, as well
as ways in which this work can be improved. Students
will take notes on this process, which will function as an
exit ticket. Student work will be displayed using a
document camera and commented on by students via
cold-call questions by the instructor.
At the beginning of class, the instructor will check to see
that the assignment is complete. If it is, the student will
generate a second draft and turn in both. If it is not, the
student will generate a first draft and the work will be
counted late (receiving 50% credit).

(1F)Embedded Formative Assessment: class notes/draft

two of precis
(1B)Closing

Activity: Students will share out what they

have learned about the process of producing a precis.

THURSDAY
(1C) Learning Target: Students will understand the
standard AP writing rubric. They will show their
learning by taking class notes on the subject.

(1F)Embedded Formative Assessment: Class notes

(1B)Closing

Do Now: How have you improved your own work so

far this week? What have you learned about your own
strengths and weaknesses as a writer?
(1C)

Activity: Students will share out their notes

via cold-calling by the instructor.

In Class: Students will each receive a copy of the

standard AP writing rubric. We will go over it as a class,
and then in small groups students will review it and
write one sentence for numbers 1-5 describing a
concrete element that makes this score better than the
one below it on the scale. These notes will stay in the
class notebook.
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)

(1F)Embedded Formative Assessment: Observation of

oral discussion/written notes
(1B)Closing

Activity: Students will briefly discuss high

points and areas of growth in the Socratic dialogue.

In Class: Students will participate in a Socratic dialogue

based on the reading.
Socratic dialogue, An Album of Styles, The Norton
Reader: Of Youth and Age, The Gettysburg
Address, A Farewell to Arms

*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.