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:

10/05/15 10/09/15

The Morals of the Prince

(1A)*Essential

Question(s):
(1A/1B) Connections (prior/future learning):
What is morality? Can morality be argued? How does Students will connect with past experience analyzing nonone prove that their moral standpoint is superior to
fiction work.
others?
(1A) Common Core/State Standards:
W.11-12; RI.11-12; SL.11-12
(1E) Other considerations (modifications,
(1D) Resources/Materials:
accommodations, acceleration, ELL, etc.
Norton Reader
All accommodations and modifications indicated in
AP Handouts: techniques of analysis
student IEPs will be followed. Any needs of ELL
Laptops
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/essay editing worksheet/Socratic dialogue
MONDAY
Reading: The Morals of the Prince by Niccolo
Machiavelli
DUE Wednesday: Precis on reading
DUE Friday: Socratic dialogue on reading

(1F)Embedded Formative Assessment: analysis

paragraphs
(1B)Closing

Learning Target: Students will show understanding

of the STAAR analysis methodology by completing two
analytical paragraphs.
(1C)

(1C)

Do Now: What is morality?

In class, a list of literary devices/language devices will

distributed. This list will help you in coming assignments
and should be kept for use all year.
Also, we will introduce the PASTA and STAAR methods
of analysis (argumentative and rhetorical, respectively).
This, along with instructions for response paragraphs
using this methodology, will be explained in class.
Students will then read The Morals of the Prince and
complete two STAAR analysis paragraphs. These
paragraphs will follow the STAAR and TEAR
templates (explained in class). The paragraphs will

Activity: As a whole class, we will discuss

what we learned today and how we will use these skills
in the future.

function as an exit ticket and will stay in the class

notebook.
TUESDAY
(1C) Learning Target: Students will show understanding
of the PASTA analysis methodology by completing two
analytical paragraphs.
(1C)

Do Now: Can morality be argued?

(1F)Embedded Formative Assessment: analysis

paragraphs
(1B)Closing

Activity: As a whole class, we will discuss

what we learned today and how we will use these skills
in the future.

In class, students will complete two PASTA

argumentative analysis paragraphs. These paragraphs
will follow the PASTA and TEAR templates
(explained in class). The paragraphs will function as an
exit ticket and will stay in the class notebook.
WEDNESDAY
(1C) Learning Target: Students will show improvement in
their essay editing skills by completing an editing work
template.
Do Now: How does one prove that their moral
standpoint is superior to others?
(1C)

(1F)Embedded Formative Assessment: editing work

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.

In class students will complete an essay editing work

template and begin to generate a second draft of the
essay based on Shooting an Elephant. Both drafts and
the editing work template will be due Wednesday 10/14.
THURSDAY
(1C) Learning Target: Students will show improved skills
in multiple choice mastery by completing items on an
online platform.
Do Now: How have your multiple choice skills
improved so far this year?
(1C)

(1F)Embedded Formative Assessment: online 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.

In class students will complete practice multiple choice

items on learnerator.com.
While completing these items, students will compile a list
of rhetorical/literary/analytical terms they do not know,
along with the definitions. This list will be recorded 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 and written notes
(1B)Closing

Activity: Students will briefly discuss high

points and areas of growth in the Socratic dialogue.

Socratic dialogue: The Morals of the Prince

*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.