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

Instructors name:
Ayers

Course/Grade:
Grade 10 Pre-AP World Literature

Week of:

Unit Name:

11/02/15 11/06/15

The Iliad

(1A)*Essential

Question(s):
(1A/1B) Connections (prior/future learning):
How has ancient Greece affected our own culture?
Students will connect with prior experience analyzing
What is effective about Homers epic style of poetry?
works of literature.
(1A) Common Core/State Standards:
W.9-10; RL.9-10; SL.9-10
(1E) Other considerations (modifications,
(1D) Resources/Materials:
accommodations, acceleration, ELL, etc.
Textbook
All accommodations and modifications indicated in
Laptops
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/essay/multiple choice items/Socratic dialogue

MONDAY
Due Wednesday November 4: Ancient Greece art projects.
Due Wednesday November 4: Reading The Iliad, Book
I with background information (pages 210-226).
Due Wednesday November 4: Second draft essay with peer
edits and first draft.
Due Friday November 6: Socratic dialogue on The Illiad
Book I along with background information (pages 210
226). Please note: we are adding a new addition to Socratic
dialogue notes. Please list all words you do not know and
highlight them, along with a short definition.
Learning Target: Students will show understanding
of ancient Greek culture by creating an art project based
on background reading in the textbook.
(1C)

Do Now: What do you know already about ancient

Greece? Have you read any books or seen any movies
that deal with ancient Greece?
(1C)

In class, we will read about Ancient Greece (pages 202-

(1F)Embedded Formative Assessment: art projects

(1B)Closing Activity: As a whole class, we will discuss what
we learned today and how we will use these skills in the
future.

208). Then, each student will choose an area of focus and

generate a piece of art that is relevant to that area and
teaches the viewer about that particular subject. The
details can be agreed upon between the student and the
instructor. One example would be a poster advertising
an early meeting of the Olympic Games. Another might
be a welcome poster inviting visitors to enjoy a
weekend in Athens or in Sparta. Some outside research
may be needed. All visual projects must include a
written component as well, equivalent to at least one
paragraph per student participant. Students may work
alone or in groups of up to three.
TUESDAY
(1C) Learning Target: Students will show understanding
of ancient Greek culture by creating an art project based
on background reading in the textbook.
(1C)

(1F)Embedded Formative Assessment: art projects

(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 we will continue our art projects, which will be

turned in on Wednesday.
WEDNESDAY
(1C) Learning Target: Students will show improvement in
writing academic essays by completing an FRQ timed
essay.
(1C) Do Now: Please take out materials and prepare for
an FRQ timed essay.

(1F)Embedded Formative Assessment: essays

(1B)Closing Activity: As a whole class, we will discuss what
we learned today and how we will use these skills in the
future.

Do Now: What have you learned thus far about

ancient Greece? Name one thing that is similar between
our two cultures. Name one thing that is different.

Students will complete an FRQ timed essay.

THURSDAY
(1C) Learning Target: Students will show improvement in
completing multiple choice items by generating two
items using the AP question stem list.
Do Now: What have you found most interesting
about The Iliad?

(1F)Embedded Formative Assessment: multiple choice

questions
(1B)Closing Activity: As a whole class, we will discuss what
we learned today and how we will use these skills in the
future.

Students will complete two multiple choice items based

on their reading.
FRIDAY
(1C) Learning Target: Students will improve their skills in
speaking and listening. They will show their learning by
engaging in Socratic dialogue.

(1F)Embedded Formative Assessment: Observation of oral

discussion and written notes

(1C)

(1C) 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.

(1B)Closing Activity: Students will briefly discuss high

points and areas of growth in the Socratic dialogue.

Socratic dialogue: The Iliad, Book I with background

information (pages 210 226).

*Refers to NMTEACH Rubric:

Formative Assessment includes, but is not limited to:

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

Exit tickets, white board response, consensagrams, red/green cards, formal or

informal student conferences, sticky note assessment.