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:

03/07 03/11

Existentialism and The Stranger

(1A)*Essential

Question(s):
(1A/1B) Connections (prior/future learning):
How does the author utilize diction, organization and
Students will connect with past experience analyzing noncharacter development to create a quality piece of non- fiction work.
fiction?
(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.
All accommodations and modifications indicated in
Novel: The Stranger
student IEPs will be followed. Any needs of ELL
Vocabulary list/quiz
students (modification of assignment length,
Laptops
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/small group oral discussion/vocabulary quiz/Socratic dialogue
MONDAY

Wednesday: Written analysis paragraphs

due (covering Camus and Existentialism).
Thursday: Vocabulary quiz due.
Friday: Socratic dialogue The Stranger by
Albert Camus (Part I).
Learning Target: Students will show understanding of
the importance of the work of Albert Camus through oral
discussion and written analysis.
(1C)

Do Now: Please read the excerpt provided you

concerning the philosopher and writer Albert Camus. What
is he saying about the genesis of the artistic work, which
might also be described as creative inspiration? Describe
his point in your own words.
(1C)

Following the do now and the discussion it will entail,

students will read an article the 100 year anniversary of
Albert Camus. After reading the piece individually, they

(1F)Embedded Formative Assessment: oral discussion

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

will discuss it at their tables in small groups. They will then

share out as a whole group via cold call questioning by
the instructor. Finally, they will write one to three
paragraphs describing Camus accomplishments and
influences. These paragraph(s) will be kept in the class
notebook for now written work generated today through
Wednesday will be turned in Wednesday for a grade.
TUESDAY
Learning Target: Students will show understanding
of Existentialism as a philosophy through oral discussion
and written analysis.
(1C) Do Now: Respond to the following quote:
Philosophy should not be thought of primarily either
(1C)

(1F)Embedded Formative Assessment: written analysis

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

as an attempt to investigate and understand the self or

the world, or as a special occupation that concerns only
a few. Rather, philosophy must be thought of as fully
integrated within life.
Students will be given an article about the Existentialist
philosophy that is divided into seven parts (a-g). Every
student will read the work in its entirety. Small groups will
discuss the work at their respective tables to ensure
understanding. Every individual student will summarize
sections a-c in one-two paragraphs. Then, each small table
group will be assigned one of the remaining sections. With
help and collaboration from table-mates, each student will
write an additional paragraph analyzing their assigned
paragraph. All this work should be clearly labeled (article
name and section) and will be turned in Wednesday along
with the rest of the weeks written work.

WEDNESDAY
(1C) Learning Target: Students will show improvement
in multiple choice by completing items on an online
platform.
(1C) Do Now: Emotional Intelligence check-in.
Students will complete items on Learnerator.com.
THURSDAY
(1C) Learning Target: Students will show vocabulary
acquisition by completing a vocabulary quiz.
(1C) Do Now: Please take out a pencil and clear your desk
in preparation for a vocabulary quiz.
After completing the quiz, students will review types of
rhetorical fallacies, also known as logical fallacies.

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

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 Stranger by Albert

Camus, Part I
*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.