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:

03/14 03/18

The Kite Runner

(1A)*Essential

Question(s):
(1A/1B) Connections (prior/future learning):
What are the essential elements of fiction? What must
Students will connect with prior experience analyzing
be present in a story in order to consider it a complete
works of literature.
narrative?
(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.
Novel: The Kite Runner
All accommodations and modifications indicated in
student IEPs will be followed. Any needs of ELL
Peer editing work template
students (modification of assignment length,
modification of assignment complexity, modification of
Multiple choice items
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/peer editing work template/multiple choice items/Socratic dialogue

MONDAY
Wednesday: Peer editing templates and self-editing
paragraphs due.

(1F)Embedded Formative Assessment: peer editing work

template.

Thursday: Reading and vocabulary quiz due.

(1B)Closing

Friday: Read in The Kite Runner (chapters 14 19) with

notes in preparation for Socratic dialogue.
Learning Target: Students will show improved skills
in the area of essay editing by completing a peer editing
work template.
(1C)

Do Now: How can we make the process of editing

and re-writing academic essays FUN?
(1C)

Using FRQs previously drafted in class, students will

peer edit their work in preparation for completing a
second draft (due Friday).

Activity: As a whole class, we will discuss what

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

TUESDAY
Learning Target: Students will show improved skills
in the area of essay editing by completing a written selfedit.
(1C)

(1F)Embedded Formative Assessment: Self-editing

analytical paragraphs.
(1B)Closing

Do Now: How can we develop fearlessness in editing

our own written work?
(1C)

Activity: As a whole class, we will discuss what

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

Using their own first draft essays, students will complete

a self-edit. Rather than use the peer editing template,
they will simply write two paragraphs one describing
the strong points of the essay and the other describing
areas of growth. These paragraphs should be stapled to
the peer editing sheet completed Monday and all should
be turned in to the box on Wednesday before class.
WEDNESDAY
(1C) Learning Target: Students will show improvement in
the area of multiple choice testing by completing a set of
items released from a past AP exam.
(1C)

Do Now: Emotional Intelligence check-in.

Students will complete multiple choice items and discuss

outcomes after being given the correct answers.
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.
Students will take a short reading quiz (with short
response questions) along with a vocabulary quiz of 10
items using a match the definition to the word
method. If there is time left after the quiz, students will
work on finishing their reading and/or notes. They may
also deepen existing notes and re-read assigned passages
for additional understanding. Students may work alone,
in pairs or in small groups to complete this final aspect
of the assignment (the quiz, of course, is an individual
endeavor).
FRIDAY
(1C) Learning Target: Students will improve their skills in
speaking and listening. They will show their learning by
engaging in Socratic dialogue.
(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.
Socratic dialogue: The Kite Runner chapters 14 19.

(1F)Embedded Formative Assessment: MC items and

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.

(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.

(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.