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:

03/14 03/18

The Stranger Continued

(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,
Peer editing work template
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/self-editing paragraphs/peer editing work template/FRQ timed essay/vocabulary
quiz/Socratic dialogue
MONDAY
Wednesday: Peer editing work template due.

(1F)Embedded Formative Assessment: FRQ timed essay

Thursday: A vocabulary quiz, along with a brief reading

quiz in the form of short answer questions, will be due. The
vocabulary portion will entail matching words to their
appropriate definitions, which will be provided for you.

(1B)Closing

Friday: Reading - The Stranger (Part II, Chapters 1-2 and

half of 3), with notes for Socratic dialogue are due. This
reading takes one through page 90 in my edition, but may
be different in yours. Chapter 3 is about 16 pages long
count it out!
Wednesday 03/23: Second draft of FRQ timed essay due.
Learning Target: Please take out a pencil and paper
and clear your desk of all else.
(1C)

Do Now: We will complete a rough draft of an FRQ

using the following prompt:
(1C)

How does the concept of absurdity reveal itself in Part

I of The Stranger? What is the authors attitude toward
absurdity? What are the characters attitudes toward

Activity: As a whole class, we will discuss what

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

absurdity? You might structure your essay to address: 1.

Authors attitude toward absurdity. 2. The main
characters attitude toward absurdity. 3. And supporting
characters attitude toward absurdity.
TUESDAY
(1C)

Learning Target: Students will show increased skill

in editing by writing two self-editing paragraphs.

(1F)Embedded Formative Assessment: self-editing

paragraphs.

Do Now: What do you enjoy about The Stranger so

far?

(1B)Closing

(1C)

Activity: As a whole class, we will discuss what

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

Students will self-edit their rough drafts. Rather than

use a peer editing work template, they will simply write
one paragraph describing what is excellent about the
essay thus far, and one paragraph describing areas of
possible growth. These paragraphs will function as an
exit ticket and then will be turned in with the second
draft next Wednesday.

WEDNESDAY
(1C) Learning Target: Students will show increased skill
in editing by completing a peer-editing work template.
(1C)

(1F)Embedded Formative Assessment: Peer editing work

template.

Do Now: Emotional Intelligence check-in.

(1B)Closing

Activity: As a whole class, we will discuss what

we learned today and how we will use these skills in the
future.
THURSDAY
(1C) Learning Target: Students will show vocabulary
acquisition by completing a vocabulary quiz and brief
reading quiz using short-response questions. The
vocabulary portion will match words to existing
definitions.
Do Now: Please take out a pencil and clear your desk
in preparation for a vocabulary quiz.
(1C)

After completing a vocabulary and reading quiz,

students will utilize the remaining class time to complete
notes for the Socratic dialogue and/or practicing
multiple choice items on Learnerator.com.

(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 (Part II chapters 1-2

and half of 3).
*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.