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:

04/04 04/08

The Kite Runner/Redemption Fiction

(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:
Novel: The Kite Runner
accommodations, acceleration, ELL, etc.
Peer editing work template
All accommodations and modifications indicated in
Vocabulary and reading quiz
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/fiction outline/peer editing sheets/vocabulary quiz

MONDAY
Wednesday: Read chapter 23 in The Kite Runner.
Thursday: Reading and vocabulary quiz.
Friday: Socratic dialogue (with notes) covering The Kite
Runner chapters 23 and 24.
Wednesday 04/13: Two drafts of redemption fiction piece
due.
Learning Target: Students will show understanding
of the elements of quality fiction by generating their own
piece of fiction based on a theme from the novel we are
reading.
(1C)

Do Now: What is redemption? How has it played a

part in your life?
(1C)

Fiction project: Students will create a work of fiction based

on the theme of redemption which is the primary focus of
The Kite Runner. We will start with a rough draft, which
will be used as an exit ticket.

(1F)Embedded Formative Assessment: Fiction rough

draft
(1B)Closing 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 understanding
of the elements of quality fiction by completing a peer
editing work template analyzing a peers fiction work.
(1C)

Do Now: What parts of your rough draft might you

keep? What parts might you discard?
(1C)

WEDNESDAY
(1C) Learning Target: Students will show understanding
of the elements of quality fiction by working on a second
draft of a work of fiction.
(1C) Do Now: Emotional Intelligence check-in.
Students will work in class to complete a second draft of
their fiction project, which will be due next Wednesday.
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.

(1F)Embedded Formative Assessment: peer 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.

(1F)Embedded Formative Assessment: Second draft of

fiction piece
(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.

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.
Following the quiz, students will read The Kite Runner
and generate Socratic dialogue notes, which will
function as an exit ticket.
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.

(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 Kite Runner chapters 23 and 24.

*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.