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:

04/25 04/29

The Old Man and the Sea

(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 Old Man and the Sea
All accommodations and modifications indicated in
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/Student biography/Socratic dialogue/Research Paper

MONDAY
DUE DATES
Wednesday: Student Biography due.
Wednesday: Research Paper (begun last week) due.
Friday: Socratic dialogue with reading and notes (through
page 42) due.
Learning Target: Students will show understanding of
authors background through oral discussion.
(1C)

Do Now: If you were to write a biography that was

broken down into seven different areas of focus or
sections, what would you include?
(1C)

We will introduce Ernest Hemingway and read background

material about the author. Students will briefly discuss the
author in table groups. They will then decide on seven
sections for their own biography. Students will write their
own biography with seven areas of focus. For each areas of
focus, they will write one paragraph of text. Like the
Hemingway biography (handed out in class and posted on
the website) they must include a synopsis (an overview of
the important points in their life) and six other sections.

(1F)Embedded Formative Assessment: Student Bio

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

Examples from the Hemingway bio include Early Life and

Career and Military Experience. Student sections might
include early childhood, middle school years, ports
and hobbies, etc. Students will start in class today and turn
in their work at THE END OF CLASS Wednesday. Students
will have time to finish in class on Wednesday.
TUESDAY
Learning Target: Students will show understanding of
literature by reading and discussing a novella.
(1C)

Do Now: This novel is largely about overcoming a great

challenge. What are some challenges you have overcome in
your life?
(1C)

In table groups, students will read from The Old Man and
the Sea. They may read silently or together. They may talk
with peers to get clarification about character, plot and other
salient features of the text.
WEDNESDAY
(1C) Learning Target: Students will show understanding of
biographical writing by completing their own biography.
(1C) Do Now: Emotional Intelligence check-in.
Students will complete work on their biographies and turn
them in at the end of class.
THURSDAY
(1C) Learning Target: Students will show understanding of
literature by completing Socratic dialogue notes.
Do Now: What are some important events that have
taken place in the book so far?
(1C)

(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.

(1F)Embedded Formative Assessment: Student Biography

(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: Socratic dialogue

notes
(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 work to complete notes for the Socratic

dialogue on Friday.
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 Old Man and the Sea (through page
42)

*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.