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:

05/02 05/06

AP Exam Prep

(1A)*Essential

Question(s):
How does the author utilize diction, organization and
character development to create a quality piece of nonfiction?
(1A) Common Core/State Standards:
W.11-12; RI.11-12; SL.11-12
(1E) Other considerations: Modifications, accommodations,

Connections (prior/future learning):

Students will connect with past experience analyzing nonfiction work.
(1A/1B)

(1D) Resources/Materials:

acceleration, ELL, etc. 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.

Norton Readers
Rhetoric handouts
Laptops
(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: essay/Socratic Dialogue/multiple choice items
Goals/Objectives

Lesson Activities for instructor and students

MONDAY
Wednesday: student-chosen FRQ essay due.
Friday: Socratic dialogue Looking at Women in the
Norton Reader, with notes, due.

(1F)Embedded Formative Assessment: essay

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

Learning Target: Students will show improved

ability in writing academic essays by completing a timed
FRQ.
(1C)

Do Now: Please come to order todays activities

will be explained and we will begin following any
questions from students.
(1C)

Students will complete an FRQ timed essay

(argumentative).
TUESDAY
(1C) Learning Target: Students will show improved
ability in writing academic essays by completing a timed
FRQ.
Do Now: Please come to order todays activities
will be explained and we will begin following any
questions from students.
(1C)

Students will complete an FRQ timed essay (analysis).

(1F)Embedded Formative Assessment: essay

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

WEDNESDAY
(1C) Learning Target: Students will show understanding
of rhetorical concepts by participating in an educational
game.
Do Now: Please come to order todays activities
will be explained and we will begin following any
questions from students.
(1C)

Students will play Jeopardy with logical fallacies and

rhetorical terms!
THURSDAY
(1C) Learning Target: Students will show improved skill
in multiple choice testing by completing items in an
online platform.
Do Now: Please come to order todays activities
will be explained and we will begin following any
questions from students.
(1C)

Students will complete multiple choice items on

Learnerator.com.
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: 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: 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: 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: Looking at Women in the Norton

Reader.
*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.