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:

01/25 01/29

The Synthesis Essay 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
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
Norton Reader
student IEPs will be followed. Any needs of ELL
AP practice materials
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 /written analysis/vocab quiz/ Socratic dialogue
MONDAY
Wednesday 02/03: Second draft synthesis essay
Friday 01/29: Socratic dialogue On the Fear of Death
(Norton Reader)
Learning Target: Students will show improvement in
quality essay writing by completing a timed FRQ essay.
(1C)

(1F)Embedded Formative Assessment: Written analysis

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

Do Now: What is challenging about the synthesis

essay? What do you like about it?
(1C)

In class students will complete a rough

draft FRQ timed synthesis essay.
TUESDAY
Learning Target: Students will show improvement in
quality essay writing by completing a timed FRQ essay.
(1C) Do Now: Describe your plan of attack for completing
a timed synthesis essay.
(1C)

In class students will complete a second rough draft

FRQ timed essay. They will then determine which essay
they would like to expand and edit.

(1F)Embedded Formative Assessment: Written analysis

of work.
(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 improvement
in multiple choice testing by completing and discussing
practice items.
(1C)

Do Now: Emotional intelligence check in.

Students will engage in multiple choice practice.

THURSDAY
(1C) Learning Target: Students will show improvement in
multiple choice testing by completing and discussing
practice items.

(1F)Embedded Formative Assessment:

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

Do Now: Take out a pencil and clear your desk in

preparation for a vocabulary quiz.

(1F)Embedded Formative Assessment: multiple choice

practice.
(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 vocabulary quiz. When this is finished

they will engage in multiple choice practice.
FRIDAY
(1C) Learning Target: Students will improve their skills in
speaking and listening. They will show their learning by
engaging in Socratic dialogue.

(1F)Embedded Formative Assessment: Observation of

oral discussion and written notes

(1C)

(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.

(1B)Closing

Activity: Students will briefly discuss high

points and areas of growth in the Socratic dialogue.

*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.