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    2015ayersworld0202 0206

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    This lesson plan outlines activities for a 10th grade Pre-AP World Literature class focused on the novel The Kite Runner for the week of February 2nd-6th. On Monday, students will participate in a Socratic dialogue about chapters 12-14 of the novel. On Tuesday, students will work on multiple choice questions to improve their ability to answer AP-level questions. On Wednesday, students will discuss sample multiple choice questions in small groups. On Thursday, students will complete a timed essay. The week concludes on Friday with another Socratic dialogue, this time about chapters 15-18. Formative assessments include teacher observations, sample questions, timed writings, and class discussions.

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    © All Rights Reserved
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    2015ayersworld0202 0206

    Uploaded by

    api-237641032
    295 views3 pages
    This lesson plan outlines activities for a 10th grade Pre-AP World Literature class focused on the novel The Kite Runner for the week of February 2nd-6th. On Monday, students will participate in a Socratic dialogue about chapters 12-14 of the novel. On Tuesday, students will work on multiple choice questions to improve their ability to answer AP-level questions. On Wednesday, students will discuss sample multiple choice questions in small groups. On Thursday, students will complete a timed essay. The week concludes on Friday with another Socratic dialogue, this time about chapters 15-18. Formative assessments include teacher observations, sample questions, timed writings, and class discussions.

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    This lesson plan outlines activities for a 10th grade Pre-AP World Literature class focused on the novel The Kite Runner for the week of February 2nd-6th. On Monday, students will participate in a Socratic dialogue about chapters 12-14 of the novel. On Tuesday, students will work on multiple choice questions to improve their ability to answer AP-level questions. On Wednesday, students will discuss sample multiple choice questions in small groups. On Thursday, students will complete a timed essay. The week concludes on Friday with another Socratic dialogue, this time about chapters 15-18. Formative assessments include teacher observations, sample questions, timed writings, and class discussions.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    295 views3 pages

    2015ayersworld0202 0206

    Uploaded by

    api-237641032
    This lesson plan outlines activities for a 10th grade Pre-AP World Literature class focused on the novel The Kite Runner for the week of February 2nd-6th. On Monday, students will participate in a Socratic dialogue about chapters 12-14 of the novel. On Tuesday, students will work on multiple choice questions to improve their ability to answer AP-level questions. On Wednesday, students will discuss sample multiple choice questions in small groups. On Thursday, students will complete a timed essay. The week concludes on Friday with another Socratic dialogue, this time about chapters 15-18. Formative assessments include teacher observations, sample questions, timed writings, and class discussions.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Lesson Plan~The Academy for Technology & the Classics~Cultivating Fearless Learners

    Instructors name:
    Mr. Ayers
    Week of:
    02/02 02/06

    Course/Grade:
    Grade 10 Pre-AP World Literature
    Unit Name:
    The Kite Runner

    (1A)*Essential

    Question(s):
    How do we produce quality timed essays? How do we
    successfully complete AP level multiple choice items?

    Common Core/State Standards:


    RL.9-10.1 RL.9-10.6; SL.9-10.1 SL.9-10.4; W.910.1; W.9-10.2; W.9-10.4; W.9-10.5
    (1E) Other considerations (modifications,
    accommodations, acceleration, ELL, etc

    Connections (prior/future learning):


    Students will access prior experience completing timed
    essays and completing and analyzing AP level multiple
    choice items.
    (1A/1B)

    (1A)

    (1D) Resources/Materials:

    Teacher:
    AP Standard Writing Rubric
    Students:
    Novel The Kite Runner
    AP multiple choice items

    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/multiple choice items/FRQ timed essay/Socratic dialogue

    Lesson activities for instructor and students, (1F)


    Embedded Formative Assessment,
    (1B)

    MONDAY

    Reading:
    For Wednesday - The Kite Runner, Chapters
    15-16.
    For Friday - The Kite Runner, Chapters 17 18.
    Learning Target:
    Students will develop skills in speaking and listening.
    They will show their learning by participating in a
    Socratic dialogue.
    (1C) Do Now:
    Please produce your notes, text and opening question for
    the Socratic dialogue and be prepared to share and/or
    explain it.
    (1C)

    (1F)Embedded Formative Assessment:


    Teacher observation of class discussion
    Reading Notes

    (1B)Closing Activity:

    Closing discussion What went well? What could be


    improved?

    Due to inclement weather, most classes miss


    the Socratic dialogue last Friday covering
    chapters 12-14. They will make this up
    today.
    TUESDAY
    (1C) Learning Target: Students will improve their ability
    to apply reasoning to correctly answer AP level multiple
    choice items. They will show their learning by
    completing multiple choice items.
    Do Now: What do you find most difficult about
    successfully completing multiple choice items?
    (1C)

    WEDNESDAY
    (1C) Learning Target: Students will improve their ability
    to apply reasoning to correctly answer AP level multiple
    choice items. They will show their learning by discussing
    each example item in small groups and coming to
    consensus on the correct answer.
    Do Now: Please produce your multiple choice items
    and discuss the answers with the others seated at your
    table, coming to consensus on the correct answer.
    (1C)

    THURSDAY
    (1C) Learning Target: Students will improve their ability
    to write timed essays. They will show their learning by
    completing an FRQ timed writing.

    (1F)Embedded Formative Assessment: Multiple choice


    items.
    (1B)Closing Activity: As a whole class, we will discuss
    how we believe we performed on the multiple choice
    items.

    (1F)Embedded Formative Assessment: Direct


    observation of discussion.
    (1B)Closing Activity: Students will be given the correct
    answers, will grade their own work based using these
    answers, and will report out regarding their
    performance, identifying areas of strength and areas of
    growth.

    (1F)Embedded Formative Assessment: Timed essay.


    (1B)Closing Activity: As a whole class, we will discuss the
    ways in which we might improve our essay writing.

    Do Now: Please write a complete essay based on a


    prompt. Please underline or highlight the thesis, circle
    the three (or more) major points to be examined in the
    body paragraphs and underline or highlight all
    examples of citation, including direct quotes and
    paraphrasing.
    (1C)

    FRIDAY
    (1C) Learning Target:
    Students will develop skills in speaking and listening.
    They will show their learning by participating in a
    Socratic dialogue.
    (1C) Do Now:
    Please produce your notes, text and opening question for
    the Socratic dialogue and be prepared to share and/or
    explain it.

    (1F)Embedded Formative Assessment:


    Teacher observation of class discussion
    Reading Notes

    (1B)Closing Activity:

    Closing discussion What went well? What could be


    improved?

    *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.

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