Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd Logo
Upload

Welcome to Scribd!

  • 751 views

    Lesson Plan The Academy For Technology & The Classics Cultivating Fearless Learners

    Uploaded by

    api-237641032
    This lesson plan outlines instruction for a week-long unit on argumentation for an 11th grade AP Language and Composition course. On Monday, students will analyze and describe the elements of Toulmin and Rogerian arguments in writing. On Tuesday, they will evaluate an example essay and take notes on what score it deserves. Wednesday includes a timed FRQ essay. On Thursday there is a vocabulary quiz and multiple choice practice. Friday focuses on a Socratic dialogue, with students preparing opening questions and discussing the dialogue. Formative assessments include daily observation, written analyses, quizzes, and notes.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd

    Lesson Plan The Academy For Technology & The Classics Cultivating Fearless Learners

    Uploaded by

    api-237641032
    751 views2 pages
    This lesson plan outlines instruction for a week-long unit on argumentation for an 11th grade AP Language and Composition course. On Monday, students will analyze and describe the elements of Toulmin and Rogerian arguments in writing. On Tuesday, they will evaluate an example essay and take notes on what score it deserves. Wednesday includes a timed FRQ essay. On Thursday there is a vocabulary quiz and multiple choice practice. Friday focuses on a Socratic dialogue, with students preparing opening questions and discussing the dialogue. Formative assessments include daily observation, written analyses, quizzes, and notes.

    Original Title

    ayers2016lang0208 0211

    Copyright

    © © All Rights Reserved

    Available Formats

    DOC, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This lesson plan outlines instruction for a week-long unit on argumentation for an 11th grade AP Language and Composition course. On Monday, students will analyze and describe the elements of Toulmin and Rogerian arguments in writing. On Tuesday, they will evaluate an example essay and take notes on what score it deserves. Wednesday includes a timed FRQ essay. On Thursday there is a vocabulary quiz and multiple choice practice. Friday focuses on a Socratic dialogue, with students preparing opening questions and discussing the dialogue. Formative assessments include daily observation, written analyses, quizzes, and notes.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    751 views2 pages

    Lesson Plan The Academy For Technology & The Classics Cultivating Fearless Learners

    Uploaded by

    api-237641032
    This lesson plan outlines instruction for a week-long unit on argumentation for an 11th grade AP Language and Composition course. On Monday, students will analyze and describe the elements of Toulmin and Rogerian arguments in writing. On Tuesday, they will evaluate an example essay and take notes on what score it deserves. Wednesday includes a timed FRQ essay. On Thursday there is a vocabulary quiz and multiple choice practice. Friday focuses on a Socratic dialogue, with students preparing opening questions and discussing the dialogue. Formative assessments include daily observation, written analyses, quizzes, and notes.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    You are on page 1of 2

    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:

    02/08 02/11

    Argumentation

    (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.
    Argumentation handouts
    All accommodations and modifications indicated in
    Norton Readers
    student IEPs will be followed. Any needs of ELL
    Example essays
    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/oral discussion/multiple choice practice/Socratic dialogue
    MONDAY
    Wednesday: Written analysis of Toulmin and Rogerian
    arguments due.
    Thursday: Vocabulary quiz and FR
    Friday: Readings for Socratic dialogues (with notes) are as
    follows. Black Men and Public Space with a return to
    Who Shot Johnny from last week if deemed important
    (you do not need new notes for the latter).

    Learning Target: Students will show understanding


    of a Toulmin and Rogerian argument through oral
    discussion and written analysis.
    (1C) Do Now: How do you construct a powerful
    argument?
    (1C)

    In small groups, students will read about,


    analyze, and then describe to the rest of
    the class the elements of a Toulmin and a
    Rogerian Argument. They will write a
    paragraph for each type of argument,
    describing its essential elements in their
    own words. These will be due Wednesday.

    (1F)Embedded Formative Assessment: Written analysis


    (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 producing a quality argumentative essay through
    discussion and written analysis.
    (1C) Do Now: Do you think you are good at arguing?
    Why or why not?
    (1C)

    (1F)Embedded Formative Assessment: class 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 look at an example essay considered


    excellent by the College Board, and discuss in small
    groups what score they think it deserves (1-9) and WHY.
    They should take written notes in their class notebooks
    laying out specific reasons the essay deserves the score
    they gave it. These notes will be subject to check by the
    instructor.
    WEDNESDAY
    (1C) Learning Target: What will you do to make sure the
    essay you write today is of excellent quality?
    (1C) Do Now: Take out materials, clear your desk, and
    prepare for an FRQ timed essay.
    THURSDAY
    (1C) Learning Target: Students will show language
    acquisition by completing a vocabulary quiz.
    (1C) Do Now: Clear your desk and prepare for a
    vocabulary quiz.

    (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.
    (1F)Embedded Formative Assessment: vocab 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 complete a vocabulary quiz. They will use


    the remaining class time to complete 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)

    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.

    You might also like