The Academy for Technology & the Classics

Lesson Plan Template

Instructors name: Devin Ayers Week of: 11/18 11/22 Course/Grade: Grade 11 AP Language and Composition Unit Name: Politics and Government

Common Core/ NM Content Standards: RL11-12.1; RL11-12.3; RL11-12.5; RI11-12.1; RI11-12.5; W11-12.2; W11-12.5; SL11-12.1; SL1112.3; SL11-12.4; L11-12.1; L11-12.2; L11-12.6 Essential Question(s): What significant social/political issues are you aware of that effect our world today? How do they affect your own life? How does Orwell blend narrative and analysis to achieve the desired effect in Shooting an Elephant? Other considerations (modifications, accommodations, acceleration, etc.): Students who require it will receive extended deadlines for writing assignments and/or shortened reading. Connections (prior learning/prior knowledge): Students will relate their personal experience with significant social issues to the material found in the weeks reading by writing an essay based on a prompt from the Norton Reader related to the reading. Resources/Materials Teacher: Students: Norton Reader AP Writing Rubric Peer Editing Worksheet

Assessment (How will you monitor progress and know students have successfully met outcomes?) Daily: direct observation This Week: direct observation/writing assignment Unit: direct observation/writing assignments/Socratic dialogue/Project Time allotted MONDAY Learning TargetStudents will identify a significant social issue affecting our world today and relate it directly to their personal experience. They will show their learning through an FRQ essay based on the following prompt: Write an essay in which you present a personal experience that illuminates a larger issue: schooling, affirmative action, homelessness, taxes, law enforcement, prejudice, sexism, homophobia, poverty, or some other local or national issue. Be Lesson activities for instructor and students Assignment(s) DueIn class reading: Shooting an Elephant by George Orwell (found in Norton Reader) Essay outline (exit ticket)

sure to use a blend of analysis and narrative, which Orwell does masterfully in Shooting and Elephant. Students will spend the first part of the period reading the piece mentioned (individually or in small groups). They will then create an outline (the format is of their own choosing) for the essay assigned. This outline will be their exit ticket for the day, and will be turned in with the final essay. TUESDAY Learning TargetStudents will understand the use of narrative and analysis in a piece of non-fiction. They will show their learning through direct observation of small group discussions and by generating notes on the topic, which will be their (exit ticket) for the day. WEDNESDAY Learning TargetStudents will understand the use of narrative and analysis in a piece of non-fiction. They will show their learning by producing an essay based on a prompt. Students will write an FRQ essay based on the prompt described above and utilizing their outlines. THURSDAY Learning TargetStudents will hone their skills in editing, including organization, structure, syntax, diction and mastery of mature use of language. They will show their learning through editing of peer work, using peer editing work sheets. Students will peer edit one anothers essays using the peer editing work sheet. FRIDAY Learning TargetStudents will understand the use of analysis, personal narrative, and rhetorical devices in effective essay writing. They will show their learning through Socratic dialogue. Assignment(s) DueVocabulary Quiz Socratic Dialogue Second drafts of Shooting an Elephant FRQs, with first drafts and peer editing sheets are due today. However, anyone requiring an extension may have one; in this case, turn the work in on Monday, 11/25. Assignment(s) Due-

Assignment(s) DueNotes on narrative/analysis in Shooting an Elephant

Assignment(s) DueFRQ First and Second Draft with Peer Editing Sheet on Notes on Punctuation (assigned last week) FRQ based on Shooting an Elephant. (inclass)