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

Instructors name:
Ayers

Course/Grade:
Grade 10 Pre-AP World Literature

Week of:

Unit Name:

02/01/16 02/05/16

Huckleberry Finn Continued

(1A)*Essential

Question(s):
(1A/1B) Connections (prior/future learning):
What are the essential elements of fiction? What must
Students will connect with prior experience analyzing
be present in a story in order to consider it a complete
works of literature.
narrative?
(1A) Common Core/State Standards:
W.9-10; RL.9-10; SL.9-10
(1E) Other considerations (modifications,
(1D) Resources/Materials:
accommodations, acceleration, ELL, etc.
Novel: Adventures of Huckleberry Finn
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/vocabulary quiz/FRQ timed writing/Socratic dialogue

MONDAY
Wed: Multiple choice items
Thurs: Peer editing
Friday: Socratic dialogue Huck chapters XXIX
XXXV (29-35)
Wed 02/10: Two drafts of FRQ essay
Learning Target: Students will show improved
ability in writing academic essays by completing an FRQ
timed essay.
(1C)

Do Now: Today we will generate a prompt based on

Huck. What is important to learn from this book?
What is important to dig deeper into?
(1C)

After generating a prompt, students will begin an FRQ

timed essay.

(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.

TUESDAY
Learning Target: Students will show improved
ability in writing academic essays by completing an FRQ
timed essay.
(1C)

(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.

Do Now: What area will you focus on today to

improve your writing?
(1C)

WEDNESDAY
(1C) Learning Target: Students will show improvement in
completing multiple choice items by completing practice
items and discussing outcomes.
(1C) Do Now: How can we complete multiple choice items
both effectively and quickly?
In class students will complete practice multiple choice
items and discuss correct and incorrect answers.
THURSDAY
(1C) Learning Target: Students will show vocabulary
acquisition by completing a vocabulary quiz.
(1C) Do Now: Take out a pencil, clear your desk and
prepare for a vocabulary quiz.
In class we will complete a vocabulary quiz. Then we
will complete a peer editing work sheet.
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: 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: vocabulary

quiz/peer editing sheet
(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

(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.