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

Instructors name:
Mr Ayers
Course!"rade:
"rade ## AP Language and Com$osition
%ee& of:
'(!)( * #'!'+
,nit -ame:
Federalist Pa$er .#'
(1A)*/ssential 0uestion1s2:
%hat is the logic 3ehind multi$le choice tests4 Is there
more than one &ind of logic at 5or&4
(1A/1B) Connections 1$rior!future learning2:
6tudents 5ill access $revious e7$erience com$leting
multi$le choice tests
(1A) Common Core!6tate 6tandards:
8I##9#)# * 8I##9#)#': %##9#)# * %##9#)+: L##9
#)# * L##9#);: 6L##9#)# * 6L##9#)<
(1E) =ther considerations 1modifications>
accommodations> acceleration> /LL> etc
All accommodations and modifications indicated in
student I/Ps 5ill 3e follo5ed Any needs of /LL
students 1modification of assignment length>
modification of assignment com$le7ity> modification of
source reading> etc2 5ill 3e im$lemented
(1D) 8esources!Materials:
Teacher:
6tudents:
-orton 8eader
AP multi$le choice ?uestion stem list
Federalist Pa$er .#'
(1F) Assessment 1@o5 5ill you monitor $rogress and &no5 students have successfully met outcomes4 %hat ha$$ens
5hen students understand and 5hen they dont understand4
Aaily: direct o3servation
This %ee&: direct o3servation!6ocratic dialogue!multi$le choice items 5ith 5ritten analysis
(1B) Lesson activities for instructor and students> (1F)
/m3edded Formative Assessment>
MONDAY
(1C) Learning Target:
6tudents 5ill im$rove their a3ility to a$$ly reason and
strategy to multi$le choice items They 5ill sho5 their
learning 3y creating multi$le choice items 5ith
accom$anying 5ritten narratives
(1C) Ao -o5:
Peruse the Norton Reader and find a title that loo&s
interesting to you %rite do5n the title> and 5hat a3out
them seems interesting
In Class:
,sing a $iece from the -orton 8eader 1chosen 3y each
individual student2 5e 5ill $roduce one multi$le choice
item 5ith 5ritten analysis For this multi$le choice item>
you must 5rite a $aragra$h descri3ing 5hy the correct
ans5er is correct> 5hy the distractor is the distractor>
and 5hy each incorrect ans5er is incorrect 1for a total of
five $aragra$hs2 This item 5ill 3e due %ednesday>
#'!'B

(1F)/m3edded Formative Assessment:
Multi$le choice items 5ith 5ritten narratives
(1B)Closing Activity:
%hole class discussion and assessment of daily 5or&
TUESDAY
(1C) Learning Target:
6tudents 5ill im$rove their a3ilities in close reading and
com$rehension of difficult 1in this case anti?uated2 non9
fiction te7ts They 5ill sho5 their learning 3y
CtranslatingD sections of The Federalist Pa$ers .#' into
standard modern /nglish
(1C) Ao -o5:
%hat is your initial res$onse to Federalist Pa$er .#'>
-=T as a historical document> 3ut as a ?uality $iece of
5riting and a $o5erful $iece of rhetoric4
In Class:
In small grou$s> students 5ill choose a $aragra$h from
Federalist Pa$er .#' that they find difficult 1in terms of
synta7> diction> organiEation> etc2 and CtranslateD this
$aragra$h into standard modern /nglish Though
students 5ill 5or& together> each individual student 5ill
ma&e their o5n translation This 5or& 5ill stay in the
class note3oo& and serve as an e7it tic&et
For Friday:
6tudents 5ill $roduce an analytical essay 3ased on their
reading of Federalist Pa$er .#'> using the follo5ing
$rom$t *
CIn this 5riting e7ercise> 5e 5ill a$$roach Federalist
Pa$er .#' in terms of 5riting style and rhetorical
content %e 5ill 5rite a com$lete essay descri3ing the
authors use of synta7> diction and rhetoric in achieving
his authorial goals %hat is the authors goal 1or goals2
in 5riting this $iece4 @o5 does he ma&e use of synta7>
diction and rhetorical strategies to achieve these goals4
Please use at least four in9te7t citations from the te7t to
develo$ your analysis Please 3e sure to dou3le s$aceD
(1F)/m3edded Formative Assessment:
CTranslatedD $aragra$h
(1B)Closing Activity:
%hole class discussion and assessment of daily 5or&
WEDNESDAY
(1C) Learning Target:
6tudents 5ill develo$ their s&ills in close reading and
analysis of non9fiction te7ts They 5ill sho5 their
learning through small grou$ and 5hole class discussion>
as 5ell as 3y generating a 5ritten thesis statement
(1C) Ao -o5:
Please revie5 Federalist Pa$er .#' and create a thesis
statement to 3e used in 5riting your analytical essay
In Class:
Follo5ing the Cdo no5>D students 5ill discuss the essay
$rom$t in small grou$s They 5ill each create a ?uality
thesis statement> 5hich 5ill serve as an e7it tic&et -e7t>
5e 5ill have a 5hole9class discussion of the three areas
(1F)/m3edded Formative Assessment:
/7it tic&et * thesis statement and 5hole class discussion
notes
(1B)Closing Activity:
%hole class discussion and assessment of daily 5or&
to 3e covered in the essay 1synta7> diction and rhetorical
strategies2 6tudents 5ill also ta&e notes on this
discussion as $art of todays e7it tic&et
THURSDAY
(1C) Learning Target:
6tudents 5ill im$rove their s&ills in close reading>
analysis of non9fiction te7ts> and essay 5riting They 5ill
sho5 their learning 3y generating a rough draft of an
essay 3ased on the aforementioned $rom$t and their
reading of Federalist Pa$er .#'
(1C) Ao -o5:
"enerate an essay outline for your essay on Federalist
$a$er .#'
In Class:
6tudents 5ill generate a rough draft essay It can 3e
?uite rough> 3ut should read as a com$lete essay This
5ill then 3e used to create a second draft> 5ith 5ill 3e
due Friday> #'!'+
(1F)/m3edded Formative Assessment:
8ough draft of essay
(1B)Closing Activity:
%hole class discussion * @o5 did the 5riting go4 %hat
did you find challenging a3out it4 %hat do you feel
strong a3out> in terms of your essay4
FRIDAY
A,/: T5o drafts of analytical
essay on Federalist Pa$er .#'
(1C) Learning Target:
6tudents 5ill develo$ their s&ills in s$ea&ing and
listening They 5ill sho5 their understanding 3y
$artici$ating in a 6ocratic dialogue 3ased on our reading
of Federalist Pa$er .#'
(1C) Ao -o5:
Please share your o$ening ?uestion for the coming
dialogue
For -e7t %ee&: Multi$le choice item
5ith 5ritten narrative e7$lanations>
3ased on a reading of your choice in
the Norton Reader
6imilar multi$le choice item 3ased on
the e7cer$t of C%aldenD distri3uted in
a class handout
(1F)/m3edded Formative Assessment:
6tudents 5ill $artici$ate in a 6ocratic dialogue> 5hich
5ill 3e graded
(1B)Closing Activity:
As a 5hole class> 5e 5ill discuss the $ositive $oints of
our discussion> as 5ell as 5ays in 5hich 5e can im$rove
future 6ocratic dialogues
Foth of these items 5ill 3e A,/ ne7t
%ednesday> #'!'B
*Refers to NMTEACH Rubric:
1ADe!o"str#ti"$ %"o&'e($e of co"te"t
1)Desi$"i"$ co*ere"t i"structio"
1CSetti"$ I"structio"#' outco!es
1DDe!o"str#ti"$ %"o&'e($e of resources
1EDe!o"str#ti"$ %"o&'e($e of stu(e"ts
1FDesi$"i"$ stu(e"t #ssess!e"t
For!#ti+e Assess!e"t i"c'u(es, but is "ot 'i!ite( to:
E-it tic%ets, &*ite bo#r( res.o"se, co"se"s#$r#!s, re(/$ree" c#r(s, for!#' or
i"for!#' stu(e"t co"fere"ces, stic%0 "ote #ssess!e"t1