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

Instructors name:
Mr Ayers
Course!"rade:
"rade #$ %nglish II Pre&AP 'orld Literature
'ee( of:
##!$) * ##!$+
,nit -ame:
.hort Fiction: /ialogue
(1A)*%ssential 0uestion1s2:
3o4 do 4e create 5uality dialogue in a 6iece of fiction7
'hat function does dialogue serve in fiction7
(1A/1B) Connections 16rior!future learning2:
.tudents 4ill reference 6ast e86erience 4riting and reading
short fiction 1including last 4ee(s lesson2
(1A) Common Core!.tate .tandards:
9L:&#$# * 9L:&#$:; ':&#$) * ':&#$<; .L:&#$#
* .L:&#$<
(1E) =ther considerations 1modifications>
accommodations> acceleration> %LL> etc
All accommodations and modifications indicated in
student I%Ps 4ill ?e follo4ed Any needs of %LL
students 1modification of assignment length>
modification of assignment com6le8ity> modification of
source reading> etc2 4ill ?e im6lemented
(1D) 9esources!Materials:
Teacher:
.tudents:
.hort .tory: @,6 in MichiganA ?y %rnest 3eming4ay
(1F) Assessment 13o4 4ill you monitor 6rogress and (no4 students have successfully met outcomes7 'hat ha66ens
4hen students understand and 4hen they dont understand7
/aily: direct o?servation
This 'ee(: direct o?servation!4riting sam6les!reading 5uiB!.ocratic dialogue
(1B) Lesson activities for instructor and students> (1F)
%m?edded Formative Assessment>
MONDAY
(1C) Learning Target: .tudents 4ill increase their
understanding of dialogue in 4or(s of fiction They 4ill
ho4 their learning ?y 6roducing dialogue> 4or(ing
together 4ith a 6artner
(1C) /o -o4: 'hat ma(es your s6ea(ing voice distinct
from other 6eo6le7
In Class: This 4ee( 4e 4ill continue our 4or( 4ith the
short story form> focusing on the use of dialogue> along
4ith other elements of fiction Today in class> ?uilding
u6on 4or( from last 4ee(> students 4ill 4or( in 6airs to
create 6ractice dialogue Together> they 4ill decide on
t4o characters> defining 4ho they are> 4here they are>
4hat their relationshi6 is> and a conflict that e8ists
?et4een them %ach character should ?e from a
different area of the country 1or from another country2
and their 6lace of origin should ?e revealed through
their s6eech 6atterns Then> using =-LC dialogue>
students 4ill 4rite short 6ieces that reveal this
information to the reader %ach dialogue 4ill ta(e a?out
#D minutes to create> and students 4ill create three
distinct e8am6les during class

(1F)%m?edded Formative Assessment: e8it tic(et *
dialogue creation
(1B)Closing Activity: 'e 4ill share e8am6les of dialogue
4ith the 4hole class and try to guess the characters
relationshi6> location and conflict ?ased only on dialogue
?et4een the t4o characters
TUESDAY
-= CLA..%. * %L%CTI=- /AC
(1C) Learning Target:
(1C) /o -o4:
(1F)%m?edded Formative Assessment:
(1B)Closing Activity:
WEDNESDAY
(1C) Learning Target:
(1C) /o -o4:
In Class: 'e 4ill ?egin 4ith a reading 5uiB covering @,6
in MichiganA ?y %rnest 3eming4ay In the time
remaining> students 4ill choose one of the dialogues
created on Monday and ?egin to craft it into a short
story The guidelines for this assignment are as follo4s:
Initial drafts of these short stories 4ill ?e due on
Monday> ##!#$ Ty6e 4ritten 4or( is 6referred> ?ut
neatly hand 4ritten 4or( 4ill ?e acce6ted All 6ieces
should ?e dou?le s6aced and ?e 4ritten on only one side
of the 6age .tories should ?e a minimum of three 6ages
and a ma8imum of five %ach story should include a
minimum of t4o characters In the story> some form of
conflict must e8ist ?et4een the t4o characters> and it
must ?e resolved in some 4ay ?y the end of the story
Most of the relevant information a?out each character
should ?e revealed through dialogue %ach character
should ?e from a different area of the country 1or from
another country2 and their 6lace of origin should ?e
revealed through their s6eech Eesides dialogue> the
story should contain 6hysical descri6tion sufficient to
create a realistic setting in the mind of the reader
(1F)%m?edded Formative Assessment: reading 5uiB
(1B)Closing Activity:
As a 4hole class> 4e 4ill share a ?rief descri6tion of our
characters> 4here they are from> and 4hy 4e chose to
4rite a?out them
THURSDAY
(1C) Learning Target: .tudents 4ill develo6 their s(ills in
creating short fiction They 4ill sho4 their learning ?y
generating at least three 6aragra6hs> ?ased on the
assignment descri6tion a?ove
(1C) /o -o4: 'here are your characters from7 3o4 can
4e tell ?y @listeningA to them tal(7
(1F)%m?edded Formative Assessment: e8it tic(et *
4riting sam6le
(1B)Closing Activity:
As a 4hole class> 4e 4ill discuss the 6rocess of 4riting so
far 'hat has 4or(ed for you7 'hat has 6roven to ?e
difficult7
FRIDAY
(1C) Learning Target: .tudents 4ill im6rove their s(ills
in s6ea(ing and listening> as 4ell as literary analysis
They 4ill sho4 their learning ?y engaging in .ocratic
dialogue
(1C) /o -o4: Please 6re6are your o6ening 5uestion and
?e ready to share it 4ith the class
For ne8t 4ee(: /raft =ne of .hort
.tory Assignment /,% Monday
(1F)%m?edded Formative Assessment: .ocratic dialogue
(1B)Closing Activity: As a 4hole class> 4e 4ill discuss the
things that 4ent 4ell in our discussion> as 4ell as 4ays in
4hich 4e can im6rove future .ocratic dialogues
*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($e of resources
For!#ti+e Assess!e"t i"c'u(es, but is "ot 'i!ite( to:
E-it tic%ets, &*ite bo#r( res.o"se, co"se"s#$r#!s, re(/$ree" c#r(s, for!#' or
i"for!#' stu(e"t co"fere"ces, stic%0 "ote #ssess!e"t1
1EDe!o"str#ti"$ %"o&'e($e of stu(e"ts
1FDesi$"i"$ stu(e"t #ssess!e"t

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