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

Instructors name:
Mr. Ayers
Week of:
12/08 12/12

Course/Grade:
Grade 11 AP Language and Composition
Unit Name:
The Road Concluded/Finals Preparation

(1A)*Essential

Question(s):
What were the major themes addressed in The Road?
How will we prepare ourselves to perform well on the
semester final?
(1A) Common Core/State Standards:
RL.11-12.1 RL.11-12.6; W.11-12.1 W.11-12.6
(1E) Other considerations (modifications,
accommodations, acceleration, ELL, etc

Connections (prior/future learning):

Students will reference past experience editing and writing
essays, as well as correctly answering multiple choice items.
(1A/1B)

(1D) Resources/Materials:

Teacher:
Students:
The Road (novel)
Released AP readings (for the semester final exam)

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/second draft essays/multiple choice items/small group discussions
Lesson activities for instructor and students, (1F)
Embedded Formative Assessment,
(1B)

MONDAY
(1C) Learning Target: Students will improve their ability
to edit and improve an academic essay. They will show
their work by generating a second draft of an assigned
essay.
(1C) Do Now: Describe one way in which you intend to
alter your essay in order to improve it.

(1F)Embedded Formative Assessment: direct observation

(1B)Closing Activity: As a whole class, we will discuss the
ways in which we were able to improve our work today.

In Class: Students will work to complete their second

draft essays, using peer editing sheets, peer feedback and
instructor feedback to guide them.
TUESDAY
(1C) Learning Target: Students will improve their ability
to edit and improve an academic essay. They will show
their work by generating a second draft of an assigned
essay.
(1C) Do Now: What can you do today to raise your essay
up one further point on the AP scale?
In Class: Students will work to complete their second
draft essays, using peer editing sheets, peer feedback and
instructor feedback to guide them.

(1F)Embedded Formative Assessment: direct observation

(1B)Closing Activity: As a whole class, we will discuss the
ways in which we were able to improve our work today.

WEDNESDAY

Essays DUE: first draft, two peer

editing work templates and second
draft

(1F)Embedded Formative Assessment: written notes

(1B)Closing Activity: As a whole class, we will discuss how
our understanding of the presented text(s) has improved
as a result of our discussion.

Learning Target: Students will improve their ability

to understand difficult/archaic texts. They will show
their learning through group discussion and written
notes.
(1C) Do Now: When you dont understand a particular
text, how do you begin to figure it out?
(1C)

In Class: Students will read released AP texts that will be

used on their semester final exam. They will discuss
them in small groups, and then report out and engage in
a whole-class discussion aimed at improving their
understanding. Each student will take written notes in
their notebooks.
THURSDAY
(1C) Learning Target: Students will improve their ability
to understand difficult/archaic texts. They will show
their learning through the creation of one multiple
choice item with written explanations.
(1C) Do Now: What is the difference between a surface
level question and an advanced question that uses
higher order thinking?
FRIDAY
(1C) Learning Target: Students will improve their ability
to understand difficult/archaic texts. They will show
their learning through the creation of a written synopsis
of the important points made by the author of a released
AP text that will be used on their final semester exam.
(1C) Do Now: How do you stay focused and do well
during intense periods of testing?
*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

(1F)Embedded Formative Assessment: multiple choice

item
(1B)Closing Activity: As a whole class, we will discuss how
our understanding of the presented text(s) has improved
as a result of our work today.

(1F)Embedded Formative Assessment: written synopsis

(1B)Closing Activity: As a whole class, we will discuss how
our understanding of the presented text(s) has improved
as a result of our work today.

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.