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:

03/21 03/25

Kite Runner Continued/Author Visit/CSI

(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: The Kite Runner
All accommodations and modifications indicated in
Non Fiction Book: Ghost Soldiers
student IEPs will be followed. Any needs of ELL
Science (and cross-curricular) CSI lesson plan
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/field notes/police report/Socratic dialogue

MONDAY

Tue: Author Visit! Hampton Sides.

Wed: Field notes and police report due.
Thursday: Socratic dialogue The Kite
Runner chapters 20-22.
Learning Target: Students will show understanding of
non-fiction writing by developing questions for the author
about writing and research mechanics.
(1C)

Do Now: Tomorrow we have a special visitor

Hampton Sides. What would you like to get out of our
encounter with the author of Ghost Soldiers?
(1C)

Students will read in Ghost Soldiers and then, in

small groups, go over all of their reading. As a
whole class we develop questions to ask
Hampton Sides (the author) when he visits
tomorrow!

(1F)Embedded Formative Assessment: author questions

(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 understanding
of the field note format by completing forensics field
notes.
(1C)

Do Now: How is the science forensics unit going?

What have you done so far?
(1C)

In accordance with a cross-curricular forensics unit, we will

learn how to take field notes using data generated in science
class! These will be turned in Wednesday.
WEDNESDAY
(1C) Learning Target: Students will show understanding of
the police report format by completing a police report.
(1C) Do Now: Emotional Intelligence check-in.
In accordance with a cross-curricular forensics unit, we will
learn how to generate police reports. We will use field notes
generated yesterday to create a police report. Both will be
turned in at the end of class.
THURSDAY
(1C) Learning Target: Students will improve their skills in
speaking and listening. They will show their learning by
engaging in Socratic dialogue.
(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.

(1F)Embedded Formative Assessment: field notes

(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: Police Report

(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
(1B)Closing Activity: Students will briefly discuss high
points and areas of growth in the Socratic dialogue.

Socratic dialogue: chapters 20-22

FRIDAY:

Spring Break!!!
*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.