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

Instructors name:
Ayers

Course/Grade:
Grade 10 English II World Literature

Week of:

Unit Name:

04/06 04/10

The Personal Essay Concluded

(1A)*Essential

Question(s):
(1A/1B) Connections (prior/future learning):
How do we create quality personal essays? How do we Students will model their work on previously read
edit and refine our personal experiences to make them examples of personal essays. They will connect with their
palatable to readers? Why is it important to share
own life experience in writing their own essays. They will
your story?
draw on past experience in editing non-fiction writing.
(1A) Common Core/State Standards:
RI.9-10; W.9-10; SL.910
(1E) Other considerations (modifications,
(1D) Resources/Materials:
accommodations, acceleration, ELL, etc.
Student Essays
All accommodations and modifications indicated in
Peer editing work template
student IEPs will be followed. Any needs of ELL
Novella: The Old Man and the Sea
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/peer editing narrative/draft two of personal essay
Lesson activities for instructor and students, (1F)
Embedded Formative Assessment,
(1B)

MONDAY
Reading: The Old Man and the Sea (through page 51 for
Friday)
Learning Target: Students will improve their skills in
peer editing. They will show their learning by producing
a written narrative commenting on one peers work and
by discussing their edits.
(1C) Do Now: Why might it be important to share your
personal story with others?
TUESDAY
(1C) Learning Target: Students will improve their skills in
peer editing. They will show their learning by producing
a written narrative commenting on one peers work and
by discussing their edits.
(1C) Do Now: What are some writers tricks you can
employ to get a reader interested?
(1C)

(1F)Embedded Formative Assessment: Written peer

editing narrative
(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: Written peer

editing narrative
(1B)Closing Activity: As a whole class, we will discuss
what we learned today and how we will use these skills
in the future.

WEDNESDAY
(1C) Learning Target: Students will improve their skills in
editing their own written work. They will show their
learning through written edits of their own work and by
generating a second draft (due Friday).
(1C) Do Now: What literary or rhetorical devices have
you used in your own essay?
THURSDAY
(1C) Learning Target: Students will improve their skills in
editing and improving non-fiction writing.
(1C) Do Now: What do you look for when reading a short
work of non-fiction (a magazine article, a blog, even an
e-mail) that makes it enjoyable?
In class we will review a student essay and offer critical
feedback. If we have no volunteers, a non-student essay
will be employed.
FRIDAY
(1C) Learning Target: Students will improve their skills
in speaking and listening. They will show their learning
through written notes and Socratic dialogue.
Do Now: Please produce your notes, text and
opening question.
(1C)

(1F)Embedded Formative Assessment: Written self-edits

(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: Whole-class

discussion of an example 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.

(1F)Embedded Formative Assessment: Written notes/oral

discussion
(1B)Closing Activity: As a whole class, we will discuss
what we learned today and how we will use these skills
in the future.

In this dialogue, we will cover The Old Man and the Sea
through page 51.
*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.