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:

09/14 09/18

The Great Gatsby Continued

(1A)*Essential

Question(s):
(1A/1B) Connections (prior/future learning):
How would you describe the writing style in The Great Students will access previous experience taking notes on
Gatsby? What does it mean to read deeply and
their reading and exercising thorough, close reading.
thoroughly? How do we take quality notes for a
Socratic dialogue?
(1A) Common Core/State Standards:
W.11-12; RL.11-12; SL.11-12
(1E) Other considerations (modifications,
(1D) Resources/Materials:
accommodations, acceleration, ELL, etc.
Novel: The Great Gatsby
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/reading notes/Socratic dialogue/Discovery testing
MONDAY
For Wednesday: Read through page 111 in The Great
Gatsby.
Learning Target: Students will improve their ability
to generate quality notes for Socratic dialogues. They
will show their learning by creating notes in a small
group work environment.
(1C)

(1F)Embedded Formative Assessment: Reading 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.

Do Now: What makes quality notes when you are

preparing for a Socratic dialogue? What I the purpose of
these notes?
(1C)

In class, students will work together to generate quality

Socratic dialogue notes for this weeks reading. Notes
generated today will be turned in for a grade and
returned before our dialogue on Wednesday.
TUESDAY
(1C) Learning Target: Students will improve their ability
to generate quality notes for Socratic dialogues. They
will show their learning by creating notes in a small
group work environment.

(1F)Embedded Formative Assessment: Reading 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.

Do Now: What does it mean to read deeply and

thoroughly?
(1C)

In class we will continue to generate Socratic dialogue

notes. Notes completed today will be turned in
Wednesday at the end of the Socratic dialogue.
WEDNESDAY
(1C) Learning Target: Students will improve their skills in
speaking and listening. They will show their learning by
engaging in Socratic dialogue.
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.
(1C)

(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.

THURSDAY
DISCOVERY TESTING
Learning Target:
Do Now:
FRIDAY
(1C)

(1F)Embedded Formative Assessment:

(1B)Closing Activity:

(1C)

DISCOVERY TESTING
(1C)
(1C)

(1F)Embedded Formative Assessment:

(1B)Closing Activity:

Learning Target:
Do Now:

*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.