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:

05/02 05/06

The Old Man and the Sea Continued

(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 Old Man and the Sea
All accommodations and modifications indicated in
Art Supplies
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/writing assignment/book cover visual image/Socratic dialogue

MONDAY
Wednesday: Fiction assignment with visual image due. The
fiction piece is due at the beginning of the period on
Wednesday, while the visual component will be turned in at
the end of the period Wednesday.
Friday: Socratic dialogue with notes, The Old Man and the
Sea (pages 43 84) due.
Learning Target: Students will show understanding of
the elements of fiction by generating an original work of
fiction.
(1C)

Do Now: How would you describe the style of this

book?
(1C)

Students will write a piece of fiction emulating

the style of The Old Man and the Sea. The story
should contain the theme tenacity. It should
be three five pages in length. It should be
double spaced and written on only one side of

(1F)Embedded Formative Assessment: fiction piece

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

the page. It should also include an illustration

that could serve as a book cover for the story.
Both the written work and the visual image are
due Wednesday (writing at the beginning of the
period, and the visual element at the end of the
period).
TUESDAY
Learning Target: Students will show understanding of
the elements of fiction by generating an original work of
fiction.
(1C)

Do Now: What have you accomplished so far in the

fiction piece? What would you still like to accomplish?
(1C)

Students will work on their fiction projects, which will be

turned in Wednesday.
WEDNESDAY
(1C) Learning Target: Students will show understanding of
the elements of fiction by generating an original work of
fiction.
(1C)

Do Now: Emotional Intelligence check-in.

In class, students will generate the visual component that

accompanies the written assignment.
THURSDAY
(1C) Learning Target: Students will show understanding of
literature by completing written notes.
Do Now: What do you like about the story told in the
book so far?
(1C)

(1F)Embedded Formative Assessment: fiction piece

(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: fiction piece

(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: 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.

Students will read and prepare notes for tomorrows

Socratic dialogue.
FRIDAY
(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: 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: The Old Man and the Sea pages 43 84.

*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.