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

Instructors name:
Mr. Ayers
Week of:
12/01 12/05

Course/Grade:
Grade 10 Pre-AP World Literature
Unit Name:
The Catcher in the Rye

(1A)*Essential

Question(s):
What did you take from your reading of this American
classic? What themes did the author deal effectively
with? How does it relate to your life?
(1A) Common Core/State Standards:

(1A/1B)

Other considerations (modifications,

accommodations, acceleration, ELL, etc

(1D) Resources/Materials:

(1E)

Connections (prior/future learning):

Students will use their past experience in literary analysis
and essay writing to complete this unit. They will also find
connections between the book and their own lives.

Teacher:
Students:
The Catcher in the Rye (novel)
Example AP essay
Peer editing work templates

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/journal checks/Socratic dialogue
Lesson activities for instructor and students, (1F)
Embedded Formative Assessment,
(1B)

MONDAY
(1C) Learning Target: Students will improve their ability
to write quality fiction. They will show their learning by
completing a piece of flash fiction (started before the
break) and submitting it to the Pasatiempo Winter
Writing Contest.
(1C) Do Now: Describe one interesting thing you did over
the break.

(1F)Embedded Formative Assessment: flash fiction

(1B)Closing Activity: As a whole class, we will discuss the
successes and difficulties involved in the writing process.

In Class: Students will complete a work of flash fiction

and submit it to the Pasatiempo Winter Writing Contest.
TUESDAY
(1C) Learning Target: Students will improve their ability
to create quality essays. They will show their learning
through answers to cold-call questions as we review an
example essay.
(1C) Do Now: What does the word analysis mean to
you? When do you use analysis in your life?
In Class:
Today we will begin an AP style analysis essay. In this
assignment, students should choose a short passage from
The Catcher in the Rye (no more than three pages) and use it

(1F)Embedded Formative Assessment: direct observation

(1B)Closing Activity: As a whole class, we will revisit the
elements that make up a strong essay.

to address the following prompt: In this novel, the author

address several important themes, among them capitalism,
conformity, individuality, compassion and mental illness.
Please choose ONE of these themes or develop one of your
own, and use your chosen passage to back up your claim.
This essay should be hand written, double spaced, and five
paragraphs in length (you may go over a bit, but you may
not go under).
We will begin by examining a quality example essay and
discussing its salient points. With any time left, students will
begin to write their essays.
WEDNESDAY

Journals will be returned (with grades)

today
Learning Target: Students will improve their ability
to write quality essays. They will show their learning by
generating an analysis essay.
(1C) Do Now: You should already have a passage chosen,
and may have begun your essay already. Please prepare
to spend the period writing!
(1C)

THURSDAY
(1C) Learning Target: Students will improve their ability
to edit and refine an essay. They will show their learning
by engaging in peer editing with at least two partners.
(1C) Do Now: What do you like about your essay? What
do you think needs improving?
FRIDAY
(1C) Learning Target: Students will improve their skills
in speaking and listening. They will show their learning
through participation in a Socratic dialogue over the
entire novel, The Catcher in the Rye.
(1C) Do Now: Please take out your opening question and
prepare to share it with the class.

(1F)Embedded Formative Assessment: direct

observation/journal checks
(1B)Closing Activity: Students will briefly re-cap their
experience writing analysis essays.

(1F)Embedded Formative Assessment: direct observation

(1B)Closing Activity: As a whole class, we will discuss the
areas of strength and areas of improvement witnessed in
student work through the peer editing process.

(1F)Embedded Formative Assessment: direct

observation/Socratic dialogue notes
(1B)Closing Activity: As a whole class, we will discuss the
successes of this discussion, and provide insight into
ways in which we can improve these discussions in the
future.

For Next Week: Two drafts of your essay, along with two
peer editing work templates, will be due Wednesday.
*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.