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    Ayers2015world1130 1204

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    This lesson plan outlines a week of instruction on Herman Hesse's novel Siddhartha for a 10th grade Pre-AP World Literature class. Students will read assigned sections of the novel each day and participate in activities to develop their understanding, including a vocabulary quiz, research paper development, discussion of MLA formatting, analysis of a sample research paper, and a Socratic dialogue. The plan provides learning targets, essential questions, resources, assessments, and connections to prior and future learning for each day.

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    Ayers2015world1130 1204

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    This lesson plan outlines a week of instruction on Herman Hesse's novel Siddhartha for a 10th grade Pre-AP World Literature class. Students will read assigned sections of the novel each day and participate in activities to develop their understanding, including a vocabulary quiz, research paper development, discussion of MLA formatting, analysis of a sample research paper, and a Socratic dialogue. The plan provides learning targets, essential questions, resources, assessments, and connections to prior and future learning for each day.

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    ayers2015world1130 1204

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    This lesson plan outlines a week of instruction on Herman Hesse's novel Siddhartha for a 10th grade Pre-AP World Literature class. Students will read assigned sections of the novel each day and participate in activities to develop their understanding, including a vocabulary quiz, research paper development, discussion of MLA formatting, analysis of a sample research paper, and a Socratic dialogue. The plan provides learning targets, essential questions, resources, assessments, and connections to prior and future learning for each day.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    762 views3 pages

    Ayers2015world1130 1204

    Uploaded by

    api-237641032
    This lesson plan outlines a week of instruction on Herman Hesse's novel Siddhartha for a 10th grade Pre-AP World Literature class. Students will read assigned sections of the novel each day and participate in activities to develop their understanding, including a vocabulary quiz, research paper development, discussion of MLA formatting, analysis of a sample research paper, and a Socratic dialogue. The plan provides learning targets, essential questions, resources, assessments, and connections to prior and future learning for each day.

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    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:

    11/30 12/04

    Siddhartha Week One

    (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: Siddhartha
    All accommodations and modifications indicated in
    Laptops
    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/vocabulary quiz/written notes/Socratic dialogue

    MONDAY
    Due Wednesday 12/01: Reading through With the
    Samanas (ends on page 14).
    Due Friday 12/05: Reading through Part One (ends on page
    23). Socratic dialogue with notes over this reading will
    occur on Friday.
    Due Wednesday 12/09: Research paper rough draft.
    Learning Target: Students will show understanding
    of the Hindu or Buddhist religion by developing a
    research topic and identifying at least three potential
    sources of information.
    (1C)

    (1F)Embedded Formative Assessment: documentation of


    topic and three sources.
    (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 is culture? How does religion


    influence a culture and/or an individual?
    (1C)

    Students will develop a research topic based on


    Hinduism or Buddhism. The topic should be a focused
    one within these broad topic areas, and will be developed
    and agreed upon between the student and instructor.
    Once a topic is agreed upon, students will generate a
    research paper of no less than five pages (double spaced,
    Times New Roman, 12 point font) with no fewer than
    four sources and a bibliography (not included in the
    page count). The entire paper, including citations and
    bibliography, should follow the MLA format. Papers
    without an MLA formatted bibliography will be
    returned to the author and considered not turned in
    until this aspect of the paper is complete. The paper will
    be due Wednesday, December 9 and will be considered
    part of your midterm examination for this course.
    Students will use laptops to conduct research. By the end
    of class today they will have a topic identified along with
    three potential sources.
    TUESDAY
    Learning Target: Students will show understanding
    of the MLA format through oral discussion.
    (1C)

    Do Now: What do you know already about the MLA


    format in essay writing?
    (1C)

    (1F)Embedded Formative Assessment: opening


    paragraph
    (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 class we will look at the Purdue Owl web site and


    discuss the use of MLA formatting. Remaining time will
    be given to research and writing. Students will complete
    an opening paragraph.
    WEDNESDAY
    (1C) Learning Target: Students will show understanding
    of the elements of quality research papers through
    written notes.
    (1C) Do Now: What makes a quality research paper?

    (1F)Embedded Formative Assessment: body paragraph


    (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 class we will examine an example research paper. As


    an exit ticket, students will generate notes concerning
    quality production of research-based essays. Any
    remaining time will be given to research and writing.
    Students will complete at least one body paragraph.
    THURSDAY
    (1C) Learning Target: Students will show progress on
    research paper assignments by completing at least three
    body paragraphs.
    (1C) Do Now: What progress have you made so far on
    your research paper?

    (1F)Embedded Formative Assessment: three body


    paragraphs
    (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 class students will complete a vocabulary quiz. The


    remaining class time will be given to research and
    writing. Students will complete at least three body
    paragraphs.
    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: Part One of Siddhartha.


    *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.

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