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    Ayers2016lang0307 0311

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    This lesson plan outlines a week-long unit for an 11th grade AP Language and Composition class focused on existentialism and Albert Camus' novel The Stranger. Over the course of the week, students will analyze Camus' writing techniques, discuss existentialist philosophy through assigned readings and group work, take a vocabulary quiz, and engage in a Socratic dialogue about Part I of The Stranger. Formative assessments include daily observation, small group discussions, written analysis, multiple choice practice, the vocabulary quiz, and observation of the dialogue. The goal is for students to understand Camus and existentialism through both individual and collaborative work.

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    Ayers2016lang0307 0311

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    545 views3 pages
    This lesson plan outlines a week-long unit for an 11th grade AP Language and Composition class focused on existentialism and Albert Camus' novel The Stranger. Over the course of the week, students will analyze Camus' writing techniques, discuss existentialist philosophy through assigned readings and group work, take a vocabulary quiz, and engage in a Socratic dialogue about Part I of The Stranger. Formative assessments include daily observation, small group discussions, written analysis, multiple choice practice, the vocabulary quiz, and observation of the dialogue. The goal is for students to understand Camus and existentialism through both individual and collaborative work.

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    ayers2016lang0307 0311

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    This lesson plan outlines a week-long unit for an 11th grade AP Language and Composition class focused on existentialism and Albert Camus' novel The Stranger. Over the course of the week, students will analyze Camus' writing techniques, discuss existentialist philosophy through assigned readings and group work, take a vocabulary quiz, and engage in a Socratic dialogue about Part I of The Stranger. Formative assessments include daily observation, small group discussions, written analysis, multiple choice practice, the vocabulary quiz, and observation of the dialogue. The goal is for students to understand Camus and existentialism through both individual and collaborative work.

    Copyright:

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

    Ayers2016lang0307 0311

    Uploaded by

    api-237641032
    This lesson plan outlines a week-long unit for an 11th grade AP Language and Composition class focused on existentialism and Albert Camus' novel The Stranger. Over the course of the week, students will analyze Camus' writing techniques, discuss existentialist philosophy through assigned readings and group work, take a vocabulary quiz, and engage in a Socratic dialogue about Part I of The Stranger. Formative assessments include daily observation, small group discussions, written analysis, multiple choice practice, the vocabulary quiz, and observation of the dialogue. The goal is for students to understand Camus and existentialism through both individual and collaborative work.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 3

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

    Instructors name:
    Ayers

    Course/Grade:
    Grade 11 AP Language and Composition

    Week of:

    Unit Name:

    03/07 03/11

    Existentialism and The Stranger

    (1A)*Essential

    Question(s):
    (1A/1B) Connections (prior/future learning):
    How does the author utilize diction, organization and
    Students will connect with past experience analyzing noncharacter development to create a quality piece of non- fiction work.
    fiction?
    (1A) Common Core/State Standards:
    W.11-12; RI.11-12; SL.11-12
    (1E) Other considerations (modifications,
    (1D) Resources/Materials:
    accommodations, acceleration, ELL, etc.
    All accommodations and modifications indicated in
    Novel: The Stranger
    student IEPs will be followed. Any needs of ELL
    Vocabulary list/quiz
    students (modification of assignment length,
    Laptops
    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/small group oral discussion/vocabulary quiz/Socratic dialogue
    MONDAY

    Wednesday: Written analysis paragraphs


    due (covering Camus and Existentialism).
    Thursday: Vocabulary quiz due.
    Friday: Socratic dialogue The Stranger by
    Albert Camus (Part I).
    Learning Target: Students will show understanding of
    the importance of the work of Albert Camus through oral
    discussion and written analysis.
    (1C)

    Do Now: Please read the excerpt provided you


    concerning the philosopher and writer Albert Camus. What
    is he saying about the genesis of the artistic work, which
    might also be described as creative inspiration? Describe
    his point in your own words.
    (1C)

    Following the do now and the discussion it will entail,


    students will read an article the 100 year anniversary of
    Albert Camus. After reading the piece individually, they

    (1F)Embedded Formative Assessment: 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.

    will discuss it at their tables in small groups. They will then


    share out as a whole group via cold call questioning by
    the instructor. Finally, they will write one to three
    paragraphs describing Camus accomplishments and
    influences. These paragraph(s) will be kept in the class
    notebook for now written work generated today through
    Wednesday will be turned in Wednesday for a grade.
    TUESDAY
    Learning Target: Students will show understanding
    of Existentialism as a philosophy through oral discussion
    and written analysis.
    (1C) Do Now: Respond to the following quote:
    Philosophy should not be thought of primarily either
    (1C)

    (1F)Embedded Formative Assessment: written analysis


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

    as an attempt to investigate and understand the self or


    the world, or as a special occupation that concerns only
    a few. Rather, philosophy must be thought of as fully
    integrated within life.
    Students will be given an article about the Existentialist
    philosophy that is divided into seven parts (a-g). Every
    student will read the work in its entirety. Small groups will
    discuss the work at their respective tables to ensure
    understanding. Every individual student will summarize
    sections a-c in one-two paragraphs. Then, each small table
    group will be assigned one of the remaining sections. With
    help and collaboration from table-mates, each student will
    write an additional paragraph analyzing their assigned
    paragraph. All this work should be clearly labeled (article
    name and section) and will be turned in Wednesday along
    with the rest of the weeks written work.

    WEDNESDAY
    (1C) Learning Target: Students will show improvement
    in multiple choice by completing items on an online
    platform.
    (1C) Do Now: Emotional Intelligence check-in.
    Students will complete items on Learnerator.com.
    THURSDAY
    (1C) Learning Target: Students will show vocabulary
    acquisition by completing a vocabulary quiz.
    (1C) Do Now: Please take out a pencil and clear your desk
    in preparation for a vocabulary quiz.
    After completing the quiz, students will review types of
    rhetorical fallacies, also known as logical fallacies.

    (1F)Embedded Formative Assessment: multiple choice


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

    FRIDAY
    (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.

    Socratic dialogue: The Stranger by Albert


    Camus, Part I
    *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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