Name: Robert Mitts
Date: 11/4/13-11/8/13
Woodland Hills High School
Lesson Plans
Edline was updated this week:
My class website was updated this week:
Lesson Topic (Standard/Anchor):
Reading
R11.A.1&2.2 Identify and apply word recignition skills
R11.AA.1&2.2 Identify and apply word recognition
skills, including: scanning, matching, demonstrating
phonemic awareness, naming, reading.
R11.AA.1&2.2a (LA) Scans materials
R11.AA.1&2.2b (LA) Matches identical pictures or
photographs
R11.AA.1&2.2a (LB) Selects word names
R11.AA.1&2.2b (LB) Reads words in isolation
R11.AA.1&2.2c (LB) Reads word in context
R11.AA.1&2.2 (LC) Reads 30-50 words aloud
R11.A.1&2.4 Identify and explain main ideas and
relevant details.
R11.AA.1&2.4 Identify and explain the main ideas and
relevant details, inclusing: answering literal
comprehension questions, sequencing events.
R11.AA.1&2.4 (LA) Answers literal questions: what,
who, where
R11.AA.!&2.4a (LB) Answers literal questions: what,
who, where, when, why questions -- open-ended
response
Stage I – Desired Results
Big Ideas: Description of a rain forest
environment
Content Area:
Life Skills - Social Studies
Length of Lesson: 45 Minutes
Periods 2A
Understanding Goals (Concepts):
- Working together on the creating the rain
forest reserve
- Students will create "If I Were Poems
based on the animals in the Rain Forest
-Students will complete job applications
based on the jobs that are in the Amazon
Rain Forest
R11.AA.1&2.4a (LC) Answers literal "when" question reading comprehension
R11.AA.1&2.4b (LC) Answers literal "why" question reading comprehension
R11.AA.1&2.4c (LC) Answers literal "how" question reading comprehension
R11.AA.1&2.5a (LC) Describes 4 events from narrative
text
R11.AA.1&2.5b (LC) Name 4 facts from expository
text
Student Objectives (Competencies/Outcomes):
Students will be able to:
Students will create "If I were Poems based on the
animals in the Rain Forest
Students will complete job applications based on the
job available in the Amazon Rain Forest
Essential Questions:
What arethe parts of a rain forest?
What are the postions available in the
Amazon?
-
Vocabulary: canopy, understory, forest floor
Stage II – Assessment Evidence
Performance Task:
Other Evidence:
-Create a rain forest using classroom materials, identify the parts of the
-student work samples
rain forest
-observation
-verbal responses
Stage III – Learning Plan
Materials & Resources: Rain Forest story path books, "If I Were Poems"
Full Character Cut Outs, Pencils, Paper
CONTENT AREA READING:
Throughout lessons
Formative Assessment(s):
#1. Pre-Assessment
#2. Summarizing Main Ideas
#3. Thumbs Up
Others:
Instructional Procedures*: (includes mini-lessons) -active engagement, explicit instruction, modeling, scaffolding
Active Engagements used:
Scaffolding used:
#1. Teacher Promping
#2 . Provide Visual Support
Others:
Describe usage:
Describe usage:
-at beginning, during, and after lessons
-throughout lessons
Procedures
#1. Summarizing
#2. Whole Class Response
Others:
Monday
11/4/13
Day A
 Students will write a 3-5
sentence paragraph
based on the
information about the
Rain Forest.
 Students will create "If I
were" poems based on
the animals within the
Rain Forest
Thursday
11/7/13
Day B
 Parent Teacher
Conference
11/8/13
Day A
 Staff In-Service
 See Above
 See Above
Assignments
 See Above
Tuesday
Wednesday
11/5/13
Day B
11/6/13
Day A
 Students will hang
 Studetns wil identify
their "If I were poems
job opportunites in the
from the animals that
Amazon Basin Rain
make up the Rain
Forest
Forest
 Students will complete
 Students will make a
a job application for a
full length character
job in the Rain Forest
of people who work
 Students will continue
in the Rain Forest
to create a full length
character of people
who work in the Rain
Forest
 See Above
 See Above
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding
Friday