Name: Robert Mitts
Date: 10/21/13-10/25/13
Woodland Hills High School
Lesson Plans
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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
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: Create a rainforest bulletin
board based on the animals and plants that create a
rain forrest

Essential Questions: What arethe parts
of a rain forest?
-
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, newspaper,
construction paper, glue, Activity Guide 1 Working Together on the
Frieze
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:
#1. Summarizing
#2. Whole Class Response
Scaffolding used:
#1. Teacher Promping
#2 . Provide Visual Support
Others:
Describe usage:
Describe usage:
-at beginning, during, and after lessons
-throughout lessons
Procedures
Others:
Monday
10/21/13
Day B
 Students will create a
rain forest and identify
the parts of the rain
forest.
 Studetns wil make a
word bank and read "If I
Were a Butterfly pg 23
create "If I were poems"
Wednesday
Thursday
Friday
10/23/12
Day B
10/24/12
Day A
10/25/12
Day B
 Studetns wil identify
 Students will complete  Students will create a
job opportunites in the
a job application for a
full length character
Amazon Basin Rain
job in the rain forest
that represents jobs
Forest
that take place in the
 Students will continue
Amazon
 Students will make a
to create a full length
full length character of
character of people
 Students will place
people who work in the
who work in the rain
these characters on a
rain forest
forest
chart represented by
Scientists and
Researchers
 See Above
 See Above
 See Above
Assignments
 See Above
Tuesday
10/22/13
Day A
 Students will create a
rain forest , and
identify the parts of
the rain forest
 Students will make a
word bank and read
"If I Were a
Butterflypg 23, and
create "If I Were"
poems
 See Above
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding