WOODLAND HILLS SECONDARY LESSON PLAN
Name ____Julie Werts___
Date _November 10, 2014____
Content Area: Reading /English Language! C/D
Length of Lesson __2 weeks__
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
BIG IDEAS:
Phonemic Awareness and Phonics
Word Recognition and Spelling
Vocabulary and Morphology
Grammar and Usage
Listening and Reading Comprehension
Writing
(Content standards, assessment anchors, eligible content) objectives, and skill focus)
UNDERSTANDING GOALS (CONCEPTS):
ESSENTIAL QUESTIONS:
Students will understand:
What are the topic, main idea and supporting details in an
informative text?
What are the steps to writing an expository paragraph?
How are nouns and pronouns used as subjects in a sentence?
How do you use synonyms, homonyms, homophones, and
attributes in reading and writing?
How do you use text features to preview texts?
How to spell words with closed syllables
The meaning of prefixes in a word
How a noun and pronoun are used as subjects
in a sentence
How to preview a reading selection by using
text features
The steps used to write an expository paragraph
What a synonym, homonym, homophones, and
attributes
CC.1.4.9–10.B
Write with a sharp, distinct focus identifying topic, task, and
audience
C.C.1.4.9-10.F
Demonstrate a grade-appropriate command of the
conventions of standard English grammar, usage,
capitalization, punctuation, and spelling.
C.C.1.2.9-10.K
Determine or clarify the meaning of unknown and multiple
meaning words and phrases based on grade-level reading and
content, choosing flexibly from a range of strategies and
tools.
C.C1.2.9-10.L
Read and comprehend literary nonfiction and informational
text on grade level, reading independently and proficiently.
C.C.1.4.9-10.M
Write narratives to develop real or imagined experiences or
events.
VOCABULARY:
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
Essential Words: day, little, may, new, say, way Identify syllables in words using r controlled
Comprehension Words:
Infer, define, predict, generalize, use, explain,
show, and classify
Read fluently words composed of sound-spelling correspondences.
Read and spell contractions with are
Identify antonyms, synonyms and attributes
Use comparative and superlative adjectives -er, -est
Identify and use nouns, verbs, adjectives and prepositions
Idenify complete subjects and complete predicates
Form sentences with compound parts using or
Read phrases and passages fluently
Preview nonfiction reading selection using text features.
Define vocabulary words using context-bases strategies or a reference
source
Generate sentences using six stage processs
Distinquish fact from opinion
Write responses to questions with the signal words: use, generalize,
infer, illustrate, explain, define, predict, show
Organize ideas and information in a two-column outline for an
expository paragraph
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
FORMATIVE ASSESSMENTS:
Students will complete workbook pages and
supplemental materials. Daily attendance and
participation will be assessed. Students are
administered various probes throughout each
unit to check for understanding, skill
development and knowledge of skills presented
Use thumbs up, thumbs
Use of white boards
Exit Slips
Beginning of day Do Now:
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
Do Now;
Mini Lesson:
Guided Practice:
Independent Practice:
Summations/Formative
Assessments:
Reflections:
Word of Day
Do Now: Collins
Writing I
Mini Lesson, Guided
Practice, Independent
Practice, and
Summative/Formative
assessment:
Direct Instruction from
the Language! Program.
Students are presented a
lesson a day consisting
of six steps. The
Program is scripted and
scaffold to meet the
needs of the student.
MATERIALS AND
RESOURCES:
INTERVENTIONS:
Specially Designed
Language! C
Instruction:
textbook
 One-on-one
Language! C
Instruction
workbook
 Small group
Supplemental pages
instructions and
Letter Cards
Discussions.
Picture Cards
 Individualized
Morpheme Meaning
attention
Cards
 Peer assistance
Promethean Board
 Step-by-step
Composition Book
directions and
Highlighters
redirection
Individual Wipe of
 New concepts
Boards
broken down into
clearer steps
 Practice and
repeat drills for
difficult concepts
ASSIGNMENTS:
Students will read text in the
assigned text book and complete
workbook pages that correspond
to the text book and lessons.
Each students will also
complete supplemental
activities corresponding to each
lesson.
Assignments will be completed
independently, as a whole class
and in small groups.
Textbook pages: 26-27, 37-43,
H84, H18,
Interactive Text: 97, 98-104,
105-111, R8-R9,R56
Supplemental:
 Verb “be”

Antonyms/Synonyms,
Attributes
Explicit instruction is
used throughout each of
the six steps.
Adaptations are made to
meet the individual
needs of each student.
Checking for
understanding through
exit ticket, oral
discussions, etc. are reteaching of skills is used
throughout each lesson.
The student will work
through the 6 step
process of each lesson.
Students will complete
text book readings,
worksheets and
supplemental pages for
each step of each lesson
in the unit.
Each student will be
responsible to complete
a written assignment
using skills learned in
the lesson. Challenge
texts will be used to
reinforce new concepts
learned.
Six steps:






Phonemic
Awareness and
Phonics
Word
Recognition and
Spelling
Vocabulary and
Morphology
Grammar and
Usage
Listening and
Reading
Comprehension
Writing


Complete subject and
predicate
Diagram It
Assessment:
 Fluency Check R18, R19,
R20, R21

Content Mastery 8-9