WOODLAND HILLS SECONDARY LESSON PLAN
Name _Lisa Silverman____________
Date __3-16-15__
Length of Lesson _3 days__ Content Area English 12__
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
Autobiography revision: students will chose ONE chapter
from project and revise according to rubric (Collins type 3-5).
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
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Essential content, literary elements and devices inform
meaning
Textual structure, features and organization inform
meaning
Acquiring and applying a robust vocabulary assists in
constructing meaning
Focus, content, organization, style, and conventions
work together to impact writing quality
Writing improves through the recursive process of
revising and editing
VOCABULARY:
BIG IDEAS:
(Content standards, assessment anchors, eligible content, objectives, and skill
focus)
CC1.2.11-12 A,B,G,J-L, 1.3.11-12C-F, H-K
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Comprehension requires and enhances critical thinking and is
constructed through the intentional interaction between reader and text
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Writing is a means of documenting thinking
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Writing is a recursive process that conveys ideas, thoughts and
feelings
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Purpose, topic and audience guide types of writing
ESSENTIAL QUESTIONS:
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How does interaction with text provoke thinking and
response?
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What role does writing play in our lives?
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How do we develop into effective writers?
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To what extent does the writing process contribute to
the quality of writing?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
Personal narrative
Point of view
Imagery
Creative non-fiction
Tone
Voice
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Use grade appropriate resources to confirm and extend
meaning of vocabulary
Write with a sharp, distinct focus (e.g. sharp controlling
point), identifying topic, purpose and audience (focus)
Write to create an individual writing style, tone and
voice through the use of a variety of sentence structures,
descriptive word choices, literary devices and precise
language. (style)
Use proper conventions to compose in the standard form
of the English language (conventions).
Use socially and academically appropriate writing
conventions in a variety of formal and informal
communication.
Develop complete paragraphs that have details and
information specific to the topic and relevant to a welldefined focus
Use precise vocabulary when developing writing
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Writers workshop style classroom with students working at
individual paces
Re-write/revise ONE writing piece of choice.
FORMATIVE ASSESSMENTS:
Spot check for comprehension
Whole class response
Instructor mini-conferencing as students write
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
Do Now:
Women’s History Month quotes
(Collins type 1)
Mini Lesson:
Review Collins writing process steps
3-5.
Guided Practice:
Students will work on writings in class
with models and teacher input.
Independent Practice:
Students will revise essays in MSWord
Summations/Formative Assessments:
See above
Reflections:
MATERIALS AND
RESOURCES:
Sr project handbooks
Glencoe textbook and autobiography handouts for
writing examples
INTERVENTIONS:
ASSIGNMENTS:
tutoring Tues. and Thurs.
with me
parent contact
English lab
Sr. Project:
Revise rough draft of senior
paper if needed.
Write Collins type 3-5 for
revision process.