Westside High School Backwards-Design Lesson Plan
Template
2013-2014
English II Prep
Unit 1
8/26/13 – 10/4/13
Stage 1 – Desired Results
Student Outcomes (objectives):
Understanding
(s)/goals:
EU1: Students will
understand that
reading poetry from
a variety of cultural
viewpoints can
connect to their lives
Essential
Question(s):
EQ1: How can
interactively reading
and writing from a
different perspective
teach me about
myself and others?
EU2: Students will
understand that
analyzing and using
stylistic elements
will achieve author’s
purpose
EU3: Students will
understand that
expanding
vocabulary can
contribute to
meaningful
communication
EQ2: Why do we
write?
EU4: Students will
understand the
voice of every author
is shaped by their
culture
EQ4: Why is it
important to
appreciate many
different genres of
writing and cultural
references?
EQ5: Why is it
important to
communicate
effectively in oral
EU5: : Students will
understand that
effective listening
and speaking skills
EQ3: How does the
purposeful use of
language affect the
reader’s
understanding?
SO1.1: SWBAT reflect on understanding to monitor comprehension
(e.g. asking questions, summarizing and synthesizing, making
connections, creating sensory images). ELA.10.Fig19A
SO1.2: SWBAT make complex inferences about text and use textual
evidence to support understanding. ELA.10Fig19B
SO1.3: SWBAT relate the figurative language of a literary work to its
historical and cultural setting. ELA 10.2C
SO1.4: SWBAT analyze the structure of prosody (e.g. meter, rhyme
scheme) and graphic elements (e.g., line length, punctuation, word
position) in poetry. ELA.10.3A
SO2.1: SWBAT write a poem using a variety of poetic techniques
(e.g. structural elements, figurative language) and a variety of
poetic forms (e.g., sonnets, ballads). ELA.10.14B
SO2.2: SWBAT write an interpretative response to an expository or
a literary text (e.g., essay or review) that extends beyond a summary
and literal analysis. ELA.10.15C.i
SO3.1: SWBAT use a variety of correctly structured sentences (e.g.,
compound, complex, compound-complex). ELA.10.17C
SO3.2: SWBAT determine the meaning of grade-level technical
academic English words in multiple content areas (e.g., science,
mathematics, social studies, the arts) derived from Latin, Greek, or
other linguistic roots and affixes. ELA.10.1A
SO3.3: SWBAT use a dictionary, a glossary, or a thesaurus (printed
or electronic) to determine or confirm the meanings of words and
phrases, including their connotations and denotations, and their
etymology. ELA.10.1E
SO4.1: SWBAT relate (compare/contrast) the figurative language
of a literary work to its historical and cultural setting. ELA.10.2C
SO4.2: SWBAT make and defend subtle inferences and complex
conclusions about the ideas in text and their organizational
patterns. ELA.10.9C
SO5.1: SWBAT participate productively in teams, building on the
ideas of others, contributing relevant information, developing a
plan for consensus building, and setting ground rules for decisionmaking. ELA.10.26.A
are necessary for
specific tasks.
and written
presentations?
Stage 2 – Assessment Evidence
Performance Task(s) and Other Evidence: (Assessment evidence should be collected for each Student Outcome
(SO) listed above.)
Formative
Summative (Attach copy)
SO1.1 Summary Reading Assignment
SO1.2 Reading comprehension Warm-Ups
SO1.3 Figurative Language Practice and Quiz
SO1.4 Poetic Terms Quiz
SO2.1 TP-CASTT Practice
Original Poem
SO2.2 Short answer responses
Interpretative Essay
SO3.1 Voc. Warm-Ups
SO3.2 Literacy Interactive Notebooks
SO3.3 Dictionary usage
SO4.1 Short Story Questions
SO4.2 STAAR Stem Question Practice and Review
SO5.1 Group Projects
Summative