WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Wendy Koval
updated this week:
Date 5-11-2015
Length of Lesson 3 Weeks
Content Area English 9
Edline was
My Class website was updated this week:
STAGE I – DESIRED RESULTS
LESSON TOPIC:
-Poetic Devices
-Romeo and Juliet
GRADE Exam
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
• Comprehension requires and enhances critical thinking and is constructed
through the intentional interaction between reader and text
Main Idea
Inference
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
•
•
•
meaning
Essential content, literary elements and devices inform meaning
Textual structure, features and organization inform meaning
Acquiring and applying a robust vocabulary assists in constructing
ESSENTIAL QUESTIONS: •
How does interaction with
text provoke thinking and response?
VOCABULARY:
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
THEME
Students will be able to:
Protagonist/Antagonist
Main Idea
Allusion
Oxymoron
Personification
Simile
Metaphor
Repetition
Alliteration
Motif
Define and/or apply how the meaning of words or phrases
changes when using context clues given in explanatory
sentences
Text Organization
Make inferences and/or draw conclusions based on
information from text
Problem/Solution
Compare/Contrast
Chronological Order
Spatial Order
Cause/Effect
Sequential Order
Mood
Tone
Author's Purpose
Explain, interpret, describe, and/or analyze the effectiveness
of the point of view used by the author
make inferences and/or draw conclusions based on
information from text
Identify and/or apply multiple-meaning words used in text
Identify and/or describe the author’s intended purpose of text
Identify and/or analyze the author’s intended purpose of text
Identify and apply how the meaning of a word is changed
when an affix is added; identify the meaning of a word from
the text with an affix
Explain, describe, and/or analyze examples of text that
support the author’s intended purpose
Identify and/or explain stated or implied main ideas and
relevant supporting details from text
Level 1 Words
V ocabulary in Short Stories
Explain, interpret, describe, and/or analyze the use of facts
and opinions to make a point or construct an argument in
non-fiction text
Word of the day-H.S. list
Explain, interpret, compare, describe, analyze, and/or
evaluate connections between texts
Ms. Koval's words
Roots, Prefixes, Suffixes
Words in Articles, Stories, etc..
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Students will take summary notes, view, read and
interpret Romeo and Juliet
FORMATIVE ASSESSMENTS:
#1. Summarizing Main Ideas
#2. Open Ended Questions
#3. Graphic Organizers
Others:
Sticky notes for active reading
Matching Vocabulary
-Summarizing News articles
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
INTERVENTIONS:
Character Map-group
ASSIGNMENTS:
Active Engagements used:
#1. Higher Level Thinking Skills
#2. Summarizing
Others:
Graphic Organizers
Whole Class Response
Higher Level Thinking Questions
Describe usage:
-Note-Taking on Plot
-Whole Class Response in
Identifying Plot
-Cooperative Education in
Questioning the A
-
Glencoe LiteraturePurple
Pairs
Student Binder
Bell Ringers-Vocabulary
Word of the day Activity
Looseleaf
Vocabulary
-Matching
-Charades
-Word Puzzles
-Context Clues
-Word Splash
-Flash Cards
-Writing Sentences
Transition words/phrases
list
Newspaper
PSSA Practice Examretired exam
Scaffolding used:
#1. Build Vocabulary
#2 . Chunking
Others:
Active Reading Notes and
Practice
Describe usage:
Summarizing and Inferencing
for reading comprehension and
for writing
Other techniques used:
MINI LESSON:
Anticipatory Set-Story
Vocabulary
Motif-Light and Dark
Pun
Allusion
One-to-One
Alexander the Great
CONTENT AREA
READING: