Woodland Hills High School Lesson Plans

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Name: Robert Mitts

Woodland Hills High School

Date: 5/19/14-5/23/14

Lesson Plans

Edline was updated this week:

My class website was updated this week:

Lesson Topic (Standard/Anchor):

Reading

Stage I – Desired Results

Big Ideas: What is the demographic information about the state

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

Content Area:

Life Skills - Social Studies

Length of Lesson: 45 Minutes

Periods 2A

Understanding Goals (Concepts):

- Identify the state

-Identify the capital of the state

-Identify the nickname of the state

-Identify the state flower

-Identify the state bird

-Write the abbrevation of the state

-Famous people from this state

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:

-Identify the state

-Identify the capital of the state

-identify the nickname of the state

-identify the state flower

-identify the state bird

-Write the abbrevation of the state

-Famous people from this state

Essential Questions:

How do this information identify the state.

Performance Task:

-Identify the state

-Identify the capital of the state

-identify the nickname of the state

-identify the state flower

-identify the state bird

-write the abbrevation of the state

-Famous people from this state

Stage II – Assessment Evidence

Other Evidence:

-student work samples

-observation

-verbal responses

Vocabulary:

Stage III – Learning Plan

Materials & Resources: books and handouts, Pencils, Paper, US map,

Colored Markers, Crayons,

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

Others:

Describe usage:

-at beginning, during, and after lessons

Monday

5/19/14 Day B

Students will learn about the state of Texas, and all relevant information about this state.

Tuesday

5/20/14 Day A

Students will learn about the state of

Iowa, and all relevant informaiton about this state.

See Above

See Above

Scaffolding used:

#1. Teacher Promping

#2 . Provide Visual Support

Others:

Describe usage:

-throughout lessons

Wednesday

5/21/14 Day B

Keystone Testing

See Above

Thursday

5/22/14 Day A

Students will learn about the state of

Wisconsin, and all relevant information about this state.

See Above

Friday

5/23/14 Day B

Students will complete a Time for Kids Activity

See Above

* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding

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