Name: Robert Mitts
Date: 4/22/14-4/25/14
Woodland Hills High School
Lesson Plans
Edline was updated this week:
My class website was updated this week:
Lesson Topic (Standard/Anchor):
Reading
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.1&2.4a (LB) Answers literal questions:
what, who, where, when, why questions -- openended response
R11.AA.1&2.4a (LC) Answers literal "when"
question - reading comprehension
R11.AA.1&2.4b (LC) Answers literal "why"
Stage I – Desired Results
Big Ideas:
- Reading for Comprehension
- Reading fluency
- Spelling
-Mechanics
-Proper punctuation of a statement,
question, command, and exclamation
- Review of Subjects and Predicates
-Combining Sentences using and, but,
and or (conjunctions)
Content Area:
Life Skills - English
Length of Lesson: 45 Minutes
Periods 3
Understanding Goals (Concepts):
-Reading for Understanding/Comprehension
- Increase the amount of words identified
(Fluency)
- Punctuating a sentence correctly, capital
letters, spelling, quotation marks.
- Identify the subject and predicate in a
sentence
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:
 Use the correct punctuation mark at the end of
each sentence
 Identify characters in the story "The Outsiders"
 Increase reading fluency
 Combine sentences
Essential Questions:
-When do we use a .! and ? to end a
sentence
-What is the subject and predicate in a
sentence
Vocabulary: Copious, Ample, Profuse,
Prolific, Plethora
Stage II – Assessment Evidence
Performance Task:
Other Evidence:
-use context clues to comprehend and correctly answer comprehension
-student work samples
questions
-observation
-read for fluency
-verbal responses
- Correctly punctuate and identify the subject and predicate in a
sentence
Stage III – Learning Plan
Materials & Resources: Grammar Book, Spelling Book, "Bleachers"
Pencil
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
Scaffolding used:
#1. Teacher Promping
#2. Whole Class Response
Others:
#2 . Provide Visual Support
Others:
Describe usage:
Describe usage:
-at beginning, during, and after lessons
-throughout lessons
Procedures
Monday
4/21/14
Day
 Spring Break
Tuesday
4/22/14
Day A
-Students will
conmplete
pages 1&2 in
their new
spelling lesson
Studetns will
read the story
"Frindle"
Chapter 11 pgs
67-70, and
complete
Discussion # 5
•Discuss:
Vocabulary
*Word:
Conceited
*Write a
sentence using
the word
correctly in
Wednesday
4/23/14
Day B
 Students will complete
pages 1&2 in their
speling lesson,
 Students will Read
Chapter 11 pgs 67-70
and complete
Discussion #5
 Discuss Vocabulary
Word Ill-Boding
Thursday
Friday
4/24/14
Day A
4/25/14
Day B
 Students will complete  Studetns will take a
iinformation on
Spelling Test on the
completing their
this weeks lesson.
Resume's
 Studetns will read
Chapter 12 in Frindle
pgs 77-84.
journal.
 See Above
 See Above
 See Above
Assignments
 See Above
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding
 See Above