Name: Robert Mitts
Date: 4/14/14-4/17/14
Woodland Hills High School
Lesson Plans
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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
4/14/14
Day B
Students will complete
pages 1&2 in their new
spelling lesson
Read the story "Frindle"
Chapter 10 "The Report"
pgs 57-66 Discussion #4
Discuss Vocabulary
Word: Arrogant
Write a sentence using
the word correctly in
journal
 See Above
 See Above
 See Above
Assignments
 See Above
Tuesday
Wednesday
Thursday
4/15/14
Day A
4/16/14
Day B
4/10/14
Day
-Students will
 Read the story
 Spring Break
"Frindle" Chapter 11-12
begin to gather
"The Big Idea"pgs 67-83
information to
create a Resume  Students will complete
Discussion
 Discuss Vocabulary
•Discuss:
*Word: Haughty
Vocabulary
*Write a sentence
*Word:
using the word
Conceited
correctly in journal
*Write a
sentence using
the word
correctly in
journal.
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding
Friday
4/11/14
Day
 Spring Break
 See Above