Name: Robert Mitts
Date: 3/24/14-3/28/14
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.!&2.4a (LB) Answers literal questions: what,
who, where, when, why questions -- open-ended
response
Stage I – Desired Results
Big Ideas: What is the demographic
information about the state
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
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
Essential Questions:
How do this information identify the
state.
Stage II – Assessment Evidence
Other Evidence:
-student work samples
-observation
-verbal responses
Stage III – Learning Plan
Vocabulary:
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
Scaffolding used:
#1. Teacher Promping
#2 . Provide Visual Support
Others:
Describe usage:
Describe usage:
-at beginning, during, and after lessons
-throughout lessons
Procedures
Active Engagements used:
#1. Summarizing
#2. Whole Class Response
Others:
Monday
3/24/14
Day A
 Students will learn about
the state of Georiga, and
all the relevant
information about this
state
Wednesday
3/26/14
Day A
 Students will learn
about the state of
South Carolina, and all
the relevant
information about this
state
 See Above
Thursday
3/27/14
Day B
 Students will learn
about the state of
New Hampshire, and
all the relevant
information about this
state
 See Above
Assignments
 See Above
Tuesday
3/25/14
Day B
 Students will learn
about the state of
Connecticut, and all
the relevant
information about
this state
 See Above
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding
Friday
3/28/14
Day A
 Students will complete
the weekly Time for
Kids or Scholastic
News.
 See Above