Name: Robert Mitts
Date: 3/10/14-3/14/14
Woodland Hills High School
Lesson Plans
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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 culture like in
Ireland?
Content Area:
Life Skills - Social Studies
Length of Lesson: 45 Minutes
Periods 2A
Understanding Goals (Concepts):
- Understanding the culture and customs of
people from Ireland.
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:
Students will create flags using the Irish colors.
Students will learn the customs and culture of people
from Ireland
Performance Task:
-Read and write about people from Ireland.
-Create and Irish Flag
-Create Shamrock' s
-Write a myth about Irish Customs
Essential Questions:
Why did changes need to be made?
How did their sarcfices shape our
culture?
How was our country different during
the civil rights movement?
Vocabulary:
Stage II – Assessment Evidence
Other Evidence:
-student work samples
-observation
-verbal responses
Stage III – Learning Plan
Materials & Resources: African American books and handouts, Pencils,
Paper, Index Cards, Colored Markers, Crayons, Glue, Scissors, Tape,
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:
Scaffolding used:
#1. Teacher Promping
#2 . Provide Visual Support
Others:
Describe usage:
Describe usage:
-at beginning, during, and after lessons
-throughout lessons
Procedures
#1. Summarizing
#2. Whole Class Response
Others:
Monday
3/10/14
Day A
 Students will learn about
the country, of Ireland,
their culture, food, dress
 See Above
Wednesday
3/12/14
Day A
 Students will create
shamrocks, and learn
about the luck of the
Irish
Thursday
3/13/14
Day B
 Students will learn
about the country, of
Ireland, their culture,
food, dress, music
3/14/14
Day A
 Students will complete
the weekly Time for
Kids or Scholastic
News.
 See Above
 See Above
 See Above
Assignments
 See Above
Tuesday
3/11/14
Day B
 Students will learn
about the Irish flag,
and create their flags
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding
Friday